Conceptual Model of Electronic Teachers' Professional Competence Assessment System

Abstract

Electronic assessment systems are increasingly used during the COVID-19 pandemic, especially in online learning. The electronic assessment provides many benefits, including monitoring student progress, providing direct feedback, and supporting flexible and adaptive learning. The teaching practice program in schools aims to strengthen the professional competence of teachers in teaching students. Distance and time, frequency of lecturer visits, analyzing portfolio assignments, and the absence of an assessment handbook for lecturers and teachers are obstacles in implementing a comprehensive assessment of teachers' professional competence. Therefore, an integrated and holistic assessment system is needed that involves students, teachers, and lecturers. This study aims to conceptually describe the electronic-based teachers' professional competence assessment system in the student teaching practice program in schools, describe in detail and systematically assessment, electronic professional assessment, teachers' professional competence, and teaching practice concepts; provide theses on the concept of electronic assessment of teachers' professional competence. This research examines concepts related to the electronic-based teachers' professional competency assessment system and its implementation. They include theoretical studies, synthesis, and conclusions. The literature used comes from books and research journals. The literature study result is a synthesis of concepts and conclusions that can be used to develop procedural and physical models of the electronic teachers' professional competence assessment system. The novelty of this research is that technology-assisted electronic-based assessments are designed automatically.

Keywords: assessment, conceptual model, electronic assessment, professional assessment, teachers' professional competence, teaching practice.