Introducing Technology-Enhanced Teaching
Module 2
How can TET competence be meaningfully assessed?
The learning objectives for this module are:
1. Understand the principles of effective teacher self-assessment. 2. Appreciate how teacher self-assessment can support innovative technology-enhanced teaching. 3. Reflect on the process of self-assessment, and in engaging in it yourself, identify what you find personally challenging and how you might improve on these aspects. |
2.1 Module introduction
2.2 What are the principles of effective teacher self-assessment?
1.) What is the use of assessing your own work?
2.) How can we be sure that self-assessments are valid and reliable?
3.) How do you assess yourself or your peers when there is no ‘right’ answer?
2.) How can we be sure that self-assessments are valid and reliable?
3.) How do you assess yourself or your peers when there is no ‘right’ answer?
2.3 How can teacher self-assessment support innovative TET?
When teachers self-assess in this context, assessment becomes part of their learning process and the process of innovation. They will set goals, test ideas, monitor their progress and then adjust their strategies –this is essentially a formative assessment process.
I used the e-portfolio last year during course Hands-on-ICT MOOC (teacher training course on the design of ICT-based learning activities). It was very helpful.
Аз използвах е-портфолио миналата година по време на курс. Беше много полезно.
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2.4 A Greek primary physical education teacher’s experience of self and peer assessment
Good job!
I agree that all the questions should be focused on us, not the students or the teaching materials. |
Добра работа!
Съгласна съм, че всички въпроси трябва да се фокусират върху нас, а не на учениците или на учебните материали. |
2.5 A Swedish primary teacher of students with speech & language difficulties’ experience of self and peer assessment (Part 1)
2.6 A Swedish primary teacher of students with speech & language difficulties’ experience of self and peer assessment (Part 2)
2.7 An Italian secondary teacher of Italian language, history & geography’s experience of self-assessment
I use notes after lessons and try to update educational materials on my website.
2.8 Module Resource Section
Useful literature::
Looney, J. (2015). Online self-assessment with MENTEP: A review of the literature, European Institute of Education and Social Policy. Barber W., S. King and S. Buchanan (2015). “Problem-Based Learning and Authentic Assessment in Digital Pedagogy: Embracing the role of collaborative communities” The Electronic Journal of e-Learning, Vol. 13, No. pp. 59-67, www.ejel.org. Seery, N. C. Donal and P. Phelan (2012). “The validity and value of peer assessment using adaptive comparative judgement in design driven practical education”, International Journal of Technology and Design Education 22:205–226 DOI 10.1007/s10798-011-9194-0 Hughes, G., Okumoto, K., Wood, E. (2011). Implementing Ipsative Assessment, University of London, Centre for Distance Education, London. Available at https://cdelondon.files.wordpress.com/2011/11/tra6finalreport_g_hughes.pdf |
2.9 Learning Activity
In this week’s learning activity we’d like you to reflect on the processes of self- and peer-assessment, and to write your reflections in your learning diary. Some questions to ask yourself:
1) Why and how is self and peer assessment important to me? 2) When I have engaged in self and peer assessment about my professional practice in the past, what were the most useful benefits I gained from the processes and outcomes? 3) And what about the aspects I have found most challenging when engaging in self and peer assessment? 4) How often do I take part in self and peer assessment? 5) Finally, what precise gains do I expect to receive from being involved in self and peer assessment, and how can I ensure I obtain them? And what are my biggest concerns and fears in this regard? How might I find ways to overcome these? |
2.10 Module 2 Quiz
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