2. Developing Competency Standards (3): Performance Indicators
Mel Tan
Programme Officer
ICT in Education, UNESCO Bangkok
Asia and Pacific Regional Bureau for Education

3. Process Overview Step 1: Reflecting Education Goals (Worksheet A)
Step 2: Prioritizing TCSF domains/competency areas (Worksheet B)
Step 3: Setting the ICT competency standards for each selected TCSF domain/competency area (Worksheet C)
Step 4: Drafting competency performance indicators (Worksheet D)
Step 5&6: Incorporating the CS-PIs into the draft EC curriculum (Worksheets E & F)
Step 7: Draft a full development plan

4. Objectives By the end of this module, the core group will be able to
Understand the definition of performance indicators
Draft performance indicators for the ICT-incorporated standards
Understand various ways of assessing/measuring PIs

5. Domain, Standards and Indicators
Key areas of competency.
Should address all aspects of teachers’ work .
Domain
CS-1
PI-1-1
PI-1-2
CS-2
PI-2-1
A unit of competency.
Basic outline of the knowledge and skills required in the given area.
Specific knowledge, skills and attitude that a teacher should be able to demonstrate.
Stated in observable terms.

6. What are Performance Indicators?
Breaking down standards into measurable and demonstrable sizes of knowledge, skills and/or attitude
a standard may be measured by multiple PIs
basis for training  guides the formulation of learning objectives
determine how to design assessment for each standard

7. Performance Indicators
measurable and demonstrable sizes of knowledge, skills and/or attitude
Is the target clearly defined?
How will you know you did good work/achieved the target?
Are the conditions sufficient to attain the target?
Is the result aligned with your job role?
When will you deliver your result?

8. Example 1: NICS-Teachers (Philippines)
Domain
Standards PI
KSA
Technological Competency
Demonstrate knowledge and skills in basic computer operation and other information devices including basic troubleshooting and maintenance.
Identify and define the functions of the main components (i.e. monitor, CPU, keyboard, mouse) of the computer. K
Identify and define the functions of computer peripherals (i.e. printer, scanner, modem, digital camera, speaker, etc.)
Properly connect main components, configure peripherals and install drivers when required. S
Promote safety in handling equipment. A
Use appropriate office and teaching productivity tools
Use a word processor to enter and edit text and images.
Format text, control margins, layout and tables. …

9. Approaches/Stages: Examples
Focusing on pedagogical progress
Technology literacy
Knowledge acquisition
Knowledge deepening
Knowledge creation
Emerging
Applying
Integrating
/embedding
Transforming
Focusing on technological progress
Graduate teachers
Proficient teachers
Highly accomplished
Lead teachers
Focusing on teachers’ career path
Beginning teacher
Experienced teacher
Expert teacher
Leader teacher

10. Focus Area 2.6: Information and Communication Technology (ICT)
Australia
Focus Area 2.6: Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Graduate
Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
Proficient
Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.
Highly Accomplished
Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.
Lead

11. Example 3: Nepal ICT Competencies
Standards
Basic
Proficient
Distinguished
Develop and adapt digital learning materials
Explore digital contents and teaching materials and
use ICT productivity tools to prepare simple materials
Use available ICT tools to adapt and develop interactive and dynamic digital learning materials
Design and develop digital materials to facilitate learning. Collaborate on enhancing ICTs competencies among fellow teachers.
PERFORMANCE INDICATORS
Prepare simple digital learning materials using word processors, spreadsheet or presentation tools.
Take real pictures, record audio and video with digital camera and other mobile devices for classroom use.
Identify download, edit and use freely available online resources that fit in to the purpose of the lesson.
Develop simple interactive digital learning materials such as quiz, games, etc. to promote self learning.
Use graphic tools, simple audio and video editing tools to adapt existing digital materials for specific learning purpose.
Use online learning materials and / or multimedia in managing blended lessons.
Develop and upload online learning materials to share with professional community.
Support colleagues in designing and utilizing digital learning materials
Collaborate in preparing ICT-enhanced learning environment in school
Standards
Basic
Proficient
Distinguished
Develop and adapt digital learning materials
Explore digital contents and teaching materials and
use ICT productivity tools to prepare simple materials
Use available ICT tools to adapt and develop interactive and dynamic digital learning materials
Design and develop digital materials to facilitate learning. Collaborate on enhancing ICTs competencies among fellow teachers.

