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B-level is a great and well-designed certification tool for teachers in Greece. What Mr. Panopoulos does not mention is that the tool is not available for foreign language teachers as myself. It is definitely not his fault but it should be available to teachers of all areas!

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I think that this tools works both in a course contest and in self-study.

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I have been through the training and the examination that is described in this video. Having in mind the level of Greece's teachers digital skills and competence (very low) that program did improved the skills and the aspect of the teachers. I think was a successful activity.

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I agree with Rosella, depend on teachers skills how students will develop digital skills using tools specific for a subject. I will be happy if I will have such a resource like this presented in this movie.

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Elena Zalavra is exactly correct.

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It is very important to know the various forms of te assessment. I would like and I can use the computer more frequently to class in order to apply all these wonderful things we discover in these courses, but resources are limited in Romania.

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Both the B level course and the B level exams/certification was an excellent chance for the Greek teachers to enrich their pedagogical skills by incorporating technological tools in their teaching. The group work during the course and the exams that followed made the participants assess theis skills. Having had the opportunity to participate in both the training of the course and the exams I do agree with Georgios (the presenter) that the assement tool is in value only to those who have taken the course. In my opinion, if there was a chance to redesign the course in order to make it available online that would also make certification tool a VERY usefull self-reflection tool to everyone.

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I believe, whenever improvement seeking teachers are invited to use a self-reflection tool, they will do it again and again to gain the improvement. A teacher does not always need a certificate to improve their skills, but mostly to go through the process of the reflection to assess their level of competence

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Every way to learn is a good way

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When you take part in these courses you learn lots and have a good practice.

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It's very interesting to know how diverse are the ways for assessment in different countries.

Georgios made a good suggestion when he says that this assessment should be open to all teachers and act also as a self-reflection tool.

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really I don't know if it can works everywhere

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I find Georgios introduction informative and useful. It can not with compared with Teacher Mentor in any way, because both programs were produced for totally different purposes. From what Georgios says I understand that the testing system has been carefully thought through and contains certain features of adaptability or flexibility. It's hard to conclude without testing, but it sounded professional and very useful.

As for teachers' comments about exhausting course and testing, I think, that a claim for the higher grade and consequent professional development course and tests can not be relaxing.

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I just succeeded in the Greek B-Level Certification. the b-level lessons helps improve the communication and colaboration with other teachers. it also gives you a very good knowledge of Information and communications technology (ICT)  I don't think it is an assessment or reflection tool. It is clearly a cerfication which is very stressful, demanding and difficult to accomplish.I don't believe that this certification is all about digital literacy, since it focuses more on demanding scenarios in combination with some websites...

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Teacher's competence can strongly influence students' academic performance.

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I agree with Konstantina, it's a really demanding process but it's worthwhile to take part in.

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It's a very well articulated tool to assess ICT competences, but it seems limited only to them.

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it improves communication, collaboration. It can help level B.

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This instrument is designed for assessment of teachers' work and it seems to me very thoroughly planned and designed. It is unclear why it is shown here on this MOOC when its use for regular self-assessment of teachers' work is practically impossible. It seems that this tool only very indirectly can be used for self-assessment.

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All that seem very interesting, but in spite of describing a tool, it s much better to use it! I agree that B level is very difficult, it demands a very good knowledge of ICT!

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I think the combined tools are great, specially if the open educational activity involves some kind of self-reflection in order to be done. It really is a weakness the this tool is not available to all, if that was the case, teachers could do it as part of their self~reflection about TET competence.

What I enjoyed most was reading the feedback our GReek colleagues gave here on the padlet. It explained a bit more about the B-Level Assessment tool and I thank them for it.

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I just succeeded in the B Level Certification of Greece. I don't think it is an assessment or reflection tool. It is clearly a cerfication which is very demanding and difficult to accomplish. Not every teacher can take part in it. It is very difficult to get into the courses. I don't even believe that this certification is all about digital literacy, since it focuses more on demanding scenarios in combination with some websites...

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I have applied more times to participate in this course which certifies your ICT knowledge. Some of my colleagues and I have participated in this face to face course and have benefitted from it. I hope that it will be available in the future for everybody. When you take part in these courses you learn lots and have a good practice.

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Beside self and peer assessment, certification is another essential tool in building teachers' professionality. In my country, this matter has been treated in a variety of ways, not always effective. It would certainly be useful to have such tool, provided it is specifically designed for the school system of each country.

