—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.
—Delphi study, workplace-based learning, initial
teacher education, entrusted professional activities, rubric
Ä . Leijen, L. Malva, and P. Hunt are with the Institute of Education,
University of Tartu, Estonia (e-mail: firstname.lastname@example.org, email@example.com,
B. Slof, J. van Tartwijk, and M. van der Schaaf are with the Social and
Behavioural Sciences, University of Utrecht, The Netherlands (e-mail:
firstname.lastname@example.org, email@example.com, firstname.lastname@example.org).
Cite: Ä li 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.