The third Peer Learning Activity (PLA3) took place on May 27 and June 7, 2021, that was organized by the National Center for Educational Quality Enhancement – Georgia.
In this highly interactive online event, more than 50 participants were brought together from 10 countries. Students, higher education experts, representatives from academia and other external stakeholders, including invited experts, contributed to the PLA by presenting the good practice from diverse perspectives and their views of the 3D Matrix for the self-assessment tool.
The 1st day of the PLA focused on engaging with students to learn about their perspectives on the 3D Matrix of the self-assessment tool to be developed in the project. For this students from Hungary, Croatia, Georgia, and the UK were brought together who contributed with their views.
The 2nd day of the PLA focused on views of external stakeholders, employer representatives, peers and management of universities on the thematic areas and applicability of the current version of the 3D Matrix. The members of NCEQE’s international QA experts’ roster were actively engaged in the workshops. Cross working groups of experts will consider the inputs made during both days of PLA3, as the project moves forward.
Check out Presentations of PLA3 Day 1 (https://profformance.eu/en/presentations-pla3-day1-profformance-pla3) and the presentations of the PLA3 Day 2 (https://profformance.eu/en/presentations-pla3-day2-profformance-pla3).
Some more photos of PLA3 below:
PROFFORMANCE experts have introduced a new dimension into the higher education teachers' competence matrix.
The process of creating an assessment tool for the higher education teachers reached a new phase with a Peer Learning Activity organised in March 2021. The PLA was a 2 day event held online in Zoom platform (instead of the originally planned venue, Prague), the first day took place on Thursday 4th March and the second on Thursday 18th March.
The organizers were the Czech consortium partners: the Ministry of Education, Youth and Sport of Czechia and the Czech National Agency for International Education and Research. The main contributors were Jan Beseda (Centre for Higher Education Studies), Zuzana Poláková (Ministry of Education, Youth and Sport) and Lucie Rohlíková (University of West Bohemia), Daliborka Luketic (University of Zadar), Vilmos Vass (Budapest Metropolitan University), On both days nearly 30 experts took active part.
The 2nd PLA had 3 main goals:
On Thursday 4th March PROFFORMANCE experts discussed the role of Horizontal Aspects: Digitalization, Universal Design and Internationalization. The event started with Vilmos Vass and Daliborka Luketić, who presented the results of 1st PLA. After that invited experts talked about the horizontal aspects in teacher’s perfomance. First, Stefania Bocconi (National Research Council of Italy, Institute for Educational Technology) spoke about the project SELFIE, which is focused on digital competencies of teachers. Terry Maguire (Director of National Forum for the Enhancement of Teaching and Learning, Ireland) presented the aspects of the Universal Design in higher education. The DIGI-HE team (Alison Morrisroe, Policy and Project Officer, European University Association, Airina Volungevičiené, Director of Institute of Innovate Studies, Vytautas Magnus University and Mark Brown, Director of National Institute for Digital Learning, Dublin City University) gave a lecture about their project, which inquires the role of Digitalization in higher education teaching and learning. Finally, Uwe Brandenburg (Global Impact Institute, Czech Republic) pointed out on important aspects of Internalization in higher education teachers’ performance.
Small working groups were organized and worked both synchronously and asynchronously on their part of the Competency 2D Matrix until 11th March. Group A was dedicated to Digitalisation, Group B tested Universal Design and Group C was responsible for Internationalization.
The second day focused on finishing the 3D Matrix. After the non-formal opening, Jan Beseda and Vilmos Vass reflected on previous work. Then two presentations followed on self-reflection tools in higher education. Firstly, Ninoslav Šcukanec Schmidt (Institute for the Development of Education, Croatia) presented the result of the project TEFCE which is focused on self-reflection of community engagement in higher education. Then Maria Palladino (European Commission) showed how to use HEInnovate for self-reflection of enterpreurship and innovation. After the presentations the stakeholders continued the discussion on how to assess teachers’ performance in higher education.
Working groups were organized again maximum 7 persons in each, working on their own Competency Matrix 3D Structure till 25th March. Group A was responsible for Teachers-self / Teachers peers’ assessment, Group B tested External Stakeholders contribution and Group C was dedicated to Students/HEI management.
