Insights into Teacher Competency Assessment: The Open Badge EDU Framework

The Open Badge EDU (OBE) project may present a significant advancement in teacher education, reshaping assessment paradigms and establishing a dynamic link between theory and practice for future educators. OBE serves as a digital attestation, encapsulating knowledge, skills, and a holistic understanding of "knowing how to do" and "knowing how to be," enriched with metadata for authentication and detailing accomplishments. Derived from literature, badges prove instrumental in assessing and accrediting prior learning and diverse competencies, fostering continuous professional development. Their open and shareable nature contributes to community knowledge-sharing dynamics, empowering students to showcase experiences digitally. The project adopts a forward-thinking approach, integrating formal, informal, and professional learning to enhance the quality of future educators. Acknowledging the pivotal role of arts, craftsmanship, and embodiment, the project defines fifteen competence profiles, encouraging diverse interpretations of reality and perspective shifts. Central to the OBE project is the tripartite assessment process, compelling students to demonstrate technical skills, apply them authentically, and develop pedagogical-didactic projects. The three assessment stages - technical examination, written unit, and practical implementation - serve as developmental milestones, fostering competence and self-awareness. Our presentation focuses on a specific aspect: the introduction of a comprehensive model featuring three distinct tests (technical, design, and practical) for the EDU badge. Emphasizing the evaluation and self-assessment of transversal skills, particularly in the practical test, an observation grid with a five-step scale assesses planning, organization, time management, communication, and interactions. Twenty-four indicators provide a nuanced evaluation, complemented by five additional indicators in the written test. Through this process, the project advocates for a redefinition of assessment paradigms.