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General Information
    • ISSN: 2010-3689
    • Frequency: Bimonthly (2011-2014); Monthly (Since 2015)
    • DOI: 10.18178/IJIET
    • Editor-in-Chief: Prof. Dr. Steve Thatcher
    • Executive Editor: Ms. Nancy Y. Liu
    • Abstracting/ Indexing: Scopus (Since 2019), EI(INSPEC, IET), Electronic Journals Library, Google Scholar, Crossref, etc.
    • E-mail: ijiet@ejournal.net
Prof. Dr. Steve Thatcher
QUniversity, Australia
It is my honor to be the editor-in-chief of IJIET. The journal publishes good-quality papers which focous on the advanced researches in the field of information and education technology. Hopefully, IJIET will become a recognized journal among the scholars in the related fields.

IJIET 2017 Vol.7(3): 190-194 ISSN: 2010-3689
doi: 10.18178/ijiet.2017.7.3.864

Performance-Based Competency Requirements for Student Teachers and How to Assess Them

Äli Leijen, Bert Slof, Liina Malva, Pihel Hunt, Jan van Tartwijk, and Marieke van der Schaaf
Abstract—This paper reports a validation study of the performance-based competency requirements model for initial teacher education. An assessment rubric of student teachers’ performance-based competency requirements was developed in collaboration between Dutch and Estonian researchers and teacher educators. For the validation of the rubric a Delphi study was carried out. Teacher education experts (five in the Netherlands and 11 in Estonia) were asked to assess and comment on the model. This resulted, per context, in a high degree of consensus and support for the assessment rubric, involving five professional roles, 12 (Estonia) / 11 (The Netherlands) professional activities and five (Estonia) / four (The Netherlands) performance levels for each activity. Furthermore, the experts provide suggestions for assessment forms and required evidence (e.g., lesson plan, lesson observation and test including correction sheets) for the assessment of the professional activities The contribution of this study is an identified and formulated set of roles, professional activities and performance levels that can serve as an assessment rubric for performance-based teacher education. The next step is to implement the rubric and associated assessment forms in an electronic portfolio-system aimed at assessing and guiding student teachers’ professional development.

Index Terms—Delphi study, workplace-based learning, initial teacher education, entrusted professional activities, rubric assessment.

Ä . Leijen, L. Malva, and P. Hunt are with the Institute of Education, University of Tartu, Estonia (e-mail: ali.leijen@ut.ee, liina.malva@ut.ee, pihel.hunt@ut.ee).
B. Slof, J. van Tartwijk, and M. van der Schaaf are with the Social and Behavioural Sciences, University of Utrecht, The Netherlands (e-mail: b.slof@uu.nl, j.vantartwijk@uu.nl, m.f.vanderschaaf@uu.nl).


Cite: Äli Leijen, Bert Slof, Liina Malva, Pihel Hunt, Jan van Tartwijk, and Marieke van der Schaaf, "Performance-Based Competency Requirements for Student Teachers and How to Assess Them," International Journal of Information and Education Technology vol. 7, no. 3, pp. 190-194, 2017.

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