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Scenario-Based Validation of the Online Tool for Assessing Teachers’ Digital Competences

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Presentation at TEA 2016 conference, Tallinn University

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Scenario-Based Validation of the Online Tool for Assessing Teachers’ Digital Competences

  1. 1. Scenario-Based Validation of the Online Tool for Assessing Teachers’ Digital Competences Mart Laanpere, Kai Pata (Tallinn University) Piret Luik, Liina Lepp (University of Tartu)
  2. 2. Context • Estonian National Strategy for Lifelong Learning 2020: Digital Turn towards 1:1 computing, BYOD, new pedagogy • Teachers’ digital competence is a key, hard to assess • Teachers’ professional qualification standard refers to digital competence model based on ISTE standard • Three competing approaches to digital competence: – digital competence as generic key competence (European Parliament, 2006) – digital competencies as a minimal set of universal technical skills (ECDL, DigComp) – digital competence as a subset of professional skills that are highly dependent on the specific professional context (ISTE)
  3. 3. Assessment rubric • Five competence domains, four competences in each (see cnets.iste.org) • Five-point scale, detailed descriptions of performance for each level of competence (inspired by Bloom’s taxonomy) • Seven pages in small script • Used for self-assessment (PDF) and implemented in an online self- and peer assessment tool DigiMina (Põldoja et al 2011)
  4. 4. DigiMina screenshot
  5. 5. Research problem • Both DigiMina and underlying assessment rubric were “too heavy”, teachers’ workload too big (both in self- and peer-assessment) • Estonian adaptation of the rubric was confusing, disconnected from teachers’ everyday life and vocabulary they use (= low ecological validity) • How to validate/improve the rubric and define the requirements for the next online assessment tool?
  6. 6. Research questions • Which performance indicators are difficult to understand or irrelevant? • What are main factors affecting the teachers’ workload while self-assessing one’s digital competence with this rubric and how to reduce it? • How to increase the ecological validity of the rubric, self-assessment tool and its application scenarios? • How suitable is the 5-point scale used in the rubric and might there exist some better alternatives (e.g. Levels of Use)? • Which changes in the rubric, tool and procedure would improve their wide-scale uptake? • Which incentives would motivate the majority of teachers to use the rubric and self-assessment tool?
  7. 7. Scenario-based participatory design • Personas (typical users): teacher with low self- efficacy, experienced teacher, student teacher, school principal, teacher trainer, qualification authority • Scenarios: – Self-assessment (teacher 1, principal) – School’s digital strategy (teachers 1&2, principal) – Accreditation (teacher 2, authority) – School practice (student teacher) – Grouping for teacher training (teacher 1, trainer)
  8. 8. Data collection • Quota sample of 2 groups (Tallinn & Tartu) of 6 respondents corresponding 6 personas • A few days prior to interviews: individual self- assessment based on the online rubric, adding evidences and written comments • Four 120-minute long focus group interviews • Audio was recorded, transcribed and analysed
  9. 9. Results • Level 5 looks often “easier” than level 3, level 4 stays often untouched, taxonomy was not clear • Respondents: no need to change the scale • Comments: some statements in the rubric were difficult to understand • Evidences provided by respondents showed that sometimes they misinterpreted the statements in the rubric • Workload too high, motivation low, no incentives
  10. 10. Discussion • There is a difference between what the respondents WANT and what they actually NEED • Unfamiliar concepts: definitions vs examples • Scale: 5-point contextualised vs 3-point • Scenario-based approach was helpful • Not enough input for requirements for software tool
  11. 11. Conclusions • Based on the suggestions from this study, the work group shortened and simplified the statements of the rubric • Switch to 3-point scale inspired by LoU/CBAM: – “I know what it is and have tried it” – “I practice it on a regular basis” – “I am expert in this, leading others” • Suggestions regarding requirements for online tool development • Unexpectedly, the ministry changed the preference towards MENTEP tool and rubric

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