scholarly journals The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid

2021 ◽  
Vol 11 (12) ◽  
pp. 775
Author(s):  
Lena von Kotzebue ◽  
Monique Meier ◽  
Alexander Finger ◽  
Erik Kremser ◽  
Johannes Huwer ◽  
...  
Keyword(s):  
Science Education ◽  
Student Teachers ◽  
Science Teachers ◽  
Information Search ◽  
Professional Competence ◽  
Assessment Tool ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Subject Specific ◽  
Digital Competencies

For the planning and implementation of lessons with digital technologies, a subject-specific technology-related professional competence of teachers is of central importance. However, the competency frameworks developed so far remain in a general perspective and do not explicitly address subject-specific issues. Furthermore, digital competencies are predominantly measured with subject-unspecific self-assessment instruments, as subject-specific operationalizations for this area are not yet available in a differentiated form. In this article, the framework for Digital Competencies for Teaching in Science Education (DiKoLAN), a subject-specific framework for pre-service science teachers, is introduced, on the one hand, and, on the other hand, first results of a self-assessment tool based on the framework are described. DiKoLAN defines competency areas highly specific to science, as well as more general competency areas that include aspects common to all subjects. Each competency area is described by competency expectations, which, in turn, are structured with reference to the four technology-related dimensions of the TPACK framework (i.e., Technological and Pedagogical Content Knowledge) and three levels of performance (Name, Describe, Use/Apply). Derived from DiKoLAN, a corresponding self-assessment instrument (DiKoLAN-Grid) was developed and empirically tested for the two competency areas, (n = 118) and Information Search and Evaluation (n = 90), in biology student teachers. By means of path models, tendencies regarding structural correlations of the four components Special Tools (TK), Content-specific Context (TCK), Methods and Digitality (TPK), and Teaching (TPACK) are presented for both competency areas and discussed, as well as in comparison to previously conducted, subject-unspecific surveys.

scholarly journals Exploring the Personal Mastery of Educational Leaders: FieldTransFormation360 and its Validation in the Austrian Leadership Academy

2018 ◽  
Vol 8 (3) ◽  
pp. 59
Author(s):  
Malte Gregorzewski ◽  
Michael Schratz ◽  
Christian Wiesner
Keyword(s):  
Professional Development ◽  
Lived Experience ◽  
School Leadership ◽  
Assessment Tool ◽  
Educational Leaders ◽  
Assessment Instrument ◽  
Leadership Academy ◽  
Self Assessment ◽  
Transformative Power ◽  
Personal Mastery

This paper introduces the innovative model FieldTransFormation360 and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory applicationin an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context of the origin of the model are outlined with reference to similar approaches in the area of school leadership. In the following part, the application of the model is introduced through the explanation of the methodology and how the model is turned into a self-assessment instrument. Insights into the results of its exploratoryapplication in the Austrian Leadership Academy are presented in the empirical part. Its first application serves as the consolidation and validation of FieldTransFormation360 as a meaningful self-assessment tool for the professional development of school leaders. The results of the exploratory approach with participants in the Austrian Leadership Academy suggest that the model and its instrument can be regarded as a robust assessment tool for the development of a deeper understanding about the transformative power through personal and professional development in the lived experience of educational leadership.

scholarly journals Competencies to Guide a Leadership Curriculum for Family Medicine Chief Residents

2018 ◽  
Vol 50 (9) ◽  
pp. 694-697 ◽  
Author(s):  
M. Kim Marvel ◽  
Janell Wozniak ◽  
Alex J. Reed
Keyword(s):  
Family Medicine ◽  
Assessment Tool ◽  
Leadership Skills ◽  
Chief Resident ◽  
Leadership Competencies ◽  
The Self ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Leadership Curriculum ◽  
Further Development

Background and Objectives: Chief resident leadership competencies are neither clear nor standardized. The goal of this project was to identify specific leadership skills for chief residents and to develop a self-assessment tool. Methods: Chief residents from 10 family medicine residencies participated in focus groups to identify leadership skills required to be an effective chief resident. The ideas generated by participants were grouped into 10 competencies and a self-assessment tool was developed. The tool has been used to help chief residents self-assess their leadership strengths and weaknesses, and to identify teaching priorities for biannual leadership workshops. Results: The self-assessment instrument was completed by 83 chief residents over 5 years. Mean ratings range from 3.19 to 3.57 on a 5-point scale (low to high competency). The self-ratings of residents starting their chief year compared to residents at the end of their chief year showed an increase in 9 of the 10 competencies. Conclusions: The leadership competencies are a useful tool to identify training priorities and to help chief residents or other leaders within a residency program identify skills for further development.

