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In the context of increasing global interest in teacher evaluation, this article describes the development of a self-assessment tool (SAT) for teachers of English and analyses responses to it by 1,716 teachers from around the world. One feature of respondents’ self-assessments was that they were mostly positive, and this issue is discussed in relat...
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... tool we evaluate in this article is part of an approach to the professional development of English language teachers called 'Teaching for Success'. Developed by the British Council, it includes, as Figure 1 shows, a global continuing professional development (CPD) framework (for an account of its origins, see Prince & Barrett, 2014) which has 12 professional practices, and each of these is broken down into more detailed 'elements' which describe what -according to the proposed framework -a teacher is required to know and do as part of that professional practice. ...
Citations
... For qualitative data collection, the study employed a self-administered questionnaire. This tool provided a framework for respondents to express their understanding in their own words (Borg & Edmett, 2019). This method of collecting data enabled the researcher to integrate multimedia resources with the measured academic performance of the students, in comparison to the traditional method of teaching. ...
This study investigated the impact of integrating multimedia into chemistry education in Bhutanese higher secondary schools and its influence on students' academic performance. The research focused on assessing students' academic performance through test scores and semi-structured interviews. A sample of 62 eleventh-grade students participated in the experimental research, which aimed to explore how multimedia applications affect the content, quality, and retention of students' knowledge in chemistry. Data were collected by using self-administered questionnaire and achievement test. Descriptive statistics and independent samples t-test were used to analyze data. Paired samples t-test was used to analyze data. The analysis result of the pre-test showed no statistically-significant differences, which in turn proves the equivalence of the two groups. The t-test result showed the significant difference between achievements of the two groups at a significant t- value of 0.05 in the post-test. The experimental group gained higher mean scores than that of the control group. From the self-administered questionnaire, result showed that when multimedia was integrated to teach chemistry, student displayed the high level of learning satisfaction. The findings revealed that integration of multimedia increased the academic performance and learning satisfaction of students in chemistry lesson compared to the traditional method of teaching.
... Teacher SE was also praised by Borg and Edmett (2019) as an excellent technique for assessing teacher effectiveness. Additionally, they indicated that teacher SE had the most impact on improving teaching effectiveness when compared to other forms of teacher evaluation. ...
... Additionally, projects and test results are useful indicators of student learning accomplishment and instructor effectiveness (Borg & Edmett, 2019). Thus, SE can improve instructors' affective and cognitive understanding regarding how they approach teaching in educational environments, as noted by Allen and Chaerles (2017). ...
Based on the related literature, both self-evaluation (SE) and reflective thinking (RT) play an important role in English language learning among EFL learners. Therefore, in this study, the effects of SE and RT on growth mindfulness, resilience, and academic well-being of Saudi Arabian EFL students were compared. Ninety-six intermediate EFL students were selected based on the convenience sampling method in order to accomplish this goal, and they were divided into three groups: two experimental groups (EGs) and one control group (CG). Three questionnaires were then distributed to assess the participants’ academic well-being, progress in mindfulness, and resilience prior to the instruction. After that, the CG was instructed conventionally, while one EG was treated using RT and the other EG was treated utilizing SE activities. The aforementioned surveys were re-administered as study post-tests following a 21-session treatment, and the results were analyzed using One-way ANOVA and Tukey testing. The study’s findings showed that the two EGs conducted better than the CG on three post-tests. Additionally, the outcomes supported the equivalent benefits of RT and SE for the development of Saudi Arabian EFL students’ academic wellbeing, resilience, and mindfulness. The implications were eventually prepared for scholars, English instructors, students, and other stakeholders.
... Aside from that, teachers do not find continuing education encouraging because they are overworked, undervalued, or under pressure. So, it is more significant for educational institutions to give them the time and space to self-reflect to realize their potentials and continue their development as professionals (Open Access Government, 2023) [3] . ...
