Assessment and personalisingLaajuus (5 cr)
Code: 1L00GB99
Credits
5 op
Objectives
After completing the study unit the teacher student is able to
- Consider ethical questions and power structures in assessment, while considering the history, present, and future of evaluation
- Operate on the principles of personalisation and current legislation
- Recognise the role of assessment in the different stages of learning process, such as before and during learning, as well as when evaluating competences
- Plan and use diverse methods of assessment in the learning process
- Utilise multiple constituency evaluation by involving the student and other actors of the learning environment for continuous assessment
- See evaluation as a large model, which also includes the evaluation of the teacher’s actions, as well as the practices and quality of the organisation
Content
During the course we seek answers to the following questions:
- How have assessment, its tasks, methods, and focus changed over time and towards the future?
- How are personalisation and assessment linked?
- How can a teacher evaluate a student’s learning and competence diversely, using and involving different learning environments, with ethical justification?
- How do diversity and different levels of evaluation appear in the work of a vocational teacher, starting from evaluating the student’s learning and competences all the way to the evaluating the teacher’s own work and how the organisation functions?
Assessment criteria, pass/fail
The criteria for passing
Knowing
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher student
- describes the process of personalisation in the educational institute of their choice
- knows the central goals, tasks, and methods of assessment in the different stages of the learning process
- describes the change in assessment process in a timeline from the past to the future.
Doing
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher student
- designs an assessment process for a course of their choice
- applies assessment methods in their field of education and justifies the choice of methods
- applies multiple constituency evaluation in their work.
Developing as a teacher
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.
Teacher student
- Evaluates ethically while recognizing their position of power
- Evaluates their own actions as an assessor, both on individual and organisational level
- Operates constructively in the assessment collaboration networks
- Recognises the connection between the available resources and evaluation, as well as how the assessment methods affect the wellbeing of both the teacher and the students.
Enrolment period
13.05.2024 - 11.10.2024
Timing
21.10.2024 - 31.12.2024
Credits
5 op
Virtual portion
4 op
Mode of delivery
20 % Contact teaching, 80 % Online learning
Unit
Professional Teacher Education
Campus
TAMK Main Campus
Teaching languages
- Finnish
Degree programmes
- Professional Teacher Education
Teachers
- Jiri Vilppola
- Taina Eweiss
- Maija Timonen
- Ville Palkinen
- Sanna Brauer
Person in charge
Jiri Vilppola
Groups
-
24OPE
-
22OPE
-
23OPE
Objectives (course unit)
After completing the study unit the teacher student is able to
- Consider ethical questions and power structures in assessment, while considering the history, present, and future of evaluation
- Operate on the principles of personalisation and current legislation
- Recognise the role of assessment in the different stages of learning process, such as before and during learning, as well as when evaluating competences
- Plan and use diverse methods of assessment in the learning process
- Utilise multiple constituency evaluation by involving the student and other actors of the learning environment for continuous assessment
- See evaluation as a large model, which also includes the evaluation of the teacher’s actions, as well as the practices and quality of the organisation
Content (course unit)
During the course we seek answers to the following questions:
- How have assessment, its tasks, methods, and focus changed over time and towards the future?
- How are personalisation and assessment linked?
- How can a teacher evaluate a student’s learning and competence diversely, using and involving different learning environments, with ethical justification?
- How do diversity and different levels of evaluation appear in the work of a vocational teacher, starting from evaluating the student’s learning and competences all the way to the evaluating the teacher’s own work and how the organisation functions?
Assessment criteria, pass/fail (course unit)
The criteria for passing
Knowing
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher student
- describes the process of personalisation in the educational institute of their choice
- knows the central goals, tasks, and methods of assessment in the different stages of the learning process
- describes the change in assessment process in a timeline from the past to the future.
Doing
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher student
- designs an assessment process for a course of their choice
- applies assessment methods in their field of education and justifies the choice of methods
- applies multiple constituency evaluation in their work.
Developing as a teacher
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.
Teacher student
- Evaluates ethically while recognizing their position of power
- Evaluates their own actions as an assessor, both on individual and organisational level
- Operates constructively in the assessment collaboration networks
- Recognises the connection between the available resources and evaluation, as well as how the assessment methods affect the wellbeing of both the teacher and the students.
