Assessment Processes for Online Professional Development

2012 ◽  
pp. 161-180
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Online Professional Development ◽  
Assessment Design ◽  
Online Environments ◽  
Individual Training

Professional development (PD) assessment is an ongoing, integral activity in order to improve results at individual, training, program, and institutional levels. Principles of assessment are outlined, and the general processes of assessment design, delivery, and analysis are explained. Technology greatly expands the possible data that can be collected for assessment purposes. Emphasis is placed on online environments, noting the issues that are unique to that environment.

Assessment Processes for Online Professional Development

2014 ◽  
pp. 257-277
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Online Professional Development ◽  
Assessment Design ◽  
Online Environments ◽  
Individual Training

Professional development (PD) assessment is an ongoing, integral activity in order to improve results at individual, training, program, and institutional levels. Principles of assessment are outlined, and the general processes of assessment design, delivery, and analysis are explained. Technology greatly expands the possible data that can be collected for assessment purposes. Emphasis is placed on online environments, noting the issues that are unique to that environment.

scholarly journals Teaching for Information Literacy: Online Professional Development Challenges

2021 ◽  
pp. 153-168
Author(s):  
Penny Moore ◽  
Nicki Page
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Information Literacy ◽  
Teaching Strategies ◽  
Online Professional Development ◽  
Adult Educators ◽  
Proof Of Concept ◽  
Online Resource ◽  
Online Environments ◽  
Teacher Librarians

Awareness of the need for all teachers to be information literate has prompted a proof-of-concept project to create an online resource for use in self-directed study by teacher-librarians and teachers. The resource includes information literacy theories and teaching strategies that are modelled in supporting adult educators and students as learners. The professional development gains for participants, evidence of student learning resulting from teaching for information literacy and factors to be considered in moving from live workshops to online environments for self-directed study are examined. Questions are raised concerning the nature of online in-service education to promote information literacy. Implications for teacher-librarians as collaborators and information leaders are discussed.

scholarly journals Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers

2019 ◽  
Vol 21 (2) ◽  
pp. 243-259
Author(s):  
Frank Giraldo ◽  
Daniel Murcia Quintero
Keyword(s):  
Professional Development ◽  
Research Study ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Teaching Programme ◽  
Assessment Design ◽  
Development Of Language ◽  
The Impact ◽  
The Relationship

Language Assessment Literacy (LAL) research has focused on defining the knowledge, skills, and principles that the stakeholders involved in language assessment activities are required to master. However, there is scarce research on the relationship between LAL and the professional development of language teachers. Therefore, this exploratory action research study examined the impact of a language assessment course on pre-service teachers in a Colombian language teaching programme. Data were collected through questionnaires, interviews, teacher and researcher journals and class observations. The findings show that the course promoted theoretical, technical and operational dimensions in the language assessment design practices of the participants. In addition, it enhanced their LAL and professional development. Consequently, this study contends that the LAL course changed language assessment perceptions radically and encouraged pre-service teachers to design assessments conscientiously, a feature not explicitly stated in LAL research involving this group of stakeholders elsewhere.

scholarly journals Training of Teachers-Psychologists for the Competition of Professional Skills within the Framework of the Professional Development Program

2021 ◽  
Vol 18 (2) ◽  
pp. 21-25
Author(s):  
S.K. Pogrebnaya
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Learning Outcomes ◽  
Development Program ◽  
Practical Experience ◽  
Professional Development Program ◽  
Advanced Training ◽  
Professional Skills ◽  
Methodological Aspects

The work reflects the practical experience of training teachers-psychologists for the participation in competitions of professional skills. The organizational and methodological, theoretical and methodological aspects of the training for future competitors are presented. The goals, objectives, planned learning outcomes of the trainees of the additional professional advanced training program on the topic: “Organization the activity of the participant in the professional competition “Teacher-psychologist of Kuban” are reflected. The main content components of the program and profession-al competencies that must be acquired or developed by students as a result of training are de-scribed.

scholarly journals A proposed vision to achieve the requirements of professional development for biology teachers of the secondary stage in light of the Kingdom's Vision 2030

2021 ◽  
Vol 16 (1) ◽  
pp. 148-166
Author(s):  
Mohamad Al-Shehri
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Key Words ◽  
Years Of Experience ◽  
Biology Teachers ◽  
Academic Qualification ◽  
Secondary Stage ◽  
Vision 2030

This study aimed at identifying the professional development requirements for biology teachers at the secondary stage in light of the Kingdom's vision 2030 and the degree of availability of these requirements from the viewpoint of biology teachers. The study also aimed at revealing the differences in the responses of biology teachers about the requirements of professional development according to some variables (years of experience, training Program, academic qualification). The study used the descriptive methodology and was applied to a sample of (79) teachers. The study used a questionnaire consisting of (72) items as an instrument, which was distributed on seven domains. The results showed that the degree of availability of professional development requirements for biology teachers at the secondary stage was medium. The results also showed statistically significant differences in the teachers ’responses to the degree of availability of these requirements due to the variables of training Program and years of experience, while there were no statistically significant differences due to the academic qualification variable. A suggested proposal was prepared to achieve the requirements of professional development for biology teachers.    Key words: a proposed Perception- professional development- biology teachers - the secondary stage - the Kingdom’s vision. 2030.

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