A Learning Outcome Inspired Survey Instrument for Assessing the Quality of Continuous Improvement Cycle

2019 ◽  
Vol 15 (2) ◽  
pp. 108-129 ◽  
Author(s):  
Abdallah Namoun ◽  
Ahmad Taleb ◽  
Mohammed Al-Shargabi ◽  
Mohamed Benaida
Keyword(s):  
Quality Improvement ◽  
Continuous Quality Improvement ◽  
Delphi Study ◽  
Assessment Tool ◽  
Survey Instrument ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Continuous Quality ◽  
System Requirements

Measuring the effectiveness of a continuous quality improvement cycle in education is a cumbersome and sophisticated process. This article contributes a comprehensive self-assessment instrument for identifying the strengths and weaknesses of all phases of a continuous quality improvement cycle, including planning, data collection, analysis and reporting, and implementation of improvements. To this end, a four round Delphi study soliciting a total of 23 program quality experts from four universities was conducted. The produced survey instrument contains a total of 50 questions. The instrument may be used by quality experts in education to judge the quality of their continuous quality improvement cycle that endeavours to assess the attainment of learning outcomes in various undergraduate educational programs. Moreover, the instrument could be exploited to infer relevant user and system requirements and guide the development of an automated self-assessment tool aimed at identifying the shortcomings in educational continuous quality improvement cycles.

Outdoor Science in Teacher Education

2018 ◽  
pp. 584-598
Author(s):  
Oleg Popov
Keyword(s):  
Science Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Outdoor Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Professional Competence ◽  
Learning Outdoors ◽  
Cultural Historical Activity ◽  
And Mathematics

This chapter is an account of the development of prospective teachers' competence to conduct outdoor science education. At the Department of Science and Mathematics Education, the students participate in outdoor education courses. They also plan, manage, and evaluate outdoor lessons designed as assignments in science education, participation in school practice, and summer courses. Many student teachers evaluate and analyse the pedagogical aspects of outdoor science when they carry out research projects in schools for their graduation thesis work. In order to understand the activity of science teaching and learning outdoors, a qualitative study was conducted. It was based on interviews with teacher educators and included studies of students' examination papers. A Cultural Historical Activity Theory (CHAT) lens was applied to the study. The theoretical framework helped to identify the prospective teachers' abilities and skills to design, implement, and evaluate tasks related to the professional competence of delivering outdoor science activities.

scholarly journals Are other feasible options available for screening of risk assessment of osteoporosis in postmenopausal women at community level in Southern Coastal India

2018 ◽  
Vol 6 (1) ◽  
pp. 123
Author(s):  
Gowry Reddy ◽  
Priya Rathi ◽  
Unnikrishnan B. ◽  
Surendra Kamath ◽  
Kalpita Shringapure
Keyword(s):  
Risk Assessment ◽  
Postmenopausal Women ◽  
Assessment Tool ◽  
Risk Estimation ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Risk Assessment Instrument ◽  
The Cost ◽  
Osteoporosis Risk ◽  
Osteoporotic Risk

Background: Osteoporosis is a chronic debilitating condition which exhibits iceberg phenomenon. Identification at an early stage of disease will enable preventive measures to reduce the incidence of disease and complications. Owing to the cost of diagnostic test, this study, various screening tools such as WHO fracture risk assessment tool, osteoporosis self-assessment tool for Asians, simple calculated osteoporosis risk estimation and osteoporosis risk assessment instrument   have been used for assessment, in order to screen postmenopausal women in the preliminary stages.Methods: A facility-based cross-sectional study was conducted among 107 postmenopausal women carried over a period of five months.Results: Prevalence of osteoporosis and osteopenia was 24.3% and 69.2%. The area under the curve for osteoporosis self-assessment tool for Asians (OSTA), simple calculated osteoporotic risk estimation (SCORE) and osteoporotic risk assessment instrument (ORAI) was 0.731, 0.407 and 0.172 respectively. OSTA proved to be effective in differentiating normal BMD from low BMD score (i.e., osteopenia and osteoporosis) with a cut off of 1.1, SCORE to be more effective in screening osteoporosis than the other tools because it had a higher positive probability with a cut off 22.  FRAX tool predicted probability of five and three percent probability of major fracture and hip fracture risk in ten yearsConclusions: Various tools assessed in the studies can be utilized at community level for identifying high risk women in post-menopausal stage but with different cut offs. This will reduce the cost of screening and also facilitate non pharmacological measures to reduce the progression of disease.

