The PROFFORMANCE project has ended, and the Assessment Tool and the International Teaching Excellence Database developed within the framework of the project were presented at the final conference in Budapest on 16 June 2022, in a hybrid format.
The PROFFORMANCE Assessment Tool provides a complex picture of teacher performance. Self, staff, and student evaluation are carried out in 6 areas (course development, teaching and learning, student evaluation, research and social responsibility, professional development, organization, and administration) along with 4 priorities (digitalization, internationalization, inclusion, sustainability). The platform, available in 7 languages (English, German, Hungarian, Czech, Croatian, Croatian, Serbian, Georgian), will be launched in autumn 2022, and a demo version is currently available at: https://demo.tool.profformance.eu/.
The PROFFORMANCE International Teaching Excellence Database features good practices from universities in 6 countries along the main categories of the evaluation tool. In addition to inspiring, a platform is also an excellent tool for building new professional relationships and international partnerships: https://award.profformance.eu/.
As of September 2022, the PROFFORMANCE+ project will now involve ministries from 6 countries (Austria, Czech Republic, Georgia, Croatia, Hungary, and Serbia), coordinated by the Ministry of Innovation and Culture. The Tempus Public Foundation will continue to be responsible for the operational implementation of the program. International professional organizations such as the Academic Cooperation Association, the European Students' Union, the European University Association, the Georgian National Centre for Educational Quality Enhancement (NCEQE), the University of Aveiro, Portugal, the Irish Higher Education Authority, and the RUN-EU University Association representing Széchenyi University are involved in the activities.
The project, which will run from 2022 to2025, will add new features to the PROFFORMANCE Assessment Tool. It will become more flexible and customizable and allow targeted assessment of competencies related to specific priority areas. And the next round of the Teaching Excellence Award Call will add new good practices to the PROFFORMANCE Teaching Excellence Database. In addition, developing a teacher training course portal and creating short online courses and tutorials along the four priority areas are expected.
An essential objective of the PROFFORMANCE+ project is to disseminate the results achieved as widely as possible and build an international professional community.Those interested in the project can meet the University’s good practices and specific areas of the assessment tool in thematic webinars. Also, PROFFORMANCE Ambassadors will present the project and its results at professional events and conferences.
Spotlight on Higher Education Teaching Performance
The results of the cooperation of six European countries and excellent teaching practices were presented at the closing conference of the PROFFORMANCE project held on 16 June 2022 in Budapest, Hungary.
Nearly 100 teachers, experts, higher education leaders, and policy decision-makers from around 20 countries attended the event organized by the Tempus Public Foundation, and a further 80 online participants joined the hybrid format event. The project, launched in 2020, was coordinated by the Ministry of Culture and Innovation of Hungary and Tempus Public Foundation, in partnership with 5 European Higher Education Area countries (Austria, Czechia, Georgia, Croatia, and Serbia).
At the conference, in addition to the results of the project, excellent innovative teaching practices have been presented.
After the opening speeches, at the roundtable discussion, the PROFFORMANCE consortium partners discussed how their national teaching and learning strategies relate to European policies, and how the project contributed to achieving their national higher education goals.
Participants were given a comprehensive overview of the PROFFORMANCE project. A report, titled “The landscape of higher education teachers’ performance” based on a benchmarking survey conducted in 156 institutions on the evaluation, development and incentives of higher education teachers was presented. This study for higher education leaders and experts formed the basis of the project's main result, the three-dimensional PROFFORMANCE Assessment Tool. The online assessment system to be launched in autumn 2022, currently available in a demo version (tool.profformance.eu), was presented and could be tested by the participants through a peer assessment of an imaginary lecturer.
As part of the event, the winners of the International Higher Education Teacher Award 2021/22 announced by the PROFFORMANCE consortium and also the National Bests received their prize and certificate from Laura Sinóros-Szabó, the head of department of the Ministry of Culture and Innovation. For the award call 126 high-quality applications from 6 countries have been submitted in 4 categories (Student-centered course design, Innovative teaching and learning, Students’ learning assessment, Impact and mission with and for society). 13 projects were selected for a prize. The best practices were presented in the afternoon parallel sections.
The teaching excellence good practices are available in an online database: https://award.profformance.eu
The event also provided a networking opportunity for the international higher education target audience. More information about the event can be found at https://profformance.eu/en/about-the-event-final-conference, where presentations, photo and video gallery are also available.