In pursuit of life-long learning, the teaching profession requires continuing education for institutional promotion, salary increase, and administrative position. Supportive academic institutions increase their teacher’s professional learning in the 21st century to increase their students’ further education and work as well. China consistently invested in their teachers’ professional development but empirical evidence on these programs’ effectivity is limited. Specifically, there is a demand for more quality professional development (PD) opportunities for PE teachers focused on the following reasons: (a) the education standards movement, (b) professional organizations, and (c) a call for research on teaching. Apparently, in China, most of them have not recognized their leading role and undervalued their educational career. Thus, this study revisited the impact of the PD programs in China focusing focus its lens on the continuing professional development (CPD) of physical education teachers to address the urgent call to improve the PE-CPD. Guided by the global Continuing Professional Development (CPD) framework, this study investigated the continuing professional development provided to physical education teachers in China and the results of this investigation would be the basis for their teaching enhancement program. The findings revealed that most of the PE teachers in China were male, middle aged with relative bachelor’s degree and permanent position, and developing teachers with 1-10 years teaching experience. They partly considered their involvement in skill development opportunities and interaction and collaboration, but highly considered their involvement in personal growth and reflection in their continuing professional development. Their level of involvement in continuing professional development were significantly different considering their age, sex, educational attainment, and years of teaching. Moreover, the found professional development about classroom management very effective and impactful but teaching practices about ICT skills has minimal effectiveness. However, there is a significant difference in the evaluation of PE teachers on the effectivity of the professional development when they are grouped according to their age, educational attainment, and years of teaching. Nevertheless, the significant relationship found between the their involvement in professional development (PD) and evaluation on the effectivity of the professional development became the basis for the strategic factors to be integrated in the teaching enhancement program for the CPD of PE teachers in the new normal.
... Integral to the framework, the STEAM SAT translates its competences into reflective questions, prompting educators to critically evaluate their practices. As various studies explore the benefits of teacher self-assessment in several state education systems worldwide [70], the current work was a first proposal of an online self-assessment tool to support and enhance the role of STEAM educators, as no similar tools exist that focus on STE(A)M education. As such, the tool serves as a vital link between theoretical knowledge and practical application, promoting ongoing professional growth in STEAM education. ...
STEAM (science, technology, engineering, arts, and mathematics) education is gaining increasing attention worldwide, with many initiatives being implemented to promote its adoption and effectiveness; thus, its successful integration into educational systems has become increasingly critical. Educators will play a central role in this integration; that is why it is critical to assess their needs, map the necessary roles and competences, and provide the means to guide their professional development in a systematic way. To address these requirements, our study introduces the STEAM Competence Framework for Educators (STEAMComp Edu), as a culmination of literature reviews, expert consultations, and empirical validation by 302 educational professionals, policymakers, and scholars. The framework includes 41 vital competences, organized across 14 competence areas, from five broad educators’ perspectives. STEAMComp Edu captures STEAM educators’ roles, from teaching methods to community engagement, and stands as a pivotal tool in enhancing STEAM education quality and effectiveness. This paper also highlights STEAMComp Edu’s significance in the professional development of educators and focuses on the framework’s value in developing self-assessment tools and in designing STEAM educator occupational profiles that are aligned with the ESCO (European Skills, Competences, Qualifications, and Occupations) standards, thereby contributing to a more structured and recognized approach in the field of STEAM education.
... On the other hand, peer assessment is when the students evaluate their peers. Self and peer assessment practices can benefit the students by developing their "collaboration, communication, conceptual understanding and problem-solving skills" (Alias et al., 2015;Borg & Edmett, 2019;Li, 2017;Reinholz, 2016, p. 312;Topping, 2009). ...
... This paper focuses on the evaluation aspect of the Design Cycle of the DSR process. Authors self-assessment (Borg & Edmett, 2019;Harrison & Murray, 2015;Lubas, 2016;McEvoy et al., 2010;Sleem et al., 2010); peer-assessment (Abdulla, 2008;Setemen et al., 2020;Sirait & Marlina, 2018); survey adaptability (Bevan et al., 2016;Rahayu et al., 2018); generation and assignment of groups (Balderas et al., 2018;Restrepo-Calle et al., 2019); question type (Iqbal et al., 2016;Lucia et al., 2009); restriction of score (Luaces et al., 2018;Vossen, 2018); mailing notifications (Iqbal et al., 2016;Lucia et al., 2009); weighting of scores (Singh et al., 2016;Wahid et al., 2017); display of results (Wahid et al., 2017); reports production (Bauriaud et al., 2018;Hicks et al., 2018;Hyung et al., 2003;Raza et al., 2017;Safdari et al., 2016); pricing (Lubas, 2016;Maican & Lixandroiu, 2016;Papadakis et al., 2017); information regarding the opening and/ or closing of tasks (Osagie et al., 2017;Papadakis et al., 2017). This cycle, that comprises the "build-and-evaluate loop", has iteration as its central aspect (Hevner et al., 2004, p. 78), since the feedback from the evaluation helps identify weaknesses and thus the development of alternatives leads to more evaluation phases. ...
