The role of teachers and trainers

In research undertaken in VET into the European DigCompEdu Framework for educators’ competence in using technology for learning, it was found that the area that teachers and trainers felt least confident and competent was assessment. Further research undertaken through the Erasmus+ e-Assessment project suggests those feeling most confident are teachers and trainers who have completed both initial training and have participated in professional development in the use of technology for assessment. This is important especially because if Formative Assessment is to be extended as a pedagogical approach, it will require teachers and trainers to be actively involved in designing assessment activities.

But there is another side to this issue, that of control. Assessment regulations vary greatly in different European countries. The issue here is the provision of opportunities for teachers and trainers to design their own assessment rubrics. Competence statements and assessment requirements may be determined at many different levels from government down. Examination and qualification organisations may determine assessment requirements, as may industry and training bodies or even institutions at a management level. Putting it simply, even if they wish to develop innovative approaches using e-Assessment, teachers and trainers may not be allowed to do so.

On the other hand, most teachers and trainers can develop formative assessment approaches as an integral part of their teaching and learning. Using technology for formative assessment offers not just an opportunity for innovation, but at the same time an opportunity to improve teaching and learning in vocational education and training.

 ^{Digital Competence Framework for Educators (DigCompEdu) https://joint-research-centre.ec.europa.eu/digcompedu_en}