The success of the project is shown by the fact that it will continue as PROFFORMANCE+ in 2022 with new partners.
As part of the PROFFORMANCE final event, titled as "Spotlight on higher education teaching performance" the winners of the first International Higher Education Teacher Award and also the National Bests received their prize and certificate from Laura Sinóros-Szabó, the head of department of the Ministry of Culture and Innovation.
The purpose of this first international higher education teacher award is to identify, acknowledge and recognize excellent teaching practices and to provide opportunities not only for sharing and exchanging best examples, but also to encourage cooperation between the Higher Education Institutions of the European Higher Education Area.
For the award call, 126 high-quality applications from 6 PROFFORMANCE countries (Austria, Croatia, Czechia, Georgia, Hungary, Serbia) have been submitted in 4 categories (Student-centered course design, Innovative teaching and learning, Students’ learning assessment, Impact and mission with and for society). The applications were evaluated by an international jury consisting of independent experts of the field.
13 projects were selected for a prize out of which 11 received absolute prize, 6 have been the national bests among which 4 won both prizes. The best practises were presented in the afternoon parallel sections.
The winners and also all the 126 teaching excellence good practices are available in an online database: https://award.profformance.eu and participants of the team became member of the PROFFORMANCE network, which platform have been also launched at LinkedIn.
Get inspired and find your partners to your next project by browsing the Teaching Excellence Database! Furthermore we kindly invite you to join the PROFFORMANCE network.
Here you may find a list of awardees with photos and names of the project participants:
The presented course in electrical engineering supports peer-learning, open discussion culture, which helps to react to the different demands of the heterogeneous student structure. The best students are offered positions as study assistants, who form task forces to tackle different tasks related to teaching. EE at TU Graz stands out due to its very adequate usage of technology, there are lively discussions, teaching and learning on the anonymous platform Discord. Surveys proved that 85% of the students feel well prepared for the following courses and understand the fundamental content of the curriculum and the course’s failure rate has been decreased.
The project offers a medical history taking course in English with the involvement of simulated patients. The course offers a unique educational method combining co-teaching, case-based, simulation-based, experience-based and feedback-based approaches while focusing on the international students’ diverse needs. Education materials and patient profiles were developed jointly by linguists, communication instructors, psychologists and clinicians. Students improve patient-interviewing, problem-solving, and medical reporting skills. Students find themselves in life-like situations where they can learn and make mistakes without causing real harm which causes also a lower stress level.
The Global Case Study Challenge (GCSC) represents an innovative and high-impact, career-oriented teaching and learning virtual exchange project, providing teachers and students with intercultural and international experience. The students work on real-life business cases with a focus on corporate social responsibility, change management, corporate communication, merging organisational cultures, learning and development, human resources management and New Work. It also provides access to students with fewer opportunities. Each business case incorporates a corporate sustainable development goal component.
The proposal is based on a classroom research, which was implemented with study and control groups to investigate the use of Augmented Reality (AR) software to develop vocabulary, communication skills and the digital competence of students of learning foreign languages. It clearly sets out the background, purpose and scope of research. The most important value of the project is that it could lead to the elaboration of the methodology as well as the leading principals of using AR in language learning, which can have an influence on the development of language learning materials of the future.
The proposal describes the planning and development of a Massive Open Online Course on the basic usage of the MATLAB programming language, which contains continuous and automated assessment. Feedback is essentially obtained from both students and other teachers to further develop teaching methods. The students are expected to create problem sets for practice on their own. As one student states, this is a good example based on the well-structured practical knowledge, so students - become confident when solving any task in MATLAB.
The main asset of the project is the connection of public, private, and NGO sectors and linking theoretical knowledge to practice in sport science, which directly impacts the community and contributes to a higher quality of education. ICT technology is integrated in the educational process, including assessment and research. The project also covers all horizontal aspects. The outputs are tangible and well described, and the impact is align with the goals of the European Higher Education Area. The project is also self-sustainable and well promoted.
The proposal describes a project on the collaborative working of teachers and students on school-related real-life challenges. By using design-based research the students try to devise a theory-driven plan to tackle the challenge and thereby deliver a service of immediate value to the teacher. The most important values of the project are the usage of very different, didactic, thoughtfully combined tools and the improved methodology, such as using gamification, coaching model or collaborative solving of real-life problems. It is also to highlight, that the learning environment is continuously updated based on student feedback (qualitative interviews and surveys).
