International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
evidence to monitor student learning outcomes, developing and implementing a range of exemplary assessment
strategies, and reviewing the effectiveness of an exemplary assessment strategy were of moderate importance.
75% expressed a moderate level of need for improvement in collecting a range of evidence to monitor studentlearning
outcomes. Similarly, 66.67% felt a moderate level of need for improvement in formulating learning
outcomes and in reviewing the effectiveness of an exemplary assessment strategy.
Table 2: Core Competence 2: Assessing and Monitoring Learning Processes and Outcomes
IMPORTANCE
NEED FOR IMPROVEMENT
0 1 2 3 0 1 2 3
Formulate learning outcomes 0% 23.08% 53.85% 23.08% 0% 8.33% 41.67% 50%
Collect a range of evidence to monitor student
learning outcomes
Record evidence of student attainment of learning
outcomes in order to inform ongoing planning and
reporting processes
0% 7.69% 61.54% 30.77% 0% 8.33% 33.33% 58.33%
0% 15.38% 46.15% 25% 0% 16.67% 66.67% 16.67%
Report student learning outcomes 15.38% 7.69% 53.85% 38.46% 0% 8.33% 66.67% 25%
Develop and apply fair and inclusive practices in
assessment and reporting
Review the effectiveness of an exemplary
assessment strategy
Share knowledge and experience of using
exemplary assessment strategies with colleagues
Provide comprehensive, relevant information to
students and other stakeholders
0% 15.38% 53.85% 50% 8.33% 25% 50% 16.67%
0% 7.69% 61.54% 33.33% 0% 16.67% 66.67% 16.67%
0% 7.69% 38.46% 50% 0% 16.67% 50% 33.33%
0% 7.69% 38.46% 41.67% 8.33% 25% 16.67% 50%
The third section, addressed the core competence of “designing and implementing programs, schedules,
training materials and didactic methods.” 50% found that analyzing the institute’s learning environment as input
for designing programs and institutional policy, and evaluating programs and institutional policy were of the
highest importance. In addition, 41.67% expressed a need for improvement in leading the development and
implementation of program design and/or institutional policy, and 50% also expressed a need for improvement
in supporting the design, implementation and monitoring of the curriculum or institutional policy.
Table 3: Core Competence 3: Designing and Implementing Programs, Schedules, Training Materials and Didactic Methods
Support the design, implementation and monitoring
of the curriculum or institutional policy
Analyze the institute’s learning environment as
input for designing programs and institutional policy
Lead the development and implementation of
program design and/or institutional policy
IMPORTANCE
NEED FOR IMPROVEMENT
0 1 2 3 0 1 2 3
0% 0% 53.85% 46.15% 0% 7.69% 46.15% 46.15%
0% 7.69% 46.15% 46.15% 0% 23.08% 30.77% 46.15%
0% 7.69% 69.23% 23.08% 0% 23.08% 38.46% 38.46%
Evaluate programs and institutional policy 0% 7.69% 46.15% 46.15% 0% 23.08% 38.46% 38.46%
Convince superiors to provide necessary technical
support and additional materials
0% 7.69% 53.85% 38.46% 0% 15.38% 46.15% 38.46%
The fourth section addressed the core competence of “providing learner guidance and counseling.” 75%
thought that maintaining current information about learning resources, educational opportunities and support
services was of the highest importance. Similarly, 58.33% found that carrying out individual training needs
analyses and adapting the educational program to students’ individual needs with appropriate support were also
of the highest importance. When it comes to assessing the level of need for improvement, 58.33% attributed the
highest levels of need to maintaining current information about learning resources, educational opportunities and
support services, and to building rapport with students to facilitate open communication.
Table 4: Core Competence 4: Providing Learner Guidance and Counseling
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