The students’ assessment regarding collaborative learning and workgroups is being reported as one of the main concerns in higher education. The increased technological evolution leads to adapting novel self and peer assessment methods to e-assessment. This paper reports the results of a study to evaluate students’ opinion about their experience with an e-assessment tool, WebAVALIA, and its assessment criteria. The results indicate that students (N = 359) consider the tool fair, and it increases the productivity regarding work development. Kruskal-Wallis tests show that the students recently considered WebAVALIA fairer and more straightforward. Quickness and anonymity are also identified as tool advantages.
... Correct self-assessment is desirable, because in this way students can assess their own performance accurately enough, they will not have to depend entirely on teachers' opinions, and at the same time, they will be able to make teachers aware of their individual needs for learning (Blanche, 1988). Regarding teacher self-assessment, self-assessed competence checklists are a possible successful approach to self-assessment (Borg & Edmett, 2018). ...
... The first aspect concerns teachers' knowledge and skills. Undoubtedly, teachers with a high level of knowledge and skills contribute positively to the quality of classroom practice and students' learning outcomes (Borg & Edmett, 2018). Teacher knowledge and skills encompass content and pedagogical knowledge, language and communication skill, ICT integration in the language classroom, language assessment, and curriculum in the English language classroom. ...
... Lastly, the fourth aspect of TPD perceived impact concerns with classroom practice and instructional skills. Various TPD programs should enable the teachers to develop creative materials (worksheets, modules), lesson plans, and syllabus for teaching; to have better and more effective classroom management; to utilize interactive teaching media for classroom practice; to implement a new teaching method and interesting teaching activities by integrating technology in the language classroom; and to promote 21 st century skills in the language classroom (Borg & Edmett, 2018). (Borg, 2018) ...
Despite the growing interest in research on Teacher Professional Development (TPD) carried out by previous researchers, the voices of local EFL teachers in different regions in Indonesia in which top-down TPD activities are still prevalent remain underrepresented. As a result, in order to fill a gap in the literature, the current study sought to investigate the TPD activities undertaken by EFL teachers, the extent to which those formal TPD programs had an impact on their professional development based on their perceptions, and the constraints that they encountered. This descriptive qualitative study utilized a questionnaire and semi-structured interview as the instruments to gather the data and ensure triangulation for trustworthiness. Twenty-five English teachers from various Junior High schools associated with MGMP in Cirebon, West Java were voluntarily involved in this research. The result revealed that TPD activities that the participants have undertaken all these times helped them improve self-efficacy, attitudes, beliefs, reflective competence, classroom practice and instructional skills, and teacher knowledge and skills. Nevertheless, some challenges such as excessive workload as a teacher, time constraints or mismatched schedule, limited choices of TPD programs that were not in line with teachers’ interests, the mismatch between teachers’ needs and what the program offered, limited access and information about the programs, and less effective program duration remained prevalent during the TPD program implementation.
... We will be more effective in weeding out bad performers while keeping and developing qualified faculty and managing the instruction if we grade our faculty more correctly using valid tools (Ngoh, 2018). The two challenges encountered were the possibility of creating a selfassessment instrument that can be used by teachers in all contexts, as well as the extent to which they are able to appraise their own abilities without regard to the context in which they work (Borg & Edmett, 2019). Conducting evaluation of the self-developed tool helps to test the validity, reliability, scope, and limitation of the assessment tool. ...