The e-Learning project aimed at developing digital competencies for innovation culture. The innovation was implemented along the methodology of "research - knowledge - teaching - creativity - innovation - science - society". The method centres around the student, who is assigned the triple roles of researcher, innovator and lecturer. Extended Reality was used to develop students' motivation to apply active learning. During the implementation process the didactic principles of constructivist learning, situational learning, game-based learning, as well as research-based and collaborative learning were applied. The method lends itself to distance learning, virtual classroom and hybrid teaching contexts.
The project deals with the application of the service-learning concept in designing and implementing several elective courses, to provide students with a valuable real-life teaching practice. In the new learning environment, students provide education for migrant/refugee children meeting the specific needs of this multicultural/multilingual vulnerable group. It combines formal instruction with the corresponding service activity in the community, where the students gain further understanding of the course content and an enhanced sense of civic responsibility, through direct application of what they study in appropriate social contexts.
This STEM good practice refers to the ADRIA Internship Programme complying with the United Nations Sustainable Development Goals. A very well described and justified proposal presents a well-transferrable internship mobility tool solution for enhancing smooth and transparent matching of best-suited students and organisations. A visually attractive platform connects the academic and business sector and is available in English. The whole project is well anchored in theory, despite its narrow focus it seems to be easily transferrable and is also well promoted via numerous channels. It will help students to become employed in the industry after their graduation.
The project responds to creating an electronic environment to practice teaching chemistry at university. It describes the method of developing the exercise book, combining the result of a programmer, a chemist, and the use of ready-made packages. The authors claim that the system is generally easy to implement wherever chemistry is taught at university. It shows that even a logocentric approach to learning can be valuable and useful for students and the quality of education.
The European Commission has selected the PROFFORMANCE+ project for funding, so the consortium of 6 countries - expanded with new partners - will continue to work on improving the quality of teaching and learning between 2022-2025.
The outcomes of the ongoing PROFFORMANCE project will be presented at the final conference in Budapest on 16 June 2022.
The application, submitted by the Hungarian Ministry for Innovation and Technology and Tempus Public Foundation in cooperation with the ministries of 5 partner countries (Austria, Czech Republic, Georgia, Croatia, Serbia) and their professional partners, also with the contribution of the Academic Cooperation Association, the Irish Higher Education Authority, experts from the European University Association, the University of Aveiro, the European Students' Union and members of the RUN-EU University Association, has succeeded in the Call for EHEA reform projects.
The PROFFORMANCE + project aims to provide guidance on how to translate education policy objectives into day-to-day practice and to support institutions and teachers in enhancing the quality and effectiveness of teaching and learning.
Digitalisation, inclusion, internationalisation, and sustainability are highlighted as priorities in the PROFFORMANCE + assessment tool.
The new PROFFORMANCE+ development toolkit will be complemented by a teacher training module, as well as a course portal for higher education teachers. The PROFFORMANCE good practice database will be further extended by a new call for International Higher Education Teacher Award.
The planned networking and knowledge exchange forums - through all possible channels - webinars, conferences, PLA-s, forums, social media networks - will contribute to international knowledge exchange, cooperation in education, research, and third mission activities - and thus to the synergies of the European Higher Education and Research Area.
We thank you for your kind interest and congatulate for sharing your good examples in teaching and learning. The evaluation process has been started. Each applications will be evaluated by a national and an international expert. Consortium partners will decide the final number of awardees.
The award ceremony will be organized in the frame of the PROFFORMANCE final event at the beginning of summer 2022.
More info will come soon...
We highly appreciate your feedback on PROFFORMANCE project results. Thank you for your kind words.
The PROFFORMANCE consortium aims to support higher education institutions and their teachers at the European Higher Education Area.
In autumn 2021 several PROFFORMANCE project products reached their audience.
The consortium is delighted to share some first positive feedback from their users:
"Project findings, recommendations and assessment tools will be very useful for us as we are new university and we are in the procees of putting together internal mechanisms of quality assurance."
"We are glad that the Faculty of Law of the University has contributed to the successful implementation of the PROFFORMANCE project and that the result of the project is a very meaningful and useful report."
"Thank you very much for the information about the progress of your interesting project. Congratulations!"
"Happy to have the possibility to participate in this project."
We are very open to your feedback and glad if you share your experience in the future as well.