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A combination of two different styles (multiple choice-open-ended questions) may be useful for teachers to see their level of knowldge in the firts part and to reflect their knowldge in the second part. however, it is a pity that it is not awailable for everyone. I have seen that even some of Greek collegues cannot have an opportunity to go through the process.

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Yes, I know about the Greek b-level tool. I already have a certficate about this. The tool wasn't designed for self-reflection and peer-assessment. Thanks Georgios for your valuable information.

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I think multiple-choice questions are good, but it is pity I can't try the tool. It is not fear to judge the tool only by the description.

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Honestly I have not fully understood the use of this tool. It will be the fault of my precarious knowledge of English.

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To my opinion, the examination checks only if the examinee has acquired the competencies, but not to what level. So, the much so needed sometimes guidance to us on what we can do to evolve even more is neglected. And, in a constantly changing digital world, a one-taken-examination can't be considered the proper means to judge who has what competence and on what level. And of course the examinee has nothing to gain by taking the examination but the anxiety of the results and the happiness or bitterness, if he/she has succeeded or not.

The philosophy behind the two parts of the assessment is clearly different. Through the multiple-choice questions the examinee is assessed on how well he/she has understood the learning material he/she had to study. Through the open educational activity he/she has to prove that he/she is in position to utilize specific tools either web2.0 or educational digital programs to enhance his/her teaching. The second part is more interesting and involves evaluation, analysis and synthesis, the upper strata in Bloom's taxonomy. By combining these two parts the examiners have tried to create a valid and reliable way of assessing competence.

One advantage of the whole process is the fact that during our participation in the B-level we collaborated with several colleagues and during our training we had the opportunity to get familiar with the self- and peer assessment, since we could set up a scenario and present it to them, before implementing it in our classroom, and get the first feedback; and after its implementation we could report our observations and the pedagogical outcomes and discuss these with them. Unfortunately, all these was short lived, because the majority in the schools I have worked since do not have the same experience and usually reacts with disbelief towards all these.

A serious disadvantage was that most of the web2.0 tools were simple presented and explained in theory. There was no special practical experimentation either as individuals or as a team of colleagues, which would have established a closer collaboration between us, which could go on and after the course had ended.

I can't not imagine how this type of examination can become available to everyone. According to my experience, Georgios meant that in the future there will be many course open to all teacher and not to specific specialities, like now that only teachers in primary schools and few specialities of the secondary education can apply to participate into it; and again not all, because for a course to begin a certain number of applicants has to filled. I was admitted in a such course after I had applied four consecutive times and only on the last one the necessary numbers of applicants was filled and the course started. And one more reason for my disbelief is who and how the second part of the examination will be graded, if the it's open to all, like the Norwegian survey.

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A tool has to have a purpose otherwise noone will use it. This tool is very interesting as was the one from the last part from Norway. I wish we had something like this in Sweden, Maybe a mix of these two would be great.

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I think that the combination of multiple-choice and an open educational activity would provide more accurate assessment, because we could see an example of how the teacher applies his/her skills.

But is very different using this tool to certificate the competence rather than selfassessing the level of competence.

When you are selfassessing your level of competence, you are on a quest of self development, wanting to uplevel your competence, much of the times not needing/wanting certification.

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We have a tool quite similar to measure the level of the school and to obtain a certain certification of the school.

In our case, it doesn´t measure the level of each teacher, but they try to obtain general information about the school.

I consider that for self assessment and to see our real situation the mentor is a more appropriate tool.

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I have applied 3 or 4 times to paricipate in this course which certifies your ICT knowledge but was not lucky enough. Some of my colleagues have participated in this face to face course and have benefitted from it. I hope that it will be available in the future for everybody. When I applied:it was a question in the application form seeking for participants who would be interested to take part of the course online. Even though I have answered positive nothing has happened yet...

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A combination of the norwegian and the greek tool appears to be a competent tool.

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Well, the open educational activity shows teachers' experience as well as their ICT and organizational skills. The multiple-choice, is not as simple as it seems to be, as "the content of questions varies from simple theory to complex "stories", which describe a situation in the classroom". So, I think that the Greek B-Level Assessment Tool could be a valid and reliable way of assessing teachers' competence if it was available to anybody.

One disadvantage mentioned by Maria K. from Greece is that only specific teachers can participate in it, having the right to go through the B-level training process first and then take the survey for certification.

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Very interesting experience of this teacher and effective presentation.

