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Publikační činnost


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Typ záznamu * : stať ve sborníku (D)
Domácí pracoviště * : Katedra pedagogiky a andragogiky (45120)
Název * : Theoretical and Methodological Basis of Assessment of Pedagogical Digital Competences.
Citace : Malach, J. a Švrčinová, V. Theoretical and Methodological Basis of Assessment of Pedagogical Digital Competences.. In: 17th th European Conference on e-Learning ECEL 2018,: Proceedings of the 17th th European Conference on e-Learning ECEL 2018 2018-11-01 Athens. Reading: Academic Conference and Publishing International Limited,, 2018. s. 354-360. ISBN 978-1-912764-07-5.
Podnázev :
Rok * : 2018
Obor * : Pedagogika a školství
Počet stran * : 7
Strana od * : 354
Strana do * : 360
Forma vydání * : Tištená verze
Kód ISBN * : 978-1-912764-07-5
Kód ISSN : 2048-8637
Název sborníku * : Proceedings of the 17th th European Conference on e-Learning ECEL 2018
Sborník : Mezinárodní
Název nakladatele * : Academic Conference and Publishing International Limited,
Místo vydání * : Reading
Stát vydání : Sborník vydaný v zahraničí
Název konference : 17th th European Conference on e-Learning ECEL 2018,
Místo konání konference * : Athens
Datum zahájení konference * :
Typ akce podle státní
příslušnosti účastníků akce * :
Celosvětová akce
Kód UT WoS :
EID :
Klíčová slova anglicky * :
assessment of digital competences, assessment culture, authentic tasks, assessment methods, digitalcompetence, professional qualification, self-assessment
Popis v původním jazyce * :
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
Popis v anglickém jazyce * :
Typ zdroje financování výsledku * : Specifický výzkum
Seznam projektů :
ID Projektu Název projektu
Seznam ohlasů : 
Ohlas
R01: RIV/61988987:17450/18:A1901ZI0

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