Location and time
Online learning in Moodle and Zoom- digital environments
Period 2 / 2024 (ENG)
1. Web. The basis of the assessment Thu 24.10.2024 at 16.30-18.30
Independent and small group work: Personalisation recordings and learning activities
2. Web. Assessment and assessment methods Wed 6.11.2024 at 16.30-18.30
3. Web. Assessment and personalizing workshop 14.11.2024 at 16.30-18.30
4. Web. Evaluation, quality, and development in the educational environment Wed 20.11 at 16.30-18.30
(Webinars will be recorded as appropriate, participation is highly recommended)
Exam schedules
No exams.
Assessment methods and criteria
The assessment is based on the learning outcomes of the course. The achievement of learning outcomes is demonstrated with the Assessment Competence badge. The person completing the badge plans the assessment process for the study unit of their choice, taking into account the principles of personalisation and evaluation as a broad operating model, also from the perspective of the teacher's own activities and organizational practices, as well as from the perspective of quality assessment.
Self assessment, peer assessment, assessment by teachers (competence mark).
Assessment scale
Pass/Fail
Teaching methods
Online- learning, webinars, information acquition/reading, individual work, collaborative small group work
Learning materials
TAOK Curricula
Learning materials in course Moodle
Student workload
The course is for 5 cr. ( 1cr = 27h student work)
During period 2, the student participates in the joint activities of the course (webinars, small group sessions, etc.) and prepares the course as the main task of a digital output describing the evaluation process (starting phase, learning process phase, competence assessment) for the field and course chosen by the student.
Content scheduling
Period 2 / Fall 2024.
October-December 2024
1. Web. The basis of the assessment Thu 24.10.2024 at 16.30-18.30
Independent and small group work: Personalisation recordings and learning activities
2. Web. Assessment and assessment methods Wed 6.11.2024 at 16.30-18.30
3. Web. Assessment and personalising workshop Thu 14.11.2024 at 16.30-18.30
4. Web. Evaluation, quality, and development in the educational environment Wed 20.11 at 16.30-18.30
Completion alternatives
No optional ways to accomplish this course by Taok. (Studification)
If student teacher already masters the learning goals, competencies can be assessed without participating training.
Practical training and working life cooperation
No practical training. The role of working life is taken into account as part of the personalization and evaluation process.
International connections
Course will be common to all Taok students simultanuosly in Finnish and English.
Further information
Welcome to plan personalization and evaluation
Additional information:
jiri.vilppola@tuni.fi
taina.eweiss@tuni.fi
sanna.brauer@tuni.fi
maija.timonen@tuni.fi
Enrolment period
15.04.2024 - 11.10.2024
Timing
21.10.2024 - 16.12.2024
Credits
5 op
Mode of delivery
Contact teaching
Unit
Professional Teacher Education
Campus
TAMK Main Campus
Teaching languages
- English
Teachers
- Jiri Vilppola
- Taina Eweiss
- Maija Timonen
- Ville Palkinen
- Sanna Brauer
Person in charge
Jiri Vilppola
Groups
-
24E
-
23E
Objectives (course unit)
After completing the study unit the teacher student is able to
- Consider ethical questions and power structures in assessment, while considering the history, present, and future of evaluation
- Operate on the principles of personalisation and current legislation
- Recognise the role of assessment in the different stages of learning process, such as before and during learning, as well as when evaluating competences
- Plan and use diverse methods of assessment in the learning process
- Utilise multiple constituency evaluation by involving the student and other actors of the learning environment for continuous assessment
- See evaluation as a large model, which also includes the evaluation of the teacher’s actions, as well as the practices and quality of the organisation
Content (course unit)
During the course we seek answers to the following questions:
- How have assessment, its tasks, methods, and focus changed over time and towards the future?
- How are personalisation and assessment linked?
- How can a teacher evaluate a student’s learning and competence diversely, using and involving different learning environments, with ethical justification?
- How do diversity and different levels of evaluation appear in the work of a vocational teacher, starting from evaluating the student’s learning and competences all the way to the evaluating the teacher’s own work and how the organisation functions?
Assessment criteria, pass/fail (course unit)
The criteria for passing
Knowing
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher student
- describes the process of personalisation in the educational institute of their choice
- knows the central goals, tasks, and methods of assessment in the different stages of the learning process
- describes the change in assessment process in a timeline from the past to the future.
Doing
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher student
- designs an assessment process for a course of their choice
- applies assessment methods in their field of education and justifies the choice of methods
- applies multiple constituency evaluation in their work.
Developing as a teacher
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.
Teacher student
- Evaluates ethically while recognizing their position of power
- Evaluates their own actions as an assessor, both on individual and organisational level
- Operates constructively in the assessment collaboration networks
- Recognises the connection between the available resources and evaluation, as well as how the assessment methods affect the wellbeing of both the teacher and the students.