I don't understand comletely this assessmente tool..

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It'ssound good ...

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What's this programme about? I'm not sure I understood its efficiency for my teaching level.

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B-Level Assessment is not exactly a tool, but a program you have to attend and then you are obliged to take exams in order to acquire or not the certification.

B-level is not available to all teachers as you apply and only if you are lucky enough to be chosen by an draw, you can attend it.

In my case that meant that I have to travel 120Km, three times a week for six months, after my school programme. Then I had to wait two years in order to participate the exams and by the time I write this comment I do not know If I have passed the exams or not.

For some other colleagues Level-B programme was a bit different as they were able to take it online at certain time as it was at a digital closed platform. But yet as concerning the exams it is the same.

Beyond all the above, in order to use and implement the methods and tools you learnt about, it is supposed to have the proper equipment at your school. And this is another not that happy story.

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I think it will be useful in the future yo make it avaliable to anybody because you can use a lot of web 2 tools.

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The B-level Assessment Tool should be available to everybody and not just to those having aquired a B-level training. The main reason is that there is only a certain, very limited numer of teachers allowed to be trained in every single 'training period', and you have to literally struggle get a spot among them!!

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I believe it is useful for the purpose it was created. I think it would be even more useful if it was available to all teachers for their own assessment and not only for certification. The evaluation of the free form part of the tool, as it looses some objectivity.

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As this was not as visual as the tool from Norway I wasn't sure if I understood it enought to valuate it.

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I confess I didn't even watch this video through. First of all, it's impossible to understand how the test works from such an extensive listing of piled details. In the second place, this is the description of a specific evaluation drill designed to evaluate and certify teaching skills. A process conceived under an absolutely divergent logic from a MOOC! (...Or am I wrong?) Altogether, this video proved to be totally irrelevant to me, given my objectives for this course.

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I think it's positive an assessment tool of different types of questions, for example multiple-choice questions and open answers. I think is a valid and reliable way of assessing some skills teacher. If the tool presented is useful because as self-reflection for a person to assess their level of competence I think that should be available to anyone.

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As a teacher that has a B-level certification I would say that is very important for teachers in Greece . The advantages are that you come in touch with a great variety of ICT tools , you learn how to organise your classroom for this an to overcome some classroom's problems . I think it wouldn't so efficient if there wasn't the training period first because you work with other taechers that worry about the improvement of their teaching skills and make a big step for the school of the future .

Additionally you learn a lot theory aspects so it makes you more competent in the use of ICT tools.

The weak point of B-level is first of all that only specific teachers can participate to it . So only teachers in primary school and speaking for junior high schools or high school, only those that teach language,science, math,ict. I think that has to be opened to all . Another main thing is the success of the partcipation is depend on the ability of the educator .

Furthermore the facilities in school must be improved so teachers can use in class all that come in touch in B-level

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Please have a look at my padlet.

http://padlet.com/s17fox/gordon

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This assessment tool seems interesting, but I would like to see what it requires from the user.

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I don't understand the Greek tool clearly. i should try it as I did with Teacher Mentor to criticise it. it seems effective, but the fact that it isn't open to everybody is surely a limit

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It's sound good and interesting to me, but i have a little idea about this tool.

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I think it is a complex instrument, because it uses questions of general and specialized teaching. An advantage is the large number and diversity of questions, and a disadvantage that is not accessible to all teachers.

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I can only evaluate this tool from the video and I don't feel confident on being an interesting tool for self assessment since it does not give feedback and is a tool for certification. I believe it should be reorganized to give feed back and at the same time give the certification and if so then it would be an important tool for self assessment and evaluation. It could be interesting to be accessible to all teachers to try it out.

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I most definitely think it should be available to all teachers - and I am talking as a teacher who has already applied 3 times and never been accepted!!! I have a colleague who has finished it and she has used many of the tools she was taught. The fact alone that you cannot really see which are your strong and wick sides as a teacher, doesn't make it a good self-assessment tool. Nonetheless, I couldn't really comment more about it unless I try it myself.

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I can only comment, that I want to try this assessment tool.

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As we cannot see the tool, I cannot say wether it works properly or not. Nevertheless, I think that this way of assessing competences is very useful (although quite complex to put in practice on a wider level) because it combines automated and non-automated parts. The holistic approach is also a good idea, because it helps teachers to reflect about themselves and it does not only focus on multiple choice questions.

