Competency in Assessment for Teacher Standards:
brief reflection
Yuriko Yamamoto Baldin ([email protected]) Department of Mathematics
Universidade Federal de São Carlos, BRAZIL February 16, 2015
Focus of considerations about TS:
limited to assessment competency
• What is the general conception of teachers about their role in the activiy of assessment?
• Who are the main actors of the educational activity of assessment?
• Some diferent aspects of Assessment: lesson outcome; students’
achievement; external assessment like examinations and educational administrative implications.
• What can be the influence/importance of “teacher’s competency in assessment” in the design as well as in the implementation of school curriculum?
What is the general conception of teachers about their role in the activiy of assessment?
• A traditional teacher tends to consider the assessment as the activity after a lesson or an examination test, evaluating the answers during the lesson and grading the test sheets’ outcome. Tabulate the results and evaluate the level of the achievement of each class quantitatively.
• New perspective for teacher’s competency should enlarge the
understanding of assessment: error analysis, inquiry to bring out the students’ thoughts; interpreting the levels of errors related to
curriculum accomplishments.
Who are the main actors of the educational activity of assessment?
• In general, teachers are limited to grade test results of own students.
Moreover, they make subjective evaluation of the level of learning of their students
• The examiners or developers of student achievement tests do base the design of items and do not “see” the students.
• Enlarge the role of teachers in analysing the test items related to the curriculum of their schools and their students’ achievement related to the competencies of mathematics knowledge
Different aspects of assessment
• Lesson outcome:
• Teachers’ perspective: reflection and self-critique of lesson plan and overall self evaluation about content, methodology and classroom management
• Students’ perspective: participation, autonomy, development of mathematical thinking and sense of learning accomplishment through the answers to the tasks
• External evaluation examination:
• Teachers’ perspective: to understand and to analyse critically the proposed items based on curriculum standards and to interpret details of their students’ difficulties.
Personalized knowledge of students’ different accomplishments
• Implications to school curriculum
• Better understanding of curriculum standards and the distinguished needs of each school by administrators
• Confidence to design the school curriculum towards the development of teaching and learning competencies of teachers and students taking into account the
background context of each school.
What can be the influence/importance of teacher’s competency in assessment ?
• In the design of school curriculum?
• Teacher can contribute to improve the content and didactical sequence not only a practicioner but also as active contributor to the curriculum
• In the execution of school curriculum?
• Teacher can be a critical participant of the development of students’
understanding by better attending to individual needs
• Many other issues to discuss!
• What is the meaning of establishing teachers’ competencies? What is expected from establishing these? Will they used to evaluate/certify teachers as
professionals?
• How could these be related to the objectives of curriculum developers and school policies? What are the boundaries of the responsibilities among the actors
(developers, administrative officers, pedagogical supervisors, teachers) of implementation of school curriculum?
• How does the use of ICT affect the assessment of both students and teachers?
• How can the competencies of teachers measured related to external assessment on the achievement of students?
• More...
