Assessment Of Professional Competence Research Articles

ASSESSMENT OF THE COMPETENCE APPROACH OF DENTISTS OF VARIOUS SPECIALTIES IN PROVIDING MEDICAL CARE TO PATIENTS WITH INCREASED TOOTH ABRASION

BACKGROUND. This study examines the main aspects of the competence-based approach of dentists in the treatment of patients with increased tooth erasure (TSL). TSL is a serious problem that can lead to various diseases of the oral cavity, as well as tooth loss. The competence-based approach of dentists in the treatment of patients with TSL plays a key role in the prevention and treatment of this disease. A study examining the knowledge of dentists in providing care to patients with TSL will reveal the level of training of specialists in this field. This will allow us to assess the need for additional training and advanced training of dentists for the effective treatment of patients with TSL. The results of the study can be used to improve the work of dental institutions and educational programs for dentists. This will improve the quality of dental care, improve the prognosis of the disease in patients with TSL and reduce the risk of complications. AIM. To evaluate the knowledge of dental care for patients with increased tooth abrasion among dentists of different specialties. MATERIALS AND METHODS: The research is based on the results of a sociological survey using the questionnaire method of 175 dentists of different specialties. The survey of doctors was conducted according to the questionnaire developed by the authors "Assessment of professional competence in the tactics of managing patients with TSL by dentists of different profiles." The questionnaire included general information about the respondent (age, specialty), questions related to TSL (concept, complaints, symptoms, prevention of TSL, treatment), assessment of the questionnaire procedure. RESULTS. The study demonstrated a relatively low competence approach of dentists of various specialties in the prevention and treatment of patients with TSL. CONCLUSION: Dentists have demonstrated a low competence approach to the prevention and treatment of TSL. The lack of interaction between dentists in the treatment of TSL was determined. The results of the conducted sociological study, along with the high prevalence of TSL, determined the need to develop clinical recommendations for the prevention and treatment of TSL.

Preparing Students for the 2024 Professionals Championship

Professional skill championships are one of the forms of assessment of professional competencies. The assessment of professional competencies is a matter of interest for employers. The requirements for a modern specialist are very high, these are: the ability to adapt to changing working conditions, have the necessary set of professional competencies, be able to navigate non-standard situations and make important decisions. To increase the effectiveness of training and improve results, it is necessary to systematize the entire training process.

Overcoming Barriers in Eating Disorder Care: Advances, Gaps, and Recommendations for Equitable Assessment and Treatment.

This paper provides an overview of topics discussed by clinicians and researchers invited to speak at the Canadian Nutrition Society's Thematic Conference 2023, which was centered on advances in research and practice in the assessment and treatment of disordered eating and eating disorders. Presenters emphasized the importance of understanding how systemic factors such as racism, weight stigma, and COVID-19 affect the assessment and treatment of eating disorders, and proposed strategies for addressing these inequities. In this paper, we provide actionable recommendations for clinicians working with individuals with eating disorders; professional development, cultural competence, and equitable assessment and treatment practices are discussed.

Designing an International Large-Scale Assessment of Professional Competencies and Employability Skills: Emerging Avenues and Challenges of OECD’s PISA-VET

AbstractGlobally, vocational education and training (VET) is considered important for ensuring the supply of skilled labour to the economy and economic competitiveness but also for helping the next generation with the transition to working life and integration into society. However, despite this importance, there are no international comparative studies on the effectiveness of the very different VET systems. In March 2024, the Organisation for Economic Co-operation and Development (OECD) published the ‘Analytical and Assessment Framework’ for PISA-VET, an international study on professional competencies and employability skills in VET. In this paper, some of the lead experts that contributed to the framework provide an outline of the aims of the initiative, the target groups, the assessment approaches as well as strength and weaknesses to stimulate discussion in the scientific community. VISA-VET aims to deliver comprehensive data, inform decision making, facilitate peer learning between countries, and promote the image of VET, in general. Target populations are learners toward the end of their VET programmes in the occupational areas of automotive technicians, electricians, business and administration, health care, or tourism and hospitality. Assessment approaches to domain-specific professional skills are simulation-based questions, digital simulations, and live or recorded demonstrations. The professional skills assessments are expanded by the assessment of employability skills and comprehensive data collections on national contextual and system-level factors. This paper discusses the selection and breakdown of occupational areas, the various assessment approaches and possible supplementary studies. Its overall aim is to initiate a broader discussion in the scientific community about the design of and expected insights from PISA-VET.