If it could available to every teacher it would be a great way to promote self reflection (if only all the teachers would do that...)

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Apparently in Greece there is now sometging similar to PNI ( National Program for Informatics) which was held in Italy in the '80-ties. PNI involved only maths and phisics teachers being directed from one hand to change teaching about these two subjects and from the other to introduce coding and use of digital tools. Nowadays a new PNI, involving alla teachers, may be, should be needed.

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It sonds like a helpful tool, but judging for the Greek colleagues' comments it seems like their opinions are divided and this tool needs some refining.

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The B level consists of 200h of classroom work on new technologies. We learned how to use specific programmes and tools such as Interactive physics, modelus, Vlab iridium, web 2, how to design blogs and many other programmes. I teach biology and there were few programmes for me. So I studied mostly programmes for Chemistry and Physics.

Another problem was that most of the programmes were out of date, very old.

The most important think was that we had to upload our work on a pool (ifigenia, I will add the link). It was great!!!! Unfortunately you have to be registered to watch them!!!

We had problems with the exams. Due to austerity in Greece the exams were postponed. I have finished the 200h class in Oct 2014 and I have taken the exams in June 2015. And there are no results yet.

I think it was very good effort but it needs to be improved.

http://b-epipedo2.cti.gr/el-GR/

http://ifigeneia.cti.gr/repository/

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It’s good idea to divide the open questions by their content and to give for feedback, at least, the points that teacher has obtained.

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It would be interesting to know what the B-level training consists of? We do not have this kind of training in Italy. I agree, then, that it would be great if the tool could be accessed by anybody. I assume that the B-level training is funded both by European and national funds, so why not opening it to other European countries? Why not sharing the expertise acquired in this training with other European countries so that this B-level training could be used in other countries?

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Perhaps it is right that this instrument is not available to all. To assess need to acquire basic knowledge. The test with multiple choice questions is not always objectively can assess the level of competence But the involvement of subject matters - is, in my view, necessary.

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It’s a shame that we cannot go through this tool like we did with the Teacher Mentor. The main weakness is that only a part of it is automated, so we would always have to attend the certification. It’s a bit difficult to appreciate the tool without making contact with it, but it seems powerful regarding the purpose of certification but surely doesn’t make a stand on self and peer assessement.

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I have the experience of the B - level assessment tool. I have participated for three months in the lessons in order to learn to use digital tools in my school. It' s just another written test but it doesn 't offer self - assessment or peer - assessment. The outcome of the whole process was to give me a first idea of the possibilities of using ICT in my daily teaching. After 4 years and after a lot personal research, I think I am able to incorporate in my lesson ICT tools.

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I think this approach it is better than the Norwegian one, even if it is impossible to have a self assessment, of course. Infact Greek teachers have to pass a sort of examination to get it.

Anyway, it is impossible to say anything, as I've never seen it...

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It would be helpful to have a database with assessment tools for teachers and the hole school which will include self and peer assessment, specific for each subject. It is very interesting if the tool includes digital,scientific and pedagogical competence assessment.

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The tool looks interesting and useful, but I should test it to check for accuracy and ease.​

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I never heard of this tool before but it sounds really interesting. I like the fact that there are several questions in each area and I think taking stories from real situations in the classroom is a wonderful idea. It would be great if the correct solution or some suggestions were available to these.

It would be nice if this tool was available to anyone that would like to try it

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I definetely think this tool should be made available to anybody and I'd like to have a go and see what my results are. This could be employed as a prize for those who have the best results. In Italy , for example, there is a new law (that I don't like) : only some teachers who are evaluated from a small group of teachers and the Principal will get more money at the end of the school year.The real problem is to set the criteria to assess teachers.So thi could be a useful tool together with others

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For now it's useful only to trainees, which means that we are excluded, however with useful adjustments it could become a potentially good measure of the TET learning curve for teachers

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How can we have an opinion about a tool we can't use?! We should test it!

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It may be a very interesting tool, but the fact that it doesn't provide automatic feedback and it's not available for us to try, makes it difficult to have an opinion about its relevance.

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It maybe good but we should test it. We can't say anything without testing it.

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It's difficult to judge this tool because we can't try it! Maybe it could be an interesting tool!

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It would be very interestin to try this tool. I fully agree with Vilma and M.Cristina, that it is very difficult to judge the tool we haven't use.