Main outputs of PLA2
The PROFFORMANCE project consortium conducted an international survey in November 2020 among the higher education institutions of its partner countries (Austria, Czech Republic, Croatia, Georgia, Hungary, Serbia). The first overviews of the findings can be already reached here.
The aim of the survey was to map institutional approaches to the quality enhancement and support of teaching and learning, regarding assessment systems, staff development and teacher training practices. The survey aimed to search for and identify good examples, best practices and lessons to be learned.
The work has been already started in summer 2020, with Austrian leadership - the Bundesministerium für Bildung, Wissenschaft und Forschung (AT) and Günter Wageneder, University of Salzburg as a main lead of this task. The project leader Hungarian experts - Vilmos Vass, Metropolitan University and János Ollé, Pannon University- were also involved in the elaboration of the survey. Each partners and associated members delegated an expert for this working group, in order to assure that specificity and aspects both partners, stakeholders and European level are represented in the final product. During summer 2020, the following experts contributed to the finalisation of the survey: Bajzáth, Angéla Hungary, Beseda, Jan Czech Republic, Darchia, Irine Georgia, Filipa Casqueira Coelho Gabriel, Bárbara Portugal, Grodecki, Jakub ESU, Lam, Queenie ACA, Neavyn , Ruaidhri Ireland, Perényi , Petra Hungary, Savić, Mirko Serbia.
The online questionnaire was received by higher education institutions in the partner countries (Austria, Czech Republic, Georgia, Croatia, Hungary and Serbia) in early November. More than 170 complete responses received by the deadline of 30 November, of which 154 were evaluable.
The processing of responses have been started immediately by László Horváth ELTE with coordination of Günter Wageneder. The first preliminary results have been communicated at the first PLA at 8th December 2020, while further findings have been presented at the second day of that splitted PLA, on the 13th January 2021. As the questionnaire contained quite a lot of open questions and gave the possibility to attach connected materials, the profound and careful processing and analysis needs time. Online publication of the material will be available in 2021 summer.
Outputs and results will be channeled to the planned PLAs, into the development of the assessment tool, and also disseminated at various fora.
PROFFORMANCE experts continued their work after the successful preparatory day1 of PLA1 to define what competences needed for the 21st century teachers to fulfill their various and wide ranged tasks and activities in their academic life.
Between the two days of the PLA1 the three expert groups worked synchronously and asynchronously to agree on the to-be-used definition of teachers' competence, on finalisation of their thematic areas, and to define which are the so-called horizontal aspects - like digitalization, internationalisation, inclusion, third mission - which affects almost all the tasks teachers do. They also had to deal with the overlapping items - tasks belonging to more categories - between the groups.
On the second day of the PLA - very early after the holidays - experts met again on the 13th January. We have started our welcome coffee with a game. Participants brought a "red thing" of any kind, and each of them could tell some message to the others or expalined why (s)he brought that particular object. The heart-beating or funny messages not only contributed to set a nice athmosphere, but we could get to know a bit more the people behind the screen.
On the official part, Vilmos Vass outlined the aims of the meeting and Daliborka Luketic presented the synthetized working definition of teachers' competence to be used during the discussions. As there were many definitions proposed by the experts and much more exist in different studies, projects etc., upon all those, it was necessary to conclude to one which is comprehensive, but simple and everybody can accepts its usage.
The next step was to listen to the report of the WG leaders, what they could achieve, what were their challanges during group work. It was interesting to hear that how differently they accomplished their tasks, how different methodology they used. They got some feedback from the main leaders and also from the other group members, and they could learn from each other on the implementation methods as well.
Before continuation of the group work some more inputs have been provided for the experts. László Horváth and Günter Wageneder presented the qualitative assessment of the benckmarking questionnaires, analysing the answers which contained practices on teachers' assessment and also showed some assessment tool models for inspiration. Vilmos Vass outlined how the multiaspect assessment tool (self/peer/student/management/stakeholder) can be used for quality assurance of teaching and learnng in higher education. Finally Daliborka Luketic guided us through on the whole process how to get from the definition of teachers' tasks to assign competence fields to each and how these competence areas can be assessed from the different points of views (self/peer/student/management/stakeholder). Then working groups continued their work and agreed on continuation.
It turned out that the elaboration of an assessment tool is not an easy task at all. Above all, experts couldn't meet personally just in the online space. We work in 3 different time zones. The more than 20 international experts with different experience should work together and the process itself should be invented together, deciding which fits the most to the PROFFORMANCE aims. Fortunatelly both the experts and the partners are very enthusiastic and collaborative, and a real peer-learning is accomplished between the different parties.
On the 8th December 2020 PLA, PROFFORMANCE experts discussed what roles, tasks and activities must a higher education teacher fulfill in the 21st century.
Almost 30 experts brought together to define the basic structure of the planned PROFFORMANCE assessment tool for teachers' performance. The aim of the PROFFORMANCE project is the development of a set of criteria for teachers’ roles, tasks and elaborate an Assessment Tool (AT) for the evaluation of teacher competencies in their tasks in relation to a broader concept of teaching and learning.
For this venture the first step was to define the areas of practices and activities of what the higher education teachers do in their academic life. For this regard experts took into consideration not only existing practices, but also those roles what is expected by policy documents at national and EU/EHEA level as well.
As preparation for the meeting, experts participated in an asynchron mindmapping exercise, through which teachers' tasks have been collected into 12 thematic areas. Upon application and preferences 3 working groups have been created with 2 co-leaders for each, with the responsibility for 4 thematic areas.
On the day of the meeting, we started with an informal online welcome coffee to greet each other, and to see a video about the beautiful city of Zadar, where we were supposed to meet in normal circumstances. We have also heared the online welcome speech of the Rector of the University of Zadar and a virtual tour around the university building made the online space a little friendlier.
After the greetings by the Croatian and Hungarian ministries as the co-organisers of the PLA, Klára-Engels Perényi form the European Commission, presented various connected European policies providing the context for the discussions. Vilmos Vass, the lead expert of the project described the structure, the logic of the PLAs and outlined the expected outputs of the day, then Daliborka Luketic explained the background and the methodology of the work.
In the first interactive part it was important to get to a common ground with the experts on their attitudes and opinions on the concept of assessment.We used menti votes and discussed findings and different point of views.
After the break, important inputs had been given to further work. Daliborka Luketic showed the methodology they used in their EDUCA-t project, how they developed their teacher competence framework, then László Horváth and Günter Wagender presented the first preliminary findings of the PROFFORMANCE benchmarking survey to consider its findings during the discussions.
Our special guest from OECD, Carlos Teixeira presented the OECD project "Support for the Digital Transformation of Hungarian Higher Education". Then upon Daliborka Luketic's inputs, experts started their collaborative work in their working groups.
At the end, WG leaders reflected on challenges and outputs and experts agreed on next steps and methodology of their follow-up works between the two days of the PLA.
In order to counterbalance the tiring screentime, during the implementation, we paid more attention to the appropriate proportion of plenary presentations and interactive discussions. Also to compensate the missing social interactions, and as Christmas has been approaching, during the lunch break, the participants prepared the PROFFORMANCE international recipe collection, which we recommend to everyone.
The PROFFORMANCE experts and partners worked virtually on the multi-aspect tool for assessing teachers' performance.
The PROFFORMANCE consortium aims to elaborate a joint criteria model for an assessment tool for teachers’ performance that may be customized to HEIs own needs at all EHEA countries. The aim of the planned assessment tool is to define benchmarks and a framework in order to help HEIs and teachers to find strengths to base on and weaknesses to tackle. It may foster exchange of knowledge and best practices, and encourage intra - and inter-institutional collaboration at national and international level.
The consortium decided to gather and work together at peer-learning-activity (PLA) events, as peer learning is a powerful way of sharing knowledge. It involves individuals exchanging knowledge and experience with each other, and diffusing this learning back to their country and organizations.
The consortium planned 3 PLAs, and as the project has been built on the experience and outputs on the EDUCA-T project of the Ministry of Science and Education of Croatia, the PLA1 activities have been coordinated by the Croatian partners and experts. Daliborka Luketic (University of Zadar) has taken the lead role for PLA1, and University of Zadar was supposed to be the host and provide the venue for the workshop.
Daliborka Luketic elaborated the background and the professional concept of the peer-learning, and the implementation has been planned together with Vilmos Vass and the Croatian and Hungarian partners.
Due to the world-wide spread of the 2nd wave of the pandemic, the consortium was forced to opt to the online organization of the PLA, which demanded reconsideration of the methodology. Instead of a 2-day-long physical meeting, it was decided to split the process into several smaller units.
In the first stage experts have been asked to participate in the creation of a common, asynchronous online mind map exercise, which aim was to create a common knowledge base and to involve and engage the experts, to make them interested, as well as to assess their commitment and prepare the professional activity. Based on the indicated interests and ambitions, 3 working groups were formed, with two leaders each, who could get acquainted with the tasks in the framework of a preliminary synchronic meeting.
This preparation not only decreased the workload of the Day1 of the PLA, but group leaders could get familiarised with the aims and expected outputs, and also experts could get to know a bit each other during the exercises.
This preparation has been a good start for the synchronic Day1 of PLA1 on the 8th December 2020, which results are reported here.
PROFFORMANCE Expert kick-off meeting
PROFFORMANCE experts and partner representatives came together on the 23th June 2020 to prepare the first activities of PROFFORMANCE project.
Before the project start there already has been a preparatory meeting for experts, when they could introduce themselves and they could get an overview on project details, activities, working methodology, so on the kick-off professional work could be started immediately.
The main lead experts Vilmos Vass and János Ollé from Hungary prepared the platforms and the methodology using the inputs of PROFFORMANCE experts on their experience, views, motivation, and they also revised the literatures, researches, best practices collected by all experts.
After a short introductory presentation and common brainstorming, experts have been divided into breaking-out rooms, where they collected their views on teachers' assessment on an online mind-map.
In the second part Günter Wageneder, Austrian expert gave an overview of the state of the art in the field of teaching and learning and teachers' assessment examining the literature collected by the PROFFORMANCE experts, and he also introduced the concept of the benchmarking activity. Afterwards Ruaidhri Neavyn from Ireland, presented Irish best practices at national and institutional level relevant to PROFFORMANCE project. Experts discussed state of the art and best practices in two break-out rooms with facilitation of the presenters.
In the third part two rapporteurs Queenie Lam (ACA) and Mirko Savic from Serbia summarised findings, and Renata Samo from Croatia presented the Handbook for Teaching Competence enhancement in higher education, the result of EDUCA-T project conducted by Croatia.
Finally experts discussed how to organise the first PLA in the most efficient way, and an overview was given about the common knowledge and experience collected before and during the discussions.
PROOFORMANCE partners joined the ZOOM webinar for their first official meeting on the 18th June.2020
In the first part all partners (full and associated) presented their institutional and national/international experiences in the field of techers' assessment, development and incentives, they described how their goals relate to project objectives, how they will contribute to the activities and how project outputs will represent an added value to their own endeavours.
In the second part, managerial issues have been come up - grant agreement, partner and expert contracts, tasks and responsibilities, schedule, reporting, financial management issues, communication platforms, quality assurance.
It was a good start to base further successful and mutually fruitful cooperation and to prepare for the following expert kick-off meeting.
An international consortium has been formed for the development of higher education teachers, and for the enhancement the quality of teaching and learning in tertiary education. The project is led by the Ministry for Innovation and Technology and the Tempus Public Foundation, in collaboration with 5 full and 4 associated partners and about I30 international experts. The PROFFORMANCE - Assessment tool and Incentive systems for Developing Higher Education Teachers' Performance (Development of a measurement tool and incentive system to improve the performance of teachers in higher education) project aims to define, assess, develop 21th century teacher's skills in order to enhance quality of teaching and learning in higher education.
The project started on June 1, 2020, with a two-year term until May 31, 2022. After the professional opening events, an online collaboration of experts will start to launch a benchmarking survey in September among HEIs of the consortium partner countries. The questionnaire will examine practices of higher education institutions in the partner countries on teacher evaluation, development and incentives. Experts and partners will develop the criteria for the planned teacher assessment tool in the frame of 3 PLAs (peer-learning activity), ie an expert workshop, and create an online assessment questionnaire. The tool will be tested at selected universities with the assistance of experts, on the basis of which the final, free version will be developed and published.
The project also aims to collect best practices through an international call for proposals based on the defined criteria. International good examples will also be available in an online, searchable database. Finally, recommendations on incentive systems will be elaborated by experts at institutional, national and European level to improve and stimulate teachers' performance.
the Erasmus+ Programme
of the European Union
Initiatives to support the implementation of European Higher Education AREA (EHEA) reforms
EPLUS2020-EHEA09-2019 - EPLUS2020 Action Grant
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