Promising practice – A nationwide teacher assessment and competency mapping framework in Indonesia

In 2012, Indonesia launched its Teacher Competency Tests (TCT) as part of its national teacher competency mapping process, with a teacher workforce of approx. 3 million. The TCT assesses the professional and pedagogic competence of teachers and uses both online/offline modalities (depending on local connectivity). In 2015, the TCT had reached approx. 2.7 million teachers. Its aims were: (1) to obtain information on the number of teachers who have reached the required level of professional and pedagogical competency;  (2) to create a  teacher competency map which informs the State’s provision of subsequent teacher education and training; and (3) to assess teacher performance and inform subsequent teacher-related policy. In terms of design, the TCT took the form of a 2-hour test with 60-100 multiple choice questions (with 4 options of answers for each question).

The TCT in Indonesia is a key component in teacher career development. Once the test is completed and a competency profile created, this is used as guidance for the self-development of teachers as well as support through TPD. At regular intervals, the TCT is conducted again to assess progress. The new results of the TCT are then used as the basis for further guidance and teacher development.

In 2016, the government launched a follow-up policy on TCT results through the Learners’ Teacher Competency Enhancement Program (LTCEP). The LTCEP is a learning activity for teachers through training in order to improve the ability and competence of teachers in performing professional duties. The TPD activities are aimed at developing teachers’ abilities, attitude, and skills with the view of impacting teacher performance and the teaching and learning process in classroom. TPD activities are offered via face to face training, online training or a combination of both depending on your competency profile and the intensity of support needed.

Source: Mardapi & Herawan (2018)

Promising practice - TPD pre- and post-Covid 19 using open digital badges, India

More than ever, in light of the Covid-19 pandemic, the need to support teachers and teaching and learning is even greater. Of particular concern is how this can be done for all teachers, i.e. at scale. In this vein, the Government of India has been considering the use of open digital badges to support at scale TPD efforts.

Open digital badges have received global recognition as a means for designing, recognising, rewarding and monitoring teachers’ professional learning. In many countries badges are little used in TPD at present, but workshops and pilot projects implemented by the Open University, UK (OU) and Tata Institute of Social Sciences, India (TISS) in Assam, India have demonstrated how digital badges can be used to support professional learning.

Their research suggested that badges can offer small, short, standalone achievements to give status and recognition to teachers’ efforts; wide-ranging flexibility in what can be awarded, evidenced and assessed; clarity for teachers in terms of articulating a clear criteria of what the required standard is; scalability by providing a potential common digital currency for local, regional and national TPD systems; engagement by allowing teachers choice in which badges they pursue to support their professional learning trajectories and shareability by allowing teachers to share their achievements with others and thereby building confidence and self-esteem, enhancing community recognition as well as being a marker for individual teachers’ progress and future TPD planning.

Source: Cross et al (2021)

Promising practice - Reflective videos as teacher assessment, Computadores Para Educar, Colombia

Computadores Para Educar (CPE) is a programme run by the Government of Colombia which promotes educational innovation through the access, use and adoption of technology in the country's schools. CPE offers ICT-mediated TPD through the provision of computers and internet to Colombian schools. TPD is also offered in partnership with local universities that have a presence in regions of operation.

The programme provides differentiated pathways through the Ministry of Education (MoE) defined “Educational Innovation Route” which supports teachers to move from one level/module to the next through differentiated support and capacity building. 

In terms of teacher assessment, programme tutors administer an entry and exit ICT skills test for teachers. There are 4 knowledge tests at the end of each level/module of the diploma course which must be passed. The final product – the capstone assessment - is a video made by the teacher, in which the learning process across the 4 modules is documented. The video remains as evidence in the teacher-student's Personal Learning Environment (PLE).