Location and time
Online learning in Moodle and Zoom- digital environments
Period 2 / 2024 (ENG)
1. Web. The basis of the assessment Thu 24.10.2024 at18.45.-20.15
Independent and small group work: Personalisation recordings and learning activities
2. Web. Assessment and assessment methods Wed 6.11.2024 at 18.45.-20.15
3. Web. Assessment and personalizing workshop 14.11.2024 at 18.45.-20.15
4. Web. Evaluation, quality, and development in the educational environment Wed 20.11 at 18.45.-20.15
(Webinars will be recorded as appropriate, participation is highly recommended)
Exam schedules
No exams.
Assessment methods and criteria
The assessment is based on the learning outcomes of the course. The achievement of learning outcomes is demonstrated with the Assessment Competence badge. The person completing the badge plans the assessment process for the study unit of their choice, taking into account the principles of personalisation and evaluation as a broad operating model, also from the perspective of the teacher's own activities and organizational practices, as well as from the perspective of quality assessment.
Self assessment, peer assessment, assessment by teachers (competence mark).
Assessment scale
Pass/Fail
Teaching methods
Online- learning, webinars, information acquition/reading, individual work, collaborative small group work
Learning materials
TAOK Curricula
Learning materials in course Moodle
Student workload
The course is for 5 cr. ( 1cr = 27h student work)
During period 2, the student participates in the joint activities of the course (webinars, small group sessions, etc.) and prepares the course as the main task of a digital output describing the evaluation process (starting phase, learning process phase, competence assessment) for the field and course chosen by the student.
Content scheduling
Period 2 / Fall 2024.
October-December 2024
1. Web. The basis of the assessment Thu 24.10.2024 at18.45.-20.15
Independent and small group work: Personalisation recordings and learning activities
2. Web. Assessment and assessment methods Wed 6.11.2024 at 18.45.-20.15
3. Web. Assessment and personalizing workshop 14.11.2024 at 18.45.-20.15
4. Web. Evaluation, quality, and development in the educational environment Wed 20.11.2024 at 18.45.-20.15
Completion alternatives
No optional ways to accomplish this course by Taok. (Studification)
If student teacher already masters the learning goals, competencies can be assessed without participating training.
Practical training and working life cooperation
No practical training. The role of working life is taken into account as part of the personalization and evaluation process.
International connections
Course will be common to all Taok students simultanuosly in Finnish and English.
Further information
Welcome to plan personalization and evaluation
Additional information:
jiri.vilppola@tuni.fi
taina.eweiss@tuni.fi
sanna.brauer@tuni.fi
maija.timonen@tuni.fi
Enrolment period
15.05.2023 - 23.10.2023
Timing
16.10.2023 - 31.12.2023
Credits
5 op
Virtual portion
4 op
Mode of delivery
20 % Contact teaching, 80 % Online learning
Unit
Pedagogical Innovations and Culture
Campus
TAMK Main Campus
Teaching languages
- Finnish
Degree programmes
- Professional Teacher Education
Teachers
- Jiri Vilppola
- Taina Eweiss
- Ville Palkinen
- Leena Katto
- Ari Jussila
Groups
-
22OPE
-
23OPE
Objectives (course unit)
After completing the study unit the teacher student is able to
- Consider ethical questions and power structures in assessment, while considering the history, present, and future of evaluation
- Operate on the principles of personalisation and current legislation
- Recognise the role of assessment in the different stages of learning process, such as before and during learning, as well as when evaluating competences
- Plan and use diverse methods of assessment in the learning process
- Utilise multiple constituency evaluation by involving the student and other actors of the learning environment for continuous assessment
- See evaluation as a large model, which also includes the evaluation of the teacher’s actions, as well as the practices and quality of the organisation
Content (course unit)
During the course we seek answers to the following questions:
- How have assessment, its tasks, methods, and focus changed over time and towards the future?
- How are personalisation and assessment linked?
- How can a teacher evaluate a student’s learning and competence diversely, using and involving different learning environments, with ethical justification?
- How do diversity and different levels of evaluation appear in the work of a vocational teacher, starting from evaluating the student’s learning and competences all the way to the evaluating the teacher’s own work and how the organisation functions?
Assessment criteria, pass/fail (course unit)
The criteria for passing
Knowing
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher student
- describes the process of personalisation in the educational institute of their choice
- knows the central goals, tasks, and methods of assessment in the different stages of the learning process
- describes the change in assessment process in a timeline from the past to the future.
