National and International Technology-Enhanced Teaching Frameworks:
UNESCO’s ICT Competence Framework for Teachers:http://unesdoc.unesco.org/images/0021/002134/213475e.pdf
ISTE Standards for Teachers: http://www.iste.org/STANDARDS
European Pedagogical ICT Licence (EPICT): http://www.epict.co.uk/
E-learning Competency Framework for Trainers and Teachers (EIFEL European Institute for e- learning): http://www.eife-l.org/publications/competencies
European e-competence framework: http://www.ecompetences.eu/e-cf-overview/
EUCIP IT trainer: http://www.eucip.org/
Ncca ICT framework: http://www.ncca.ie/uploadedfiles/publications/ict%20revised%20framework.pdf
NAACE (ex BECTA) self-review framework: http://www.naace.co.uk/ictmark/srf
DIGIEULIT: http://www.jelit.org/65/01/JeLit_Paper_31.pdf
Common European Framework for Teachers Professional Profile in ICT EDUCATION - Utrainer:http://www.cnr.it/istituti/FocusByN_eng.html?cds=102&nfocus=20

Useful videos:
At this link, besides some of the examples already showcased in Module 1 of this course, you can find various other videos showing how teachers have integrated technologies into their teaching and learning in the classroom: http://linked.eun.org/web/guest/videos

Useful literature::

Looney, J. (2015). Online self-assessment with MENTEP: A review of the literature, European Institute of Education and Social Policy.

Barber W., S. King and S. Buchanan (2015). “Problem-Based Learning and Authentic Assessment in Digital Pedagogy: Embracing the role of collaborative communities” The Electronic Journal of e-Learning, Vol. 13, No. pp. 59-67, www.ejel.org.

Seery, N. C. Donal and P. Phelan (2012). “The validity and value of peer assessment using adaptive comparative judgement in design driven practical education”, International Journal of Technology and Design Education 22:205–226 DOI 10.1007/s10798-011-9194-0

Hughes, G., Okumoto, K., Wood, E. (2011). Implementing Ipsative Assessment, University of London, Centre for Distance Education, London. Available athttps://cdelondon.files.wordpress.com/2011/11/tra6finalreport_g_hughes.pdf

Both self and peer assessment are important to teachers because they can improve themselves, communicate with their colleagues and share their methods.

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.

The most important issue for me was the feedback which contained ideas that I didn't consider.

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

I think that the most important things for me were the use of technology and the honest communication between me and my colleagues.

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.

Unfortunately this is not happening very often because of the inflexible curriculum and the lack of the real meaning of self and peer assessment.

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.

I think I want to gain a wider area of thinking through self and peer assessment in order to become wiser, open minded and innovative.