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The tool seems to be covering several important pedagogical and digital competences that a teacher should acquire. Personally speaking, I have never hear about this Greek B-Level Assessment tool, but hopefully it will be available for everyone so that we can benefit from its advantages as an assessment tool.

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I  can’t give my opinion about a tool that  I can’t see,  but from the video and the transcript I read I feel that I could learn a lot about the way I  teach. It  would be very helpful if the tool would be avialble to everyone.  I choose to quote from the transcript the tool aims

As such, it tries to measure the specific learning outcomes of the b-level program. These outcomes include: understanding the conditions and the potential for the pedagogical utilization of ICT in education, the active participation of teachers and students in learning communities, skills for communication and collaboration among teachers and students, a critical overall view of the existing ICT tools that can enhance teaching, like educational software, the Internet, specific web 2.0 services and tools, Learning Management Systems, distance learning platforms etc; also, the ability to constructively use the above tools in the classroom, the role of educational activities in the application of ICT, the principles of designing an educational activity, the efficient use of interactive whiteboards in the classroom, etc

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Having taken the course I can say that the evaluation method is not very reilable in the non-automatic section.

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Using the tool for certification is double edged as it is not fully reliable to assess future teachers'performances; It should only serve as self-assessment

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Difficile capire se funziona non avendolo provato

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It is difficult to judge or evaluate the tool just after having listened to its description. In my opinion the idea is great, and I liked the idea of the tool's combination of automated and non automated parts, when you have to demonstrate your creativity submitting the learning activity in free style. I think, that Greek teachers could be active participants in the discussion about it.

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How can we have an opinion about a tool we can't use?! We should test it!

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what's the point in using obsolete tools for assessing ICT skills? better than nothing or just a waste of time?

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Foreign language teachers, Just lke Religious teachers, are excluded from the B Level training programme. We have been complaining for this discrimination for years, We cannot use this tool, actually we had no idea it existed until now. It's about time they did something about it.

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I think it's a very interesting idea. The certification is not for all the teachers and so is the tool. That is a great disadvantage of it!

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Unfortunately not all teachers in Greece have the chance to participate in the B-level teacher training programme, teachers of English as a foreign language for instance, as myself. I'm under the impression that all this tools ha no practical use for any of the average teachers in state schools in Greece.

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I'm an Ancient and Modern Greek language and history teacher and an orthodox theology teacher too and I'm working as orthodox theology teacher. B-level is forbidden to me because I'm not as an Ancient and Modern Greek Language and History. That's unfair, I was a lot argued about but the answer is the same. I can't participate. So I can't use this tool at all at my lessons so I can't use it although it seems be very useful. I hope some people will understand it and they 'll be allowed to me!

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I like the idea of going through the training process first and then taking the survey for certification. Maybe it could act as a self reflection tool and help teachers to improve their teaching practices.

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I found it interesting presentation on the instrument B-Level Assessment, sin that is not available to everyone, but we hope that the idea which has colleague for the future come true and so everyone can benefit.

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I think it is a very hardworking and professional tool, it definitely improves education .

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The certification is not for all the teachers and so is the tool. That is a great disadvantage of it!

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It sounds like a good tool for the teachers that are going through B-level training. I believe that it could also be a good tool for all teachers to use for self assessment in the future. Having multiple questions and a open educational activity that is graded is something that I would have to think more about as an assessment tool for teachers to improve their own teaching.

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I think that the fact that the tool combines multiple choice questions and an open educational activity is an important strength of the tool. It gives a holistic approach and a broader view of the teachers competence level.

It is a shame that the tool is not available to everyone since it would be a very useful tool for self assessment and reflection. However, it would be helpful if the tool evolved in order to connect the questions to the learning outcomes.

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Interesting the future idea to connect learning outcomes. Very pity that is not available to all so we can't see it neither test. I appreciated and thanks those who dedicate time and study to develop these tools which will be unmissable in the nearly future.

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I think we can adapt the tool to our needs in order to reflect about our teaching practices.

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I can't make a judgment about this tool. Anyway I think that first of all pupils and their families should evaluate teachers, also concerning the ICT teachings, furthermore the results of some specific tests could be significant. In Italy we have the INVALSI tests to compare the competences' results of the high schools. Many colleagues don't like these tests but I think they are very well planned and structured. Teachers should reflect on these tests' results to better calibrate their educational strategies.

http://www.invalsi.it/invalsi/index.php

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I think that idea is OK, but it should be oppened for all teachers in Greece.