Doing
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher student
- designs an assessment process for a course of their choice
- applies assessment methods in their field of education and justifies the choice of methods
- applies multiple constituency evaluation in their work.
Developing as a teacher
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.
Teacher student
- Evaluates ethically while recognizing their position of power
- Evaluates their own actions as an assessor, both on individual and organisational level
- Operates constructively in the assessment collaboration networks
- Recognises the connection between the available resources and evaluation, as well as how the assessment methods affect the wellbeing of both the teacher and the students.
Location and time
Online learning in Moodle and Zoom- digital environments
Period 2 / 2023 (ENG)
Starting webinar Thur 26.10 16.00- 18.00
Personalization, video can be watched according to your own schedule
II Webinar 16.11. Thur 16.00- 18.00
III Webinar 30.11. Thur 16.00- 18.00
Exam schedules
No exams.
Assessment methods and criteria
The assessment will be based on the competence objectives of the course. The achievement of the knowledge objectives is indicated by the "Assessment" knowledge mark. The mark performer plans the evaluation process for the course he chooses, taking into account the principles of personalisation.
Self assessment, peer assessment, assessment by teachers (competence mark).
Assessment scale
Pass/Fail
Teaching methods
Online- learning, webinars, individual work, collaborative small group work,
Learning materials
TAOK Curricula
Learning materials in course Moodle
Student workload
The course is for 5 cr. ( 1cr = 27h student work)
During period 2, the student participates in the joint activities of the course (webinars, small group sessions, etc.) and prepares the course as the main task of a digital output describing the evaluation process (starting phase, learning process phase, competence assessment) for the field and course chosen by the student.
Content scheduling
Period 2 / Fall 2023.
October-December 2023
Starting webinar Thur 26.10 16.00- 18.00
Personalization, video can be watched according to your own schedule
II Webinar 16.11. Thur 16.00- 18.00
III Webinar 30.11. Thur 16.00- 18.00
Completion alternatives
No optional ways to accomplish this course by Taok. (Studification)
If student teacher already masters the learning goals, competencies can be assessed without participating training.
Practical training and working life cooperation
No practical training. The role of working life is taken into account as part of the personalization and evaluation process.
International connections
Course will be common to all Taok students simultanuosly in Finnish and English.
Further information
Welcome to plan personalization and evaluation
Additional information:
jiri.vilppola@tuni.fi
ari.jussila@tuni.fi
ville.palkkinen@tuni.fi
taina.eweiss@tuni.fi
Assessment criteria - pass/fail (Not in use, Look at the Assessment criteria above)
The criteria for passing
Knowing
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher student
- describes the process of personalisation in the educational institute of their choice
- knows the central goals, tasks, and methods of assessment in the different stages of the learning process
- describes the change in assessment process in a timeline from the past to the future.
Doing
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher student
- designs an assessment process for a course of their choice
- applies assessment methods in their field of education and justifies the choice of methods
- applies multiple constituency evaluation in their work.
Developing as a teacher
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.
Teacher student
- Evaluates ethically while recognizing their position of power
- Evaluates their own actions as an assessor, both on individual and organisational level
- Operates constructively in the assessment collaboration networks
- Recognises the connection between the available resources and evaluation, as well as how the assessment methods affect the wellbeing of both the teacher and the students.
Enrolment period
16.05.2023 - 15.10.2023
Timing
16.10.2023 - 31.12.2023
Credits
5 op
Virtual portion
3 op
RDI portion
2 op
Mode of delivery
40 % Contact teaching, 60 % Online learning
Unit
Pedagogical Innovations and Culture
Campus
TAMK Main Campus
Teaching languages
- English
Teachers
- Jiri Vilppola
- Taina Eweiss
- Ville Palkinen
- PEDA Virtuaalihenkilö
- Ari Jussila
Person in charge
Jiri Vilppola
Groups
-
23E
Objectives (course unit)
After completing the study unit the teacher student is able to
- Consider ethical questions and power structures in assessment, while considering the history, present, and future of evaluation
- Operate on the principles of personalisation and current legislation
- Recognise the role of assessment in the different stages of learning process, such as before and during learning, as well as when evaluating competences
- Plan and use diverse methods of assessment in the learning process
- Utilise multiple constituency evaluation by involving the student and other actors of the learning environment for continuous assessment
- See evaluation as a large model, which also includes the evaluation of the teacher’s actions, as well as the practices and quality of the organisation
Content (course unit)
During the course we seek answers to the following questions:
- How have assessment, its tasks, methods, and focus changed over time and towards the future?
