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Knowledge and tips regarding the professional role of the teacher

Reflection
The professional learning outcome mainly concerns how you, as a future teacher, remain competent in the areas of testing, learning, and guiding students. By reflecting, you become aware of your strengths and areas where you still want to and can develop. In reflection, you can make use of models such as the STARR(T) model or the Triple-loop learning model. In any case, you pause to consider what you have learned, as well as areas where you want to further develop.

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Input via TGO & assessment
With the implementation of TGO, we will assess in large units of 15 or 30 study credits, and there is a framework to navigate through your learning process. You have been working with this during this trajectory. How did you experience it and what will you take with you to your own teaching practice? How were you assessed during your own education? What do you think has changed now? What does this mean for your role as a teacher and examiner? What does that mean for you?

What kind of evaluator are you?
The most vulnerable component in assessment is the human evaluator. The extent to which they make an accurate judgment determines the value. Do you act strictly according to the law? Or in the spirit of the law? The ethics of the evaluator are important. Consider humility (being aware of your own limitations) and responsibility (being as objective as possible). To assess and evaluate effectively, you need the ability to decide, judge, and communicate. How do you demonstrate this competence?

How do you arrive at a judgment?
You can rely on the 'carpenter's eye' of the examiner or 'lock down' the judgment with procedures and criteria. At the same time, locking down can sometimes be necessary to increase the transparency and traceability of decisions. You need clear performance criteria, assessment procedures, and evaluation forms, consistent and professional execution of the assessment, and calibration with fellow examiners to arrive at the correct interpretation of criteria and student performance.

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