This document reviews existing assessment tools for teachers' Information and Communication Technology (ICT) competencies. It outlines the background problem of teachers needing training to develop ICT skills but having difficulty locating relevant resources. The review aims to address four research questions: the objectives of existing assessment tools; their assessment methods; which competency frameworks are used; and how the tools are deployed. The results found that existing tools mostly assess ICT literacy levels or competencies, use self-assessment or task-based methods, reference frameworks like NETS-T or UNESCO, and are commonly web-based applications. The conclusion is that this review informs future work to develop an ICT competency assessment tool and recommender system for teachers.

1. Teachers’ Information and
Communication Technology (ICT)
Assessment Tools: A Review
Mbarek DHAHRI, Mohamed Koutheair Khribi
University of Tunis, Tunisia
IEEE ICALT21

2. OUTLINE
 Background
 Problem statement
 Methodology
 Results
 Conclusions
 Future research
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3. BACKGROUND
 Teachers need to be able to make use of ICT to supervise
learners.
 Teacher training is essential as it enables teachers
developing required ICT competences.
BUT
 Teachers often run into difficulties to locate appropriate
training resources aligned to their competences.
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4. PROBLEM STATEMENT
 This review represents the first milestone of an ongoing
research on teacher recommendation systems towards
recommending relevant training materials aligned to a
specific ICT competency framework.
 [Sergis and Samspon, 2016] asserted that the elicitation
of teachers’ ICT competences profile is an essential
component of an educational recommender system.
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5. METHODOLOGY
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Research
questions
Search
strategy
Selection
Criteria
RQ1: What assessment tools’ objectives are being addressed?
RQ2: What are the methods used to assess teachers’ ICT competencies?
RQ3: What competency frameworks are used?
RQ4: Which deployment methods are used?
Results

6. RESULTS 1/4
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0 1 2 3 4 5
ICT literacy levels
ICT Teachers’ Competence
Competence-based recommendation
ICT Teachers’ Competence level
Knowledge related to competences
Level of ICT knowledge
RQ1 : Assessment tools’ objectives

7. RESULTS 2/4
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RQ2 : Assessment tools’ methods
9,09
9,09
81,82
Task-based assessment
Hybrid
Self-assessment

8. RESULTS 3/4
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RQ3 : Competency frameworks
9,09
18,18
18,18
27,27
27,27
NETS-T
UNSESCO ICT-CFT
DigCompEdu
Other
Absent

9. RESULTS 4/4
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RQ4 : Assessment tools deployment methods
54,55
9,09
27,27
9,09
Study
Plugin
Integrated to a RS
Web-based application

10. CONCLUSIONS
 11 papers selected and reviewed
 For each paper, we identified :
 the tool’s objective,
 the competency framework,
 the assessment method and
 the tool deployment method.
 It is just the first step on the way to the development of
an assessment tool of teachers’ ICT competency.
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11. FUTURE WORK
 Build on previous research towards proposing an
ICT-CFT recommender system for teachers that
recommends relevant training materials aligned
to the UNESCO ICT-CFT competency framework
and based on the assessment of their ICT
competencies and profiles.
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12. Thank you !
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Email: mbarek.dhahri@gmail.com