- How are personalisation and assessment linked?
- How can a teacher evaluate a student’s learning and competence diversely, using and involving different learning environments, with ethical justification?
- How do diversity and different levels of evaluation appear in the work of a vocational teacher, starting from evaluating the student’s learning and competences all the way to the evaluating the teacher’s own work and how the organisation functions?
Assessment criteria, pass/fail (course unit)
The criteria for passing
Knowing
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher student
- describes the process of personalisation in the educational institute of their choice
- knows the central goals, tasks, and methods of assessment in the different stages of the learning process
- describes the change in assessment process in a timeline from the past to the future.
Doing
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher student
- designs an assessment process for a course of their choice
- applies assessment methods in their field of education and justifies the choice of methods
- applies multiple constituency evaluation in their work.
Developing as a teacher
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.
Teacher student
- Evaluates ethically while recognizing their position of power
- Evaluates their own actions as an assessor, both on individual and organisational level
- Operates constructively in the assessment collaboration networks
- Recognises the connection between the available resources and evaluation, as well as how the assessment methods affect the wellbeing of both the teacher and the students.
Location and time
Online learning in Moodle and Zoom- digital environments
Period 2 / 2023 (ENG)
Starting webinar Thur 26.10 18.15- 19.45
Personalization, video can be viewed according to your schedule
II Webinar 16.11. Thur 18.15- 19.45
III Webinar 30.11. Thur 18.15- 19.45
Exam schedules
No exams.
Assessment methods and criteria
The assessment will be based on the competence objectives of the course. The achievement of the knowledge objectives is indicated by the "Assessment" knowledge mark. The mark performer plans the evaluation process for the course he selected, taking into account the principles of personalisation.
Self assessment, peer assessment, assessment by teachers (competence mark).
Assessment scale
Pass/Fail
Teaching methods
Online- learning, webinars, individual work, collaborative small group work,
Learning materials
TAOK Curricula
Learning materials in course Moodle
Student workload
The course is for 5 cr. ( 1cr = 27h student work)
During period 2, the student participates in the joint activities of the course (webinars, small group sessions, etc.) and prepares the course as the main task of a digital output describing the evaluation process (starting phase, learning process phase, competence assessment) for the field and course chosen by the student.
Content scheduling
Period 2 / Fall 2023.
October-December 2023
Starting webinar Thur 26.10 18.15- 19.45
Personalization, video can be viewed according to your schedule
II Webinar 16.11. Thur 18.15- 19.45
III Webinar 30.11. Thur 18.15- 19.45
Completion alternatives
No optional ways to accomplish this course by Taok. (Studification)
If student teacher already masters the learning goals, competencies can be assessed without participating training.
Practical training and working life cooperation
No practical training. The role of working life is taken into account as part of the personalization and evaluation process.
International connections
Course will be common to all Taok students simultanuosly in Finnish and English.
Further information
Welcome to plan personalization and evaluation!
Additional information:
jiri.vilppola@tuni.fi
ari.jussila@tuni.fi
ville.palkkinen@tuni.fi
taina.eweiss@tuni.fi
Assessment criteria - pass/fail (Not in use, Look at the Assessment criteria above)
The criteria for passing
Knowing
Structuring the relationships between the phenomena and concepts covered during the course. Applying, explaining, comparing, and analysing contents from the viewpoint of a vocational teacher.
Teacher student
- describes the process of personalisation in the educational institute of their choice
- knows the central goals, tasks, and methods of assessment in the different stages of the learning process
- describes the change in assessment process in a timeline from the past to the future.
Doing
Being able to plan and choose suitable methods for their work and justify their choices as a vocational teacher. Applying the theory taught in the course when solving challenges and using the possibilities offered by the theory base in their work.
Teacher student
- designs an assessment process for a course of their choice
- applies assessment methods in their field of education and justifies the choice of methods
- applies multiple constituency evaluation in their work.
Developing as a teacher
Giving and receiving active and constructive feedback. Evaluating issues from their own and their community’s viewpoints. Collaborating responsibly and being ready to develop communication skills. Recognising and following the ethical principles of a teacher’s work. Describing and evaluating the economical and wellbeing promoting impact of their actions.
Teacher student
- Evaluates ethically while recognizing their position of power
- Evaluates their own actions as an assessor, both on individual and organisational level
- Operates constructively in the assessment collaboration networks
- Recognises the connection between the available resources and evaluation, as well as how the assessment methods affect the wellbeing of both the teacher and the students.