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4.7 The peer assessment experience of a Turkish teacher trainer and secondary school language teacher

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4.7 The peer assessment experience of a Turkish teacher trainer and secondary school language teacher

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I think rubric is very good facilitator for peer assessments. I think these criterias are very useful. Thank you.

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Yes i believe constructive behaviour is very important while making a peer assessment. It can encıurage your colleague to work on more.

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Peer assessments is very good and inspring thing for teachers who would like to learn more. It is great.

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Yes LD is useful fr personalizing learning activities. I think investigating otherrs learning designs is great it can be inspiring.

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4.3 The Learning Designer experience of an Italian secondary school teacher of English

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4.3 The Learning Designer experience of an Italian secondary school teacher of English

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Great ideas.

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Learning Designer makes our plans portable. We can edit them in everywhere. We can add learning activities there if necessary.

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I used learning designer tool before. It is very useful but sometimes it can be difficult to add new aim.

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What is useful and less useful about it?What did you find difficult or unclear, and why do you think that is?Were you surprised at the levels you reached?Did you find the advice offered useful?What will you concretely now do in order to act on this advice to improve your level?

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What is useful and less useful about it?What did you find difficult or unclear, and why do you think that is?Were you surprised at the levels you reached?Did you find the advice offered useful?What will you concretely now do in order to act on this advice to improve your level?

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It is very useful for teachers who reliably evaluate their own works.

I find it very useful, it helps us to add other choices.

Yes i have a good results. I like it.

Yes it is very useful.

I will take effort to improve myself.

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My Result

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Yianis comments that although some of the multiple-choice questions were about general educational theory concerning the effective use of ICT for pedagogical purposes, most of the questions tested teachers’ understanding of special educational software they had been trained to use and its suitability for teaching their specific subject. Do you think it would be useful to develop self-assessment tools which focus on how ICT can be pedagogically used for the teaching of specific subjects and competences? As you saw in the earlier videos, the Norwegian self-reflection tool has not been designed in this way, so this represents a different example worth exploring.

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Yianis comments that although some of the multiple-choice questions were about general educational theory concerning the effective use of ICT for pedagogical purposes, most of the questions tested teachers’ understanding of special educational software they had been trained to use and its suitability for teaching their specific subject. Do you think it would be useful to develop self-assessment tools which focus on how ICT can be pedagogically used for the teaching of specific subjects and competences? As you saw in the earlier videos, the Norwegian self-reflection tool has not been designed in this way, so this represents a different example worth exploring.

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I think assessment tools purpose teaching not measuring the competences

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What do you think of the assessment tool’s combination of multiple-choice questions and an open educational activity? Do you think this is a valid and reliable way of assessing a teacher’s competence? What are the advantages and disadvantages of the tool in your opinion? One weakness mentioned by Georgios is the fact that the tool is not available to anyone that would like to use it at the moment, as you have to go through the B-level training process first, and then take the survey for certification. Do you think it would be useful in the future to make it available to anybody? In this way it could act as not only a certification tool but also as a self-reflection tool for anybody interested in assessing their level of competence.

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What do you think of the assessment tool’s combination of multiple-choice questions and an open educational activity? Do you think this is a valid and reliable way of assessing a teacher’s competence? What are the advantages and disadvantages of the tool in your opinion? One weakness mentioned by Georgios is the fact that the tool is not available to anyone that would like to use it at the moment, as you have to go through the B-level training process first, and then take the survey for certification. Do you think it would be useful in the future to make it available to anybody? In this way it could act as not only a certification tool but also as a self-reflection tool for anybody interested in assessing their level of competence.

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It can be used for self accessment.

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3.4 Another teacher’s experience of using the Teacher MentorAnders mentions the fact that you can take the survey more than once as a big advantage of the tool as it allows you to look back on your progression and plan your next steps forward for further improvement. He also mentions that the graphics used to visually represent your survey results are helpful. Do you agree? What other advantages do you think this type of a self-reflection survey has? Anders mentions the fact that the feedback given by the survey however is a bit superficial and that more concrete examples would be useful. Do you think this is necessary also?

