How can we improve assessment of pedagogical competence? : Experiences from a national Swedish course.

• Assessment of pedagogical competence is often considered difficult and challenging, but during the last 10‐15 years a more reflected and scholarly practice has developed (Ryegård et al., 2010; Olsson & Roxå, 2013). In Sweden, this development has been supported on a national level by offering a course for prospective assessors organized through a cooperation between several universities. The course has been given on six occasions since 2010 and academics from different disciplines, faculties and universities meet (on campus and online) to develop their assessment skills and exchange experiences about peer‐review based assessment of pedagogical competence. The overall aim of the course is to strengthen the assessment of pedagogical competence by promoting professional assessment processes and expert assessments of high quality. The course is aimed for academics who want to develop their ability to assess pedagogical competence as part of assessments of applications for appointment, promotion or teaching awards. Among the participants we find teachers who act as pedagogical experts, chairpersons and members of teacher appointment committees, as well as university teachers who develop or coordinate local pedagogical reward systems. So far, 125 participants from 24 universities have completed the course.The presentation will address the following issues: The course could contribute to the development of a national consensus in the assessment of pedagogical competence. Which are the advantages and disadvantages of this development? How is the assessment of teaching and learning in the disciplines (subject didactics) and connections to research affected by the fact that the participants in the course are from different disciplines? What does it mean to discuss assessment of pedagogical competence without discussing assessment of scientific competence at the same time? Which are the shortcomings in the documentation and how can the expert assessment and feedback stimulate further development of the portfolio and an increased understanding of how an authentic documentation could be presented? How should a clear assessment of high quality be formulated to give feedback to universities as well as applicants (Meizlish & Kaplan, 2008; Trevitt & Stocks, 2012)? These questions are discussed based on evaluations of completed courses that illustrate participants’ views on the course and how they afterwards reflect on the value of the course.Course leaders and mentors are academics with extensive experience in assessing pedagogical competence. The course leaders have given the course with the support of their respective universities and the national educational network Swednet (a member of ICED).

Subject headings

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Publication and Content Type

ref (subject category)

kon (subject category)