Teachers have an important role to play in delivering quality education (SDG4). The quality of teaching that they deliver to students greatly affects them. This participatory action research (PAR) argues that there are gaps that need to be addressed in teaching effectiveness; (a) developing conceptual framework anchoring in common theory that served as a lens of the study, (b) measure it to ensure that students receive quality education and acquire the skills they need for national development, and (c) develop an assessment tool. This research designed a conceptual framework on teaching effectiveness based on the results of the focus group discussions with key informants (bottom-up evaluation) in selected mid-level administrators (coordinators), teachers, students, and alumni from selected sectarian higher education institutions. The researchers also developed indicators and identified items to assess teacher effectiveness through an assessment tool. Teaching effectiveness argues that key players i.e., Teacher's Pedagogy, Content, and Knowledge, Learner's performance in school, and adaptation of institutions in Outcomes-Based education are important components in a learning organization. The results revealed that the teaching effectiveness is evident in teachers who exhibit pedagogy, content and knowledge, possess good qualities, humanistic and professional approach, adopt and use varied technologies and online applications to facilitate learning, employ life integration in their lessons, anchored on the school's VMGO, program, course outcomes, and activities. It contributes to student learning. This research concludes that the indicators revealed on the PAR must be used for further research specifically in designing an assessment tool in measuring teaching effectiveness.
... Professional standards can also function as a tool for self-evaluation by individual practitioners and help crystalise different understandings of professional practice (Torrance and Forde 2017). As a method of professional learning, self-assessment is proven to be highly effective (Borg and Edmett 2019;Holmes 2016;Ross and Bruce successful self-regulation (Panadero, Alonso-Tapia, and Reche 2013). Teacher selfassessment has been used as a method of teacher professional learning (Borg and Edmett 2019;Holmes 2016;Ross and Bruce 2007). ...
... As a method of professional learning, self-assessment is proven to be highly effective (Borg and Edmett 2019;Holmes 2016;Ross and Bruce successful self-regulation (Panadero, Alonso-Tapia, and Reche 2013). Teacher selfassessment has been used as a method of teacher professional learning (Borg and Edmett 2019;Holmes 2016;Ross and Bruce 2007). Through assessing their own knowledge, learning and performance, teachers become autonomous learners (Benson 2011). ...
... The importance of teacher self-assessment is largely due to the importance of reflection for teaching (Holmes 2016;Ross and Bruce 2007). By reflecting in a systematic manner, teachers become more aware of what they know and can do and better informed in determining directions for further development (Borg and Edmett 2019). ...
Teacher professional standards are a mechanism to safeguard quality teaching. In the context of Chinese early childhood education (ECE), this study developed a scale for self-assessing teacher competence against professional standards. The study adopted a three-phase design. In Phase 1, in accordance with Professional Standards for Kindergarten Teachers of China, a 60-item questionnaire was generated. In Phase 2, with a homogeneous convenience sample of 323 kindergartens teachers, the pretested 60-item questionnaire was subjected to rounds of exploratory factor analysis, which resulted in a 34-item scale. In Phase 3, with a sample of 1030 kindergartens teachers, confirmatory factor analysis was performed, which confirmed three measurement models including professional knowledge (8 items), professional practice (18 items), and professional disposition (8 items). The study exemplified how professional standards could be used as a tool for teacher self-assessment in ECE in a formalised manner.
... However, no similar tools exist that focus on STEAM education. As various studies explore the benefits of teacher self-assessment in several state education systems worldwide [7], the current work is the first proposal of an online self-assessment tool to support and enhance the role of STEAM educators. This paper describes the STEAM Education readiness Self-Assessment Tool (STEAMEdu SAT), aiming to help educators assess and improve the competences that are important for the successful implementation of STEAM education programs. ...
Self-assessment tools (SAT) are critical to educators’ professional development, allowing them to reflect upon the challenges they face towards accomplishing their teaching and learning goals and the necessary actions to meet them. This work focuses on designing and developing a web-based tool that facilitates educators self-assess their STEAM education readiness. The tool is based on the Competence Framework for STEAM educators, following the successful practice of SELFIE and SELFIEforTeachers SAT. It aims to help educators reflect on their competences and identify their needs for further training and professional development related to STEAM education. This paper describes the design and development of the online tool, along with its first evaluation by educators.