A Learning Outcome Inspired Survey Instrument for Assessing the Quality of Continuous Improvement Cycle

2021 ◽  
pp. 702-724
Author(s):  
Abdallah Namoun ◽  
Ahmad Taleb ◽  
Mohammed Al-Shargabi ◽  
Mohamed Benaida
Keyword(s):  
Quality Improvement ◽  
Continuous Quality Improvement ◽  
Delphi Study ◽  
Assessment Tool ◽  
Survey Instrument ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Continuous Quality ◽  
System Requirements

Measuring the effectiveness of a continuous quality improvement cycle in education is a cumbersome and sophisticated process. This article contributes a comprehensive self-assessment instrument for identifying the strengths and weaknesses of all phases of a continuous quality improvement cycle, including planning, data collection, analysis and reporting, and implementation of improvements. To this end, a four round Delphi study soliciting a total of 23 program quality experts from four universities was conducted. The produced survey instrument contains a total of 50 questions. The instrument may be used by quality experts in education to judge the quality of their continuous quality improvement cycle that endeavours to assess the attainment of learning outcomes in various undergraduate educational programs. Moreover, the instrument could be exploited to infer relevant user and system requirements and guide the development of an automated self-assessment tool aimed at identifying the shortcomings in educational continuous quality improvement cycles.

scholarly journals The Development of a Self-Assessment Instrument to Evaluate Selected Competencies of Continuing Education Practitioners

2013 ◽  
Vol 31 (2) ◽  
Author(s):  
Sherry Sullivan
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Professional Education ◽  
Professional Competence ◽  
Assessment Tool ◽  
Current Knowledge ◽  
Assessment Instrument ◽  
Prior Learning ◽  
Knowledge And Skills ◽  
Adult And Continuing

Adult and continuing education practitioners must engage in continuing professional education as a means of developing and maintaining their professional competence. This paper reviews the literature on competencies for continuing educators and examines the strengths of existing instruments for continuing educators to self-assess their competencies. One of the challenges in this process has been a means to systematically and comprehensively assess existing knowledge and skills and to identify where competencies are not adequate. This paper describes an assessment instrument that addresses these challenges and builds on the strengths of existing tools. It describes the development of a tool through a consultative process that identified the range of practitioner competencies required of adult and continuing educators. The assessment tool incorporates a behaviorally based approach to assessing identified competencies. It is unique because it addresses many of the needs identified in the literature including well articulated criteria for making judgments about a person’s current knowledge and skills, a format that allows for clear identification of gaps in learning so that meaningful professional development can take place, the clear structure needed to develop a “portfolio” of skills, and a format that requires the provision of evidence to support claims of proficiency in the identified areas. Though the development of the tool was initiated through the development of Prior Learning Assessment and Recognition processes, it is anticipated that it will be useful for continuing educators to undertake self-assessments as a basis for hiring, career laddering, and planning their ongoing professional development activities and goals. In both cases it provides a framework for meaningful reflection, assessment, gap identification, and planning.

scholarly journals Investigating Pre-Service Biology Teachers’ Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy

2021 ◽  
Vol 11 (3) ◽  
pp. 89
Author(s):  
Maria Kramer ◽  
Christian Förtsch ◽  
William J. Boone ◽  
Tina Seidel ◽  
Birgit J. Neuhaus
Keyword(s):  
Diagnostic Accuracy ◽  
Content Knowledge ◽  
Science Teachers ◽  
Assessment Tool ◽  
Professional Knowledge ◽  
Real Life ◽  
Biology Teachers ◽  
Pedagogical Content ◽  
Subject Specific ◽  
Diagnostic Competences

