Effective use of ICT based science teaching learning objects.
The guidelines aim at providing science secondary school teachers with the competences to make an effective use of ICT based science teaching learning objects.Teachers’ Guidelines
2. Teachers’ self-assessment
2.1 Why It's Important to Evaluate Yourself as a Teacher
2.1 Why It's Important to Evaluate Yourself as a Teacher
2.1.2 What is Self-assessment?
Teachers are individuals with specific prior knowledge and experiences and well as their own values and beliefs about teaching and learning. They teach in varying contexts related to curricula requirements and available infrastructure. This means that teachers have different professional development needs.
The use of self-assessment is intended assist in tailoring professional development to your circumstances and unique needs as self-identified.
Self-assessment also encourages to regularly reflect on the practice and may increase the motivation to improve whichever knowledge and skills you are focusing on where this reflection helps you to identify areas needing improvement.
In the several research studies, some teachers comment that using the self-assessment tool made them realise that they were not as knowledgeable as they had previously thought in certain areas for teaching and learning. Others were pleasantly surprised when their competence was compared with that of other teachers in their country and this increased their self-confidence.
Other studies found that some teachers were more able than others to accurately assess their own knowledge and skills and that accuracy has been increased engaging in some peer-to-peer assessment in addition to self-assessment.
Self-evaluation therefore means performing an exquisitely metacognitive operation: it means distancing oneself from one's ego, objectifying one's experience, one's experience, and looking at it as something else from oneself. The invitation to self-evaluation is therefore inserted in an overall perspective of strengthening the teacher's competences, unlike what it might appear. In self-assessment, the teacher is not only able to know his or her own potential and to intervene in any less developed skills, but he or she also learns a crucial skill. If self-assessment becomes a real habitus for the teacher, it is possible to count on systematic and progressive development in a professional learning to learn. The assessments made lead the teacher to identify a plan of action, precise actions to recover or consolidate in order to acquire a complete professional profile.
The use of self-assessment is intended assist in tailoring professional development to your circumstances and unique needs as self-identified.
Self-assessment also encourages to regularly reflect on the practice and may increase the motivation to improve whichever knowledge and skills you are focusing on where this reflection helps you to identify areas needing improvement.
In the several research studies, some teachers comment that using the self-assessment tool made them realise that they were not as knowledgeable as they had previously thought in certain areas for teaching and learning. Others were pleasantly surprised when their competence was compared with that of other teachers in their country and this increased their self-confidence.
Other studies found that some teachers were more able than others to accurately assess their own knowledge and skills and that accuracy has been increased engaging in some peer-to-peer assessment in addition to self-assessment.
Self-evaluation therefore means performing an exquisitely metacognitive operation: it means distancing oneself from one's ego, objectifying one's experience, one's experience, and looking at it as something else from oneself. The invitation to self-evaluation is therefore inserted in an overall perspective of strengthening the teacher's competences, unlike what it might appear. In self-assessment, the teacher is not only able to know his or her own potential and to intervene in any less developed skills, but he or she also learns a crucial skill. If self-assessment becomes a real habitus for the teacher, it is possible to count on systematic and progressive development in a professional learning to learn. The assessments made lead the teacher to identify a plan of action, precise actions to recover or consolidate in order to acquire a complete professional profile.
Online Resources
- The definition of 'self-assessment tool' is adapted from: http://publications.jrc.ec.europa.eu/repository/bitstream/JRC107466/pdf_digcomedu_a4_final.pdf (p. 92)