12. Example 2 from ICT-CFT: Technology Literacy (p.20-21)

13. Example 2 from ICT-CFT: Technology Literacy (p.22-23)

14. Designing assessments to measure achievement of competencies

15. Operationalization is more important
Competency standards
Qualification/ Certification
Training/ curriculum
Standards alone don’t change much

16. Are ICT standards compulsory for teacher qualification?
UNESCO Study on 16 countries in Asia (10 ASEAN + 6 EA in 2014)
Only 9 countries have the national competency standards for teachers.
Of those 9 countries, 6 countries:
1) Countries with ICT competency test as compulsory for teacher qualification
AUS CH
JPN
KOR
MAL NZ
PHI SG TH
Qualification Y NA
2) Countries with ICT competency test as part of in-service teachers promotion.
AUS CH
JPN
KOR
MAL NZ
PHI SG TH
Promotion Y N NA

17. Standards-based Professional Certification levels (Australia)
Proficient Teacher
(i.e. Registered)
Highly
Accomplished
Teacher
Lead Teacher
AT Certification standards
LT Certification standards
Teaching Standards
SALARY x
1.25x 2x
Provisionally registered teacher
School leader
2.5x
School leadership Standards
Graduation standards
Registration standards

18. Evaluating Performance Indicators
Knowledge: traditional pencil and paper test
Skills: demonstration or class observation
Attitude: test + observation
Portfolio – accumulating evidences: New and more accurate ways of evaluating PIs

19. Types of Formative Assessments
Techniques
Recommendations for Implementation
Instruments
Classroom observations
(Korea, Tanzania, Kenya)
in-service through assigned learning project; pre-service’s micro-teaching sessions/practicum
carried out by supervisors, principals or senior teachers to assess standards implementation in the classroom as part of teachers performance evaluation
Classroom observation instrument; video observation instrument
Learning project portfolios
shows learner’s progress throughout the course
provides comprehensive feedback and assessment on lesson planning, reflection journal, or other learning outputs/artifacts
Rubrics, check lists
Student and parent survey (Korea)
assess in-service teacher’s practical skills and provide triangulated results as observed by ‘end users’ of education
Student and parent questionnaire
Self-diagnosis
self-assessment on teacher’s own competencies
Likert-scale questionnaire
School Review Project
teachers assist in whole school review and development of ICT policy, vision and planning (Kenya & Tanzania, in-service)
School ICT Visioning, Review, SWOT Analysis and Priorities; and
Assessment Template - ICT Schools of Excellence)

20. Types of Assessment Country Types Australia Demonstration of Evidence
Recommendation from school / workplace
Site visits, observations* (for Highly Accomplished Lead Teachers)
Professional discussion*
China
National Test (written)
Indonesia
Written, performance test, portfolio
Japan
Self-reporting
Korea
Certification upon course completion
New Zealand
Evidence, recommendation from school
Philippines
Oral and written
Singapore
Self-reporting and portfolio (Enhanced Performance Management System: EPMS)

21. How to develop Performance Indicators

22. Performance Indicators
measurable and demonstrable sizes of knowledge, skills and/or attitude
Is the target clearly defined?
How will you know you did good work/achieved the target?
Are the conditions sufficient to attain the target?
Is the result aligned with your job role?
When will you deliver your result?

23. Exercise 1: SMART objectives?
At the end of the lesson, the students will be able to…
understand the safety rules.
convert an equation into a formula in MS Excel.
appreciate the proper maintenance of laptops.
analyse the characters.
discuss the strengths and weaknesses of the migration policy in Germany.
learn about making a presentation.
recommend a month-long student project to promote cleanliness in the school campus.
perform an original dialogue or monologue that will communicate the thoughts of Da Vinci if he were to teleport to 2015.

24. Exercise 2: Cook Myanmar food
3 proficiency levels
Specific and measurable?
Achievable?
Relevant?
How to assess?

25. Exercise 3: riding a bicycle
Riding safely
Domain:
Follows traffic rules and regulations
Competency Standard:
Knows road signs (?) ?
Performance Indicators:

26. Group work: Draft PIs for selected standards (Worksheet D)
Step 1: For the competency standards that you have worked on, review the proposed performance indicators/minimum requirements for the Beginning level as seen in the TCSF handout.
Discuss if the wording for the performance indicators are already sufficient or can be enhanced. Remember, we are developing ones that incorporate ICT.
Step 2: Write the enhanced version of the performance indicators for each of the four development stages. You may wish to add performance indicators, if necessary.
Step 3: Indicate knowledge, skills and attitudes for each PI (K, S or A)
Make sure your PIs are stated in an observable term – i.e. SMART
Reference materials have been provided on the project wikispace – the ones that have levels of proficiency would be from UNESCO ICT- CFT, GeSCI, Australia, and Nepal.

27. THANK YOU. (http://bangkok.unesco.org/theme/ict- education)
Mel Tan
ICT in Education, UNESCO BANGKOK
( education)