Teachers’ diagnostic competences are essential with respect to student achievement, classroom assessment, and instructional quality. Important components of diagnostic competences are teachers’ professional knowledge including content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), their diagnostic activities as a specification of situation-specific skills, and diagnostic accuracy. Accuracy is determined by comparing a teacher’s observation of classroom incidents with subject-specific challenges to be identified from scripted instructional situations. To approximate diagnostic situations close to real-life, the assessment of science teachers’ diagnostic competences requires a situated context that was provided through videotaped classroom situations in this study. We investigated the relationship between professional knowledge (PCK, CK, PK) of 186 pre-service biology teachers, their diagnostic activities, and diagnostic accuracy measured with the video-based assessment tool DiKoBi Assess. Results of path analyses utilizing Rasch measures showed that both PCK and PK were statistically significantly related to pre-service teachers’ diagnostic activities. Additionally, biology teachers’ PCK was positively related to diagnostic accuracy. Considering higher effect sizes of PCK compared to PK, the findings support previous findings indicating the importance of PCK, thus demonstrating its importance in the context of subject-specific diagnosis as well.

scholarly journals Assessing Core Didactic Competencies of Pre-service English Language Teachers During Practicum: A European Perspective

2018 ◽  
Vol 14 (17) ◽  
pp. 12
Author(s):  
Haggag Mohamed Haggag
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Assessment Tool ◽  
Language Teachers ◽  
Assessment Tools ◽  
Self Assessment ◽  
Teaching Competencies ◽  
English Language Teachers

This research discusses implementing a European document (European Portfolio of Student Teachers of Language EPOSTL) as a selfassessment tool. The research design experiments the European portfolio for pre-service language teachers (EPOSTL), which has been translated by the researcher and published by the Council of Europe. The portfolio is used with the aim of assessing the key teaching competencies of pre-service English language teachers during the teaching practice or the practicum. The paper examines key 5 descriptors of didactic competencies in the EPOSTL which are (Lesson planning- Conducting a lesson- classroom management- Independent learning- Assessment of learning). It highlights implementing the portfolios as means of assessing the competencies of language teachers in pre-service context. Instruments of the research include EPOSTL, teaching competence scale and portfolio assessment rubric. Results of implementing the portfolio on a sample of (N. 30) students at Hurghada Faculty of Education during their practicum (3 groups in 3 official language schools) are reported. The results indicate that using EPOSTL as a self-assessment tool has positive impacts on developing the five areas of the portfolio as measured by the Teaching Competencies Scale (TCS) designed by the researcher. The scale includes the main areas of the EPOSTL to be examined by the students while the fifth area "classroom management" was included as in the EPOSTL with "conducting a lesson" area. The recommendations include: implementing the electronic portfolios as self-assessment tools, the need for assessing didactic competencies using authentic assessment tools and designing valid and reliable tools of assessing the whole teaching practice or “practicum” of pre-service English language teachers.

scholarly journals Development and Validation of a Self-Assessment Tool for an Integrative Model of Health Promotion in Hospitals: Taiwan’s Experience

2019 ◽  
Vol 16 (11) ◽  
pp. 1953
Author(s):  
Ying-Wei Wang ◽  
Shu-Li Chia ◽  
Chien-Ming Chou ◽  
Michael S. Chen ◽  
Jürgen M. Pelikan ◽  
...  
Keyword(s):  
Health Promotion ◽  
Assessment Tool ◽  
Assessment Instrument ◽  
Integrative Model ◽  
Factor Analyses ◽  
Self Assessment ◽  
Floor Effect ◽  
Exploratory Factor Analyses ◽  
Validity Tests ◽  
Development And Validation

The Health Promotion Administration of Taiwan launched an integrative certification initiative in 2016 to streamline a plural system of certifications of health promotion in hospitals. It endeavored to replace original certifications, thereby establishing the proposal of a self-assessment instrument to aid in this integration. This study aimed to verify the robustness of this self-assessment tool by conducting exploratory factor analyses through stratification, reliability tests, content and construct validity tests, and specialist evaluations, which were convened to judge the comprehensibility, applicability, and importance of the standards and measures of this tool. A stratified random sampling of 46 hospitals was performed to confirm the validity of this tool. The tool rendered a floor effect of 0% and a ceiling effect of 13%. A valid factor structure and internal consistency (α ranged from 0.88 to 0.96) in each standard were verified. Hospitals with previous certificates or with 300+ beds achieved high compliance scores. A majority of experts agreed that the sub-standards were comprehensible (≥80%), applicable (≥70%), and important (≥70%). Finally, we conclude that the self-assessment tool is valid and can serve as a reference for other countries with hospitals committed to health promotion in hospital settings.

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