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3.4 Another teacher’s experience of using the Teacher MentorAnders mentions the fact that you can take the survey more than once as a big advantage of the tool as it allows you to look back on your progression and plan your next steps forward for further improvement. He also mentions that the graphics used to visually represent your survey results are helpful. Do you agree? What other advantages do you think this type of a self-reflection survey has? Anders mentions the fact that the feedback given by the survey however is a bit superficial and that more concrete examples would be useful. Do you think this is necessary also?

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I think it could be great feedback for our proggresssion.

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3.3 A primary school teacher’s experience of using the Teacher MentorGro Caroline mentions the importance of ICT for her work on cross-curricular projects with her pupils; do you agree and how have you used ICT to work on cross-curricular projects? She mentions that she thinks the Teacher Mentor survey can give teachers ideas and motivate them to keep working, and that similar surveys should be developed for all subject areas; what do you think? Finally, she says that she found it necessary and useful to discuss certain concepts in the survey with colleagues at school. Do you think it would be useful for you to do this with your colleagues?

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3.3 A primary school teacher’s experience of using the Teacher MentorGro Caroline mentions the importance of ICT for her work on cross-curricular projects with her pupils; do you agree and how have you used ICT to work on cross-curricular projects? She mentions that she thinks the Teacher Mentor survey can give teachers ideas and motivate them to keep working, and that similar surveys should be developed for all subject areas; what do you think? Finally, she says that she found it necessary and useful to discuss certain concepts in the survey with colleagues at school. Do you think it would be useful for you to do this with your colleagues?

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Yes, especially English teachers like collaborating in such cross-curricular projects. It is very useful but most of the teachers aren't interested in collaborating projects. I also participate some etwinning projects. It can be very useful.

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3.2 The Teacher Mentor – Norway’s self-reflection toolWhat do you think of having a self-reflection survey of this kind to help you track your technology-enhanced teaching competence? Is it useful? Do you have anything similar in your country? Or perhaps you are aware of different tools which have a similar aim? What do you think are the strengths and weaknesses of such a tool?

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3.2 The Teacher Mentor – Norway’s self-reflection toolWhat do you think of having a self-reflection survey of this kind to help you track your technology-enhanced teaching competence? Is it useful? Do you have anything similar in your country? Or perhaps you are aware of different tools which have a similar aim? What do you think are the strengths and weaknesses of such a tool?

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I think it is very useful tool for enhancing teaching competence. In our country there are a lot of efforts for this purpose.

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Did you find some of the reflections from participants in the Module 2 padlets and forum mentioned by Caroline interesting? Did you come across some of these yourselves when you were reading other participants’ comments? What is the most interesting comment or insight you have read or exchanged about so far with other participants (e.g. in the padlets, Facebook Group, forum, or Learning Diaries) which you consider to be useful for your reflections on self and peer assessment? Feeling ready for Module 3? Share your expectations with us.

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Did you find some of the reflections from participants in the Module 2 padlets and forum mentioned by Caroline interesting? Did you come across some of these yourselves when you were reading other participants’ comments? What is the most interesting comment or insight you have read or exchanged about so far with other participants (e.g. in the padlets, Facebook Group, forum, or Learning Diaries) which you consider to be useful for your reflections on self and peer assessment? Feeling ready for Module 3? Share your expectations with us.

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I think comments in forums facebook and padlets have great feedback and good peer assessment. I exported some of these padlets and i read them. There are a lot of interesting thinks that could be researched.

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1) Why and how is self and peer assessment important to me?

It is very important for improving myself with my weakness.

2) When I have engaged in self and peer assessment about my professional practice in the past, what were the most useful benefits I gained from the processes and outcomes? To answer this question you can reflect on your short self-assessment you did in module 1’s learning activity, and any other self or peer assessment processes you have engaged in.

I think when i engaged in accessment i feel more successful and i improve myself on my teaching practive.

3) And what about the aspects I have found most challenging when engaging in self and peer assessment?

I think mine and others thoughts about my practice must encourage me for doing something more and improve myself.

4) How often do I take part in self and peer assessment? What stops me from doing this more often (is this due to time constraints, to a lack of knowledge about the benefits or how to go about this effectively, or perhaps a school culture which doesn’t encourage this?) There can be many factors, but identifying what these are will help you think about how you might overcome them to allow yourself the opportunity to benefit more from self and peer assessment.

I rarely take part in self and peer accessment. Time is very important factor. Because i have a lot of lessons in my school and i need time.