Assessment of professional competencies of Peruvian physicians: A scoping review of published studies.

Evaluating the professional competencies of Peruvian doctors is crucial for proposing necessary improvements. However, there is a lack of knowledge regarding the specific characteristics and competencies that are assessed in these studies. The objective of this study is to characterize published studies focusing on the assessment of professional competencies among physicians in Peru. A comprehensive scoping review was conducted, encompassing scientific journal publications that evaluated the professional competencies of physicians in Peru. The search was performed in PubMed, Google Scholar, Scopus, and SciELO, with the review period extending until 2022. The identified competencies were classified using the Accreditation Council for Graduate Medical Education (ACGME) and the Ministry of Health of Peru (MINSA) frameworks. The findings were presented using absolute and relative frequency measures. A total of forty-nine studies focused on the assessment of professional competencies among physicians were identified, indicating an upward trend over the years. The primary focus of these studies was on evaluating competencies related to medical knowledge (79.6% according to ACGME classification) and the treatment of health problems (57.1% according to MINSA classification). However, there was a noticeable lack of emphasis on assessing behavioral competencies such as ethics, professionalism, and communication. Most of the included studies (65.3%) were exclusively conducted in Lima. Among the studies that disclosed their funding sources, 61% were self-funded. Most studies primarily concentrated on evaluating knowledge-based competencies, specifically in the areas of diagnosis and treatment. There is a scarcity of studies assessing other important competencies. Additionally, centralization and limited funding appear to be areas that require improvement in the evaluation of professional competencies among Peruvian physicians.

Serious games in high-stakes assessment contexts: a systematic literature review into the game design principles for valid game-based performance assessment

The systematic literature review (1) investigates whether ‘serious games’ provide a viable solution to the limitations posed by traditional high-stakes performance assessments and (2) aims to synthesize game design principles for the game-based performance assessment of professional competencies. In total, 56 publications were included in the final review, targeting knowledge, motor skills and cognitive skills and further narrowed down to teaching, training or assessing professional competencies. Our review demonstrates that serious games are able to provide an environment and task authentic to the target competency. Collected in-game behaviors indicate that serious games are able to elicit behavior that is related to a candidates’ ability level. Progress feedback and freedom of gameplay in serious games can be implemented to provide an engaging and enjoyable environment for candidates. Few studies examined adaptivity and some examined serious games without an authentic environment or task. Overall, the review gives an overview of game design principles for game-based performance assessment. It highlights two research gaps regarding authenticity and adaptivity and concludes with three implications for practice.

An assessment of professional competencies and skills required for library professionals of management institutions in Kerala (India)

PurposeThis study aims to explore various skills of library professionals working in management institutions of Kerala State, India.Design/methodology/approachA survey method was used by distributing online questionnaire as a data collection tool. The questionnaires were distributed to the library professionals working in management institutions in Kerala State, India.FindingsThe study’s results revealed that the library professionals were competent with managerial, communication and interpersonal skills. Conversely, they were lacking skills in statements such as institutional repository, web 2.0 and social networks. Their familiarity level with reference management tools, research and academic ethics, electronic publishing and management of open-access resources, were also not satisfactory. They need knowledge of other ICT skills such as designing and maintaining in-house databases, video conferencing tools, advanced troubleshooting creating and managing metadata, handling RFID technology and knowledge in solving issues while organizing webinars. Based on the findings, the study has suggested some recommendations which will enable the government/institutions to take appropriate measures to improve their skills.Practical implicationsThis study will enable the policymakers to identify in which area the library professionals are weak and develop a strategy and framework for increasing the level of their skills.Originality/valueThis study provides the views of the library professionals working in management institutions in India and warrants the library professionals to enhance their skills, especially on research ethics and publications and ICT skills.

