Assessing the development of teache

Assessing the development of teachers' competences

125 Measures to assess the development of teachers' competences are important because they:

• can raise teacher's awareness of the need to develop her or his competences;

• can support a transformation in teaching culture and practice;

• permit the recognition of the (new) competences acquired or developed;

• play a part in the quality assurance and control of training and development, thereby leading to its improvement and helping to achieve excellence;

• can help to develop trust in the teaching workforce; and

• can facilitate timely intervention to improve teaching.

126 The assessment of teachers' competences needs to be based upon a shared understanding about the competences required by teachers, such as a national framework of teacher competences. There needs to be a common understanding about what is being assessed.

127 An assessment framework should mirror the competence framework and include measures (e.g. the use of teacher portfolios) applicable in the initial teacher education, induction and continuing professional development phases of the teacher’s career, with coherence across the three phases. To facilitate the use of such frameworks in assessing competence development, and to encourage teachers to develop further, different levels of achievement should be identified for each competence.

128 Some key choices to be made when establishing a competence assessment system include:

• a choice of focus on the individual, the school or the system;

• the relationship between assessment systems and the quality assurance system;

• whether the assessment system will concentrate on:

• supporting teachers’ development (formative - on a continuous basis), or



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• on monitoring their progress (summative – possibly, with the recognition of a higher

• competence level, or decisions on salaries/ new roles); and

• whether it will focus on the process or the outcome of competence development.

129 Assessment systems that focus on the process of competence development take into account the amount of competence development activities that are undertaken by individual teachers. In some countries, teacher ‘career systems’ award higher salaries to teachers who have attended a certain number of hours of training, without assessing its possible impact. Even though such systems stimulate engagement in competence development activities, they focus on the input (attendance at a training course) but have a blank spot with respect to the outcome (the change in competences or the improvement in learner attainment). In this way, an important opportunity to use salary increments as an incentive to improve performance in the classroom is missed (OECD, 2009).

130 In the development of assessment systems, several issues ought to be taken into account:

• the need to find the right balance between trust and control;

• the need to be fair, transparent and comparable (across schools, regions and educational systems);

• the use of internal or external assessment;

• the focus on the teacher’s knowledge, skills and attitudes;

• the role of different stakeholders in the assessment process, (e.g. school leadership, peers, pupils, parents, inspectors, educational authorities, local and national government, employers and other stakeholders);

• the level of assessment - e.g. individuals or groups of teachers; school institutions and networks; regional and system levels – at national or even international level.

131 The tools and techniques deployed in assessment systems are several and diverse, and can be chosen to fit the national context.

• Formative assessment tools and techniques (low stakes for the teacher) include:

• regular meetings with principal or other staff – reviews of competences,

• self-assessment,

• critical friends groups,

• peer review,

• individual development plans (for a review or for auto-evaluation),

• classroom observations by peers (for positive examples),

• video analysis (filmed lessons),

• written reflections/narratives,

• reports,

• portfolio (inputs/outputs),

• action research (self-reflection),

• student/parent feedback.



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• Summative assessment tools and techniques (high stakes for the teacher) include:

• examinations,

• classroom observations,

• micro teaching

• video,

• essays,

• testing,

• portfolio (showcase – i.e. displaying evidence of achievement/ qualifications/ outcomes).

Results (Vietnamese) 1:

Assessing the development of teachers' competences125 Measures to assess the development of teachers' competences are important because they: • can raise teacher's awareness of the need to develop her or his competences; • can support a transformation in teaching culture and practice; • permit the recognition of the (new) competences acquired or developed; • play a part in the quality assurance and control of training and development, thereby leading to its improvement and helping to achieve excellence; • can help to develop trust in the teaching workforce; and • can facilitate timely intervention to improve teaching. 126 The assessment of teachers' competences needs to be based upon a shared understanding about the competences required by teachers, such as a national framework of teacher competences. There needs to be a common understanding about what is being assessed. 127 An assessment framework should mirror the competence framework and include measures (e.g. the use of teacher portfolios) applicable in the initial teacher education, induction and continuing professional development phases of the teacher’s career, with coherence across the three phases. To facilitate the use of such frameworks in assessing competence development, and to encourage teachers to develop further, different levels of achievement should be identified for each competence. 128 Some key choices to be made when establishing a competence assessment system include: • a choice of focus on the individual, the school or the system; • the relationship between assessment systems and the quality assurance system; • whether the assessment system will concentrate on: • supporting teachers’ development (formative - on a continuous basis), or 36 • on monitoring their progress (summative – possibly, with the recognition of a higher • competence level, or decisions on salaries/ new roles); and • whether it will focus on the process or the outcome of competence development. 129 Assessment systems that focus on the process of competence development take into account the amount of competence development activities that are undertaken by individual teachers. In some countries, teacher ‘career systems’ award higher salaries to teachers who have attended a certain number of hours of training, without assessing its possible impact. Even though such systems stimulate engagement in competence development activities, they focus on the input (attendance at a training course) but have a blank spot with respect to the outcome (the change in competences or the improvement in learner attainment). In this way, an important opportunity to use salary increments as an incentive to improve performance in the classroom is missed (OECD, 2009). 130 In the development of assessment systems, several issues ought to be taken into account: • the need to find the right balance between trust and control; • sự cần thiết để được công bằng, minh bạch và so sánh (qua trường học, khu vực và hệ thống giáo dục); • sử dụng nội bộ hoặc bên ngoài đánh giá; • tập trung vào các giáo viên kiến thức, kỹ năng và Thái độ; • vai trò khác nhau bên liên quan trong quá trình đánh giá, (ví dụ như lãnh đạo nhà trường, đồng nghiệp, học sinh, phụ huynh, thanh tra, nhà chức trách giáo dục, chính phủ địa phương và quốc gia, sử dụng lao động và các bên liên quan khác); • mức độ đánh giá - ví dụ như cá nhân hoặc nhóm các giáo viên; Các tổ chức trường và mạng; vùng và hệ thống cấp độ-ở cấp quốc gia hoặc thậm chí quốc tế. 131 các công cụ và kỹ thuật triển khai trong các hệ thống đánh giá có nhiều và đa dạng, và có thể được chọn để phù hợp với bối cảnh quốc gia. • Hình thành đánh giá công cụ và kỹ thuật (thấp cổ phần cho các giáo viên) bao gồm: • cuộc họp thường xuyên với hiệu trưởng hoặc nhân viên khác-đánh giá năng lực, • tự đánh giá, • quan trọng bạn bè nhóm, • ngang hàng xem lại, • phát triển cá nhân kế hoạch (cho một bài đánh giá hoặc đánh giá tự động), • lớp học quan sát của các đồng nghiệp (cho ví dụ tích cực), • video phân tích (quay bài học), • viết phản xạ/câu chuyện, • báo cáo, • danh mục đầu tư (đầu vào/đầu ra), • hành động nghiên cứu (ngẫm), • học sinh/phụ huynh thông tin phản hồi. 37 • Tổng kết đánh giá công cụ và kỹ thuật (cổ phần cao cho các giáo viên) bao gồm: • khám • lớp học quan sát, • giảng dạy vi • video, • bài luận, • kiểm tra, • danh mục đầu tư (giới thiệu-tức là hiển thị các bằng chứng về thành tích / bằng cấp / kết quả).