5) Finally, what precise gains do I expect to receive from being involved in self and peer assessment, and how can I ensure I obtain them? And what are my biggest concerns and fears in this regard? How might I find ways to overcome these? Being involved in this course is a good start.Please note that there is no need to post your Learning Diary again unless you did not already do so last week. Of course, we encourage you to keep fueling it with your thoughts and reflections during the course and to read other participants' diaries.

I expect good critism. I don't have fears about it. If i do my work carefully no need to fear.

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 An Italian secondary teacher of Italian language, history & geography’s experience of self-assessment

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 An Italian secondary teacher of Italian language, history & geography’s experience of self-assessment

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Very good example. Yes i take notes for my teaching practices. Sometimes in some classes if students have learning difficulties and if my lessons isn't enough. I take note for improving it.

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 A Swedish primary teacher of students with speech & language difficulties’ experience of self and peer assessment (Part 1)

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 A Swedish primary teacher of students with speech & language difficulties’ experience of self and peer assessment (Part 1)

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I think it is very useful woks. I have also some students with leaning difficulties. I think these apps are very useful for my lessons.

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It is very useful way for accessment of our lessons. We can measure how much did our students learn. It can also be useful for our self- accessment.

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2.2 What are the principles of effective teacher self-assessment?

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2.2 What are the principles of effective teacher self-assessment?

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Teacher have to improve themselves all the time. For this purpose teachers can use self and peer accessment. For a reliable accessment people must be open-minded and musn't be afraid of critise.

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It is very important to use peer and self accessment. It is valid and very educating. They can easily see their errors and try to correct them.

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1) What was the added value of using technology for this teaching/learning task? What did it enable me/my students to effectively do?

I am a computer science teacher and I have a computer science lab. I am always trying to visualize everything and in every lesson ICT is being used.

2) Did I effectively integrate the technology into my lesson plan, linking it clearly to the learning objectives and syllabus?

Yes my learning objectives and syllabus requires me to use technology. I also teach students to use technology. I encourage them to have digital literacy.

3) Was the technology used to its full potential, and did I and my students have the sufficient digital skills to benefit from it? If not, why not, and how might I make sure this is the case in the future?

My students have low level of digital skills but some students have high levels but with my activities i try to balance this situation. I begin with simple exercises and increase level.

4) Did the technology support learner choice and personalized learning? Did students use the technology to manage their own learning, by choosing the appropriate resources or tools to support their work?

My students all have computers in my lesson and they can learn and do activities individually.

5) Did the way I use the technology allow the learner to be a co-designer of their learning, and not only a consumer but also a producer?

Yes, i teach them not only using technology but begin to create it.

6) Did my use of the technology allow my students to go beyond learning traditional subject-based competences and develop more transversal 21st century skills such as collaborative problem solving?

I think collaborative programming helps improving these skills

7) Did I allow enough time for students to work with the technology, and what could I have done to make the activity run more smoothly?

Yes i allow enough time for completing tasks.

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Upload one or more pieces of evidence of your Technology-Enhanced Teaching

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fliying_man tuğba s on Scratch by redeemthepast

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Upload one or more pieces of evidence of your Technology-Enhanced Teaching

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Upload one or more pieces of evidence of your Technology-Enhanced Teaching

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We are going to use smartboards in this term. It is great example on using smartboard during lessons.

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1.5 Using a Smartboard to teach literacy and numeracy

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1.5 Using a Smartboard to teach literacy and numeracy

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We are going to use smartboards in this term. It is great example on using smartboard during lessons.

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1.4 Using Game Maker and Flash to teach programming and creativity

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1.4 Using Game Maker and Flash to teach programming and creativity

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I think creating games not only develops students computer skills, also it helps with other lessons in the curriculum. When game making students try strategic thinking. In this video they seems to have fun.

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1.3 Games-based learning for teaching foreign languages

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1.3 Games-based learning for teaching foreign languages

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I am a computer science teacher but i am interested in learning new languages. Game based learning is very useful for students. Students have fun. They don't think they are in lesson. They think they are playing. Language learning needs to be interactive.

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I think TET competence is very important for 21th century teachers. Because this new area comes with the requirement for TET competence because needs are changing, there is a load of imformation and we need to select and use it for our purposes.

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I think this is a good activity to enhance our knowledge for using ICT in classroom.