Advertisement

Web-Based Self- and Peer-Assessment of Teachers’ Educational Technology Competencies

  • Hans Põldoja
  • Terje Väljataga
  • Kairit Tammets
  • Mart Laanpere
Part of the Lecture Notes in Computer Science book series (LNCS, volume 7048)

Abstract

Although there are several competency frameworks for measuring teachers’ educational technology competencies, there is a lack of Web-based assessment tools that allow authentic assessment. This paper addresses the design challenges for assessing teacher’s educational technology competencies. The empirical part describes the participatory design process for developing a Web-based self- and peer-assessment tool. The presented conceptual design describes a system where teachers can solve competency tests that contain various self-test, peer-assessment and self-reflection tasks. The tasks are assessed using the performance indicators and assessment rubric that are based on the ISTE NETS for Teachers competency model.

Keywords

educational technology competencies self-assessment peerassessment conceptual design 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    ECDL Foundation (2011), http://www.ecdl.org/
  2. 2.
    Sampson, D., Fytros, D.: Competence Models in Technology-enhanced Competence-based Learning. In: Adelsberger, H.H., Kinshuk, P.J.M., Sampson, D. (eds.) International Handbook on Information Technologies for Education and Training. Springer, Heidelberg (2008)Google Scholar
  3. 3.
    Educational Technology Competency Model (2011), http://www.tiigrihype.ee/?dl=53
  4. 4.
    European Schoolnet: Assessment Schemes for Teachers ICT competence (2005), http://www-old.eun.org/insight-pdf/special_reports/PIC_Report_Assessment%20schemes_insightn.pdf
  5. 5.
    Calvani, A., Cartelli, A., Fini, A., Ranieri, M.: Models and Instruments for Assessing Digital Competence at School. Journal of e-Learning and Knowledge Society 4, 183–193 (2008)Google Scholar
  6. 6.
    UNESCO: ICT Competency Standards for Teachers: Implementation Guidelines (2008), http://unesdoc.unesco.org/images/0015/001562/156209e.pdf
  7. 7.
  8. 8.
    Hogenbirk, P., de Rijcke, F. (eds.): Teachers: It clicks Professional development for good ICT practice. The Inspectorate of Education, Utrecht (2006)Google Scholar
  9. 9.
    McDougall, A.: Models and Practices in Teacher Education Programs for Teaching with and about IT. In: Voogt, J., Knezek, G. (eds.) International Handbook of Information Technology in Primary and Secondary Education, pp. 461–474. Springer US, Boston (2008)CrossRefGoogle Scholar
  10. 10.
    de Pablos Pons, J.: Repositori institucional: Higher Education and the Knowledge Society. Information and Digital Competencies. RUSC. Revista de Universidad y Sociedad del Conocimiento. 7, 6–15 (2010)Google Scholar
  11. 11.
    Cumming, J.J., Maxwell, G.: Contextualising Authentic Assessment. Assessment in Education: Principles, Policy & Practice 6, 177–194 (1999)CrossRefGoogle Scholar
  12. 12.
    Wass, V., Van der Vleuten, C., Shatzer, J., Jones, R.: Assessment of clinical competence. The Lancet 357, 945–949 (2001)CrossRefGoogle Scholar
  13. 13.
    Miller, G.E.: The assessment of clinical skills/competence/performance. Academic Medicine 67, S63–S67 (1990)CrossRefGoogle Scholar
  14. 14.
    Lombardi, M.M.: Making the Grade: The Role of Assessment in Authentic Learning. EDUCAUSE Learning Initiative (2008)Google Scholar
  15. 15.
    Gulikers, J.T.M., Bastiaens, T.J., Kirschner, P.A.: A Five-Dimensional Framework for Authentic Assessment. Educational Technology Research & Development 52, 67–86 (2004)CrossRefGoogle Scholar
  16. 16.
    Leinonen, T., Toikkanen, T., Silvfast, K.: Software as hypothesis: research-based design methodology. In: Proceedings of the Tenth Anniversary Conference on Participatory Design 2008, pp. 61–70. Indiana University, Indianapolis (2008)Google Scholar
  17. 17.
    Cooper, A., Reimann, R., Cronin, D.: About Face 3: The Essentials of Interaction Design. Wiley Publishing, Inc., Indianapolis (2007)Google Scholar
  18. 18.
    Carroll, J.M.: Making Use: Scenario-Based Design of Human-Computer Interactions. The MIT Press, Cambridge (2000)CrossRefGoogle Scholar
  19. 19.
    Cohn, M.: User Stories Applied: For Agile Software Development. Addison-Wesley, Boston (2004)Google Scholar
  20. 20.
    Tomberg, V., Laanpere, M.: Implementing Distributed Architecture of Online Assessment Tools Based on IMS QTI ver.2. In: Lazarinis, F., Green, S., Pearson, E. (eds.) Handbook of Research on E-Learning Standards and Interoperability: Frameworks and Issues, pp. 41–58. IGI Global (2011)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2011

Authors and Affiliations

  • Hans Põldoja
    • 1
  • Terje Väljataga
    • 1
  • Kairit Tammets
    • 1
  • Mart Laanpere
    • 1
  1. 1.Institute of InformaticsTallinn UniversityTallinnEstonia

Personalised recommendations