assessment of digital competences, assessment culture, authentic tasks, assessment methods, digital competence, professional qualification, self-assessment

Pedagogical Digital Competences (PDC) or also known as ICT competences of teachers are a significant subject matter as they are a prerequisite for efficient digital technology applications in the teaching and the learning process. In many countries of the world, the PDC are integrated into the educational framework of the educator. There are also a number of specific frames for PDC (eg. UNESCO, ISTE, DigCompTeach, DigCompEdu, ECDL). The theoretical base of assessment of PDC is represented by evaluating of teacher competences as a whole. Measures are important because they: can raise teacher's awareness of the need to develop her or his competences; can support a transformation in teaching culture and practice; permit the recognition of the (new) competences acquired or developed; play a part in the quality assurance and control of training and development, thereby leading to its improvement and helping to achieve excellence; can help to develop trust in the teaching workforce; and can facilitate timely intervention to improve teaching. This output also defines the three basic functions of this rating that can serve for supporting teachers’ development (formative assesment), monitoring their progress (summative assessment) or for establishing their competence level, for decisions on salaries. For purpose of the formative assessment these tools are: regular meetings with principal or other staff – reviews of competences, self-assessment, critical friends groups, peer review, individual development plans, classroom observations by peers, video analysis, written reflections/narratives, reports, portfolio (inputs/outputs), action research, student/parent feedback. Summative assessment tools include: examinations, classroom observations, micro teaching, video, essays, testing. Evaluating of PDC prefer methods of solving authentic tasks (didactic or performance test, scring rubrics) and combine internal and external evaluations. This would give a more objec