Трудоустройство молодежи с инвалидностью: решение проблемы в Европе и США

<p style="text-align: justify;">Decisions regarding career and education are among the most important ones young people make. Successful career guidance is an individual and a social benefit: it helps people make progress in school and work, but it also helps the efficient functioning of labor and educational markets, and contributes to a number of social policy objectives. This supports government investment in career guidance. Career guidance programs — in and out of school — have a formative impact on young people's understanding of themselves and the world of jobs and can improve outcomes in educational and social services, as well as in the economy. Therefore as young people continue the education and training longer and the labor market becomes more sophisticated, the need for career guidance increases. The article presents an overview of current approaches and methods in the career guidance for young people with disabilities in the European Union and the USA. Demographic characteristics and employment rate of the population with disabilities in the reviewed regions are given. The tools (“Individual Transition/Education Plan”) used to manage the transition from school to work are explored in details in the context of expectations and requirements from national legislation. The research describes the roles and tasks to be performed by all involved parties at various stages in the development of Individual Transition/Education Plans. Special attention is paid to the assessment of professional competences which are fundamental to start a successful career. Also areas for development in successful career guidance support are mentioned, including the need for schools to start the occupational education early and the essential role of exposure to the world of job.</p>

Formative Assessment of Professional Competencies of Future Geography Teachers

The article deals with modern trends in the modernization of control and assessment of educational achievements of future geography teachers, which contribute to increasing the motivation of their educational and cognitive activities and improving self-organization skills. It is established that the competency-based approach to the organization of the educational process includes determining the level and quality of professional competencies. The problem of finding new approaches to the assessment of educational activities and educational results of students is analyzed. It is proven that one of the ways to solve the outlined problem was the systematic implementation of formative assessment of educational achievements as a component of competency control technology. The concepts of “formative assessment”, “competency control”, “competency-oriented tasks” are explained and their place in the educational process is outlined. The model of the process of realization of formative assessment in higher education institutions, the algorithm for applying competency-oriented tasks, the structural components of the technology of competency control and formative assessment are presented. The work identifies and characterizes diagnostic, current-formative, self-assessment-formative, modular-formative, summative-normative and qualification types of assessment of students’ educational achievements. Based on the experience of implementing the technology of competency control and formative assessment, it was proven that it contributed to increasing the motivation and self-organization of students, allowed the teacher to diagnose and make positive changes to the educational process, and maintain feedback with students. Comparison of traditional assessment and the technology of competency control and formative assessment demonstrated its ability to comprehensively assess and determine the level of competency formation of future geography teachers. It was concluded that the introduction of this technology, on the one hand, enables teachers to ensure effective educational activities of students at a high level of motivation, self-organization and in accordance with their interests. On the other hand, it will contribute to the professional development of future geography teachers, who will teach students in the conditions of reforming national education.

РОЛЬ ПРОГРАМНОГО ЗАБЕЗПЕЧЕННЯ З УПРАВЛІННЯ ПЕРСОНАЛОМ У РОЗВИТКУ HIGH PERFORMANCE WORK SYSTEMS

The article is devoted to the study of the role of new information technologies in the development of High performance work systems (HPWS), in particular, at Ukrainian enterprises. The objective grounds for the emergence of the concept are considered on the basis of the analysis of literature sources, and the benefits that an enterprise receives are identified. The article highlights the variability of the content of the concept of "high performance work systems" depending on the criteria of staff involvement or commitment. The views of scientists on the structural elements of HPWS are considered. The factors that impede the development of the concept in the business environment are investigated: imperfect distribution of powers and responsibilities, low level of leadership qualities of the manager, unsuccessful mechanism of remuneration of employees. The research focuses on the priorities for staff development in the short term. The global challenges that contributed to the development of the HPWS model in the context of achieving competitive advantages by enterprises are characterized: the tendency of human resource shortage, low labor productivity growth, changes in business strategy, and the rapid pace of digitalization of various sectors of the economy. The expediency of using automated HR management systems as a soft power of HPWS implementation is considered. Some indicators characterizing the potential of innovative development of Ukraine in the context of informatization are analyzed. The expansion of functionality in automated HRM systems from accounting functions to functions of productivity assessment and development of professional competencies of personnel, improvement of the motivation system is traced. The functional capabilities of the most popular HRM systems in Ukraine, both domestic and foreign, are analyzed in the context of the HPWS concept. It is proved that the most common modern HRM systems contain the main elements of HPWS. The disadvantages of HPWS, the overcoming of which is not related to the use of human resource management software, are revealed. Conclusions about the important role of information technology in the development of HPWS, in particular for domestic enterprises, are made.

Development and psychometric testing of the Professional Interpersonal Competency Assessment Scale for Novice nurses (PICASN).

Assessing the professional interpersonal competency of novice nurses is crucial for preventing staff turnover and promoting effective work. However, none of the instruments identified in the literature specifically target novice nurses. This study aimed to develop and psychometrically test the perception dimension of the Professional Interpersonal Competency Assessment Scale for Novice nurses (PICASN) in Japan. The study comprised four steps: 1) concept identification, 2) item construction, 3) validity measure, and 4) reliability measure. A cross-sectional web-based questionnaire was administered from February to April 2023 and was completed by 203 novice nurses. Data quality was assessed using mean, item response, missing values, floor and ceiling effects, internal consistency, and item-rest correlations. Content validity index (CVI) was used to determine the instrument's validity, while exploratory factor analysis (EFA) using maximum likelihood estimation with Promax rotation was employed to assess the factor structure. Cronbach's alpha was used to evaluate reliability. The 27-item PICASN demonstrated an Item-CVI of 0.94 and a Scale-CVI of 0.88. EFA revealed two factors: 1) Basic competencies as a novice nurse (15 items) and 2) Relationship building skills within the healthcare team (12 items), which explained 80% of the variance. Internal consistency reliability was excellent at 0.94 and 0.91 for the factors, and the overall scale reliability was 0.95. The item-rest (I-R) correlation values exceeding 0.6 were considered acceptable. The PICASN demonstrates satisfactory psychometric properties, making it an effective tool for measuring professional interpersonal competency among novice nurses in Japan. This instrument serves to assist novice nurses by promoting self-awareness and offering targeted insights into specific areas requiring improvement. Additionally, it provides experienced nurses and nurse managers with valuable insights into team dynamics, guiding interventions for continuous quality improvement.

Unerroric of assessment of professional competence for aviation personnel

Unerroric of assessment of professional competence for aviation personnel

Актуальные вопросы организации профессиональной переподготовки специалистов по физической реабилитации (кинезиоспециалистов) в условиях новой модели медицинской реабилитации.

The system of medical rehabilitation in Russia undergoes significant transformation which is reflected in the Federal Program «Optimal for health restoration medical rehabilitation in the Russian Federation». In such situation the issues of personnel training in the field of medical rehabilitation are becoming extremely relevant. The difficulties that arise along this path are associated with the interdisciplinarity of medical rehabilitation and the necessity to train specialists with medical education (doctors and nurses) as well as with higher non-medical education: physical therapists, ergotherapists, medical psychologists and medical speech therapists (according to the Order No. 788n of 31.07.2020). These allied health specialties are new for Russia but they are responsible for the main practical activity in the implementation of an individual medical rehabilitation plan. The difficulties in training non-medical personnel in rehabilitation largely arise from the requirement for them to have both medical and pedagogical competencies and to have the ability to work independently as well as in a rehabilitation team. This article summarizes the three-year experience of training specialists in medical rehabilitation with higher non-medical education at the National Research Nizhny Novgorod State University named after N. I. Lobachevsky. The article presents the main issues of the professional retraining program «Physical rehabilitation (physical therapy)» with a duration of 1020 hours, defines professional competencies, difficult issues of training, formation of practical skills and assessment of professional competencies in this category of students.

Designing and implementing an OMMID midwifery professional competence mixed test: A multimethod