CPD for eAssessment
Young people today are growing up in a world of digital technology. They have no idea it could be otherwise. But this does not mean that they have the necessary skills to use digital technology effectively and properly. Educators can be a good example for the younger generation. Therefore, it is very important for teachers to have the necessary digital competencies in order to be active members of the digital society, to develop both personally and professionally – the model, its goal is to promote continuous professional development of teachers.
First of all, teachers and trainers need to know what they have already achieved and what the next steps should be if they want to further develop their competences. The identification of competences is designed to assess achievement, educators are encouraged to improve their competences in small steps that will gradually increase confidence and competence. The key idea for the development of competences is to clearly identify the stages at which relevant competencies are acquired, so that educators can more easily identify and decide on the specific digital competences that teachers need to use digital technologies effectively in their teaching and to motivate students to learn. As a result, DigCompEdu (the European Digital Competence Framework for Teachers) has been developed to take steps to improve the competences of teachers and trainers throughout their career.
Stages of teacher digital professional competence development in assessing students’ learning progress (Source: DigCompEdu)
|Progress||Expression of competencies|
|Newcomer (A1)||Digital technologies are rarely used in evaluation.||I do not use or rarely use digital assessment formats.|
|Explorer (A2)||Digital technologies are being integrated into traditional assessment strategies.||I use digital technology to create assessed tasks that are distributed in paper format.I plan for students to use digital technology in their assessed tasks, for example, as a tool.|
|Integrator (B1)||Existing digital assessment tools and formats are being used and modified.||I use some digital technologies, such as digital ones, during formative or summative assessmentrequests, email portfolios, games.I apply digital assessment tools to the purpose of a specific task, such as creating a test using a digital test system.|
|Expert (B2)||Strategic Digital Assessment Formatsuse.||I use various e-mails for formative assessment. evaluation programs, tools, and methods. They are used both in the classroom and after school.From the different assessment formats, I choose the one that best suits the specific assessment situation.I have appropriate and reliable digital assessment tools.|
|Leader (C1)||Comprehensive and critical selection, development, and application of digital assessment formats.||I use a variety of digital and non-digital rating formats based on content and technology standards, and I know their advantages and disadvantages.I critically evaluate the use of digital technologies for evaluation and adapt my strategies accordingly.|
|Pioneer (C2)||Development of innovative assessment formats using digital technologies.||I am developing new digital assessment formats that reflect innovative pedagogical approaches and allow the assessment of universal skills.|