May you use PROFFORMANCE products for the sake of the quality enhancement of teaching and learning.
Tempus Public Foundation, on behalf of the PROFFORMANCE International Consortium is organizing an information webinar on 25 November 2021 at 4 pm on the PROFFORMANCE International Higher Education Teacher Award.
Participation in the webinar is free, but registration is required.
At the event, the most important information about the call will briefly be presented and participants may raise their questions about the application.
More information on the International Higher Education Teacher Award is available at: https://profformance.eu/call-for-application
We wish you successful application!
Final report on PROFFORMANCE benchmarking survey
The PROFFORMANCE consortium (profformance.eu) published the final report of the benchmarking survey conducted in November 2020 among 156 higher education institutions of its 6 partner countries (Austria, Czech Republic, Croatia, Georgia, Hungary, Serbia). 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 partner and associated member delegated an expert for this working group, in order to assure that specificity and aspects of both partners, stakeholders, and European level are represented in the final product. During the summer of 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 questionnaire contained questions regarding the following areas:
As the questionnaire contained along with some close-ended questions a significant number of open questions and provided the possibility to attach connected materials, the profound and careful processing and analysis needed a considerable amount of time (around 242 pages of text answers and
185 documents with some 2.873 pages altogether). The outputs and results provide material for further workshops as well.
The online questionnaire was received by higher education institutions in the partner countries (Austria, Czech Republic, Georgia, Croatia, Hungary and Serbia) in early November 2021. More than 170 complete responses have been received by the deadline of 30 November, out of which 154 were evaluable.
The processing of responses has been started immediately by László Horváth ELTE with the coordination of Günter Wageneder.
The final report was compiled by László Horváth, ELTE, Hungary, which contains the responses of the participating institutions, some theoretical backgrounds, best practices and recommendations for improvement of teachers’ performance and career management systems.
In this PROFFORMANCE survey, among the respondent institutions, more than 83% stated possessing a dedicated strategy for the quality of teaching and learning, out of which 72% have a specific T&L approach. However, only 39% of the respondents report some influence of national or European requirements on their T&L approaches.
More than 87% of the respondents reported that there was a dedicated framework for the evaluation and assessment of academic staff.
Student evaluation of university professors’ performance is the most common practice to assess T&L quality at HEIs, still, only one-third of the institutions reported that students may benefit from this practice. Peer and stakeholder assessments of HEI teachers’ performance are less common practices than student evaluations, and the impact of these assessment types is low.
The answers indicated several shortages of effective assessment systems, for instance, low response rate, poorly defined processes, lack of consequences, or lack of communication of results and measures taken.
The survey responses show that while at entry, the most important skills and competences of teachers are qualifications, research performance and language skills, for promotion, internationalization, third mission and participation in staff development count more. Pedagogical skills and competences are assessed at less than half of the HEIs at entry-level and at one-third of HEIs for promotion.
Only 50% of respondents indicated that there is a staff development framework in place, which are mainly specific courses, trainings, or workshops. Lack of time and motivation and the high workload have been mentioned as the most hindering factors of staff development.
The results of the PROFFORMANCE survey show that there is still significant potential for improvement
Upon examination of consistent data from a 360-degree assessment
The PROFFORMANCE consortium announces an International Higher Education Teacher Award in partner countries: Austria, Croatia, Czechia, Georgia, Hungary, and Serbia.
The purpose of this Award is to identify, acknowledge and recognize excellent teaching practices and to provide opportunities not only for sharing and exchanging best examples, but also to encourage cooperation between the Higher Education Institutions of the European Higher Education Area.
Who can apply: Teaching staff of state-recognized higher education institutions in the consortium partner countries.
What can be the content of an application: Good practices in the following categories:
In the evaluation the following horizontal aspects are worth extra points:
Why to apply
Where to apply: https://award.profformance.eu/
Till when to apply: Applications should be submitted with the approval of the superior of the applicant (head of department/dean/rector/etc.) by 22nd December 2021 at 1 pm (CET) at the latest, using the application platform directly on the PROFFORMANCE website. https://award.profformance.eu/
Evaluation and awards
The submissions will be evaluated by an international jury consisting of independent experts of the field.
The best practices of the awardees will be promoted in diverse publications, newsletters, websites including profformance.eu, and will be available at the “PROFFORMANCE best practices of teaching excellence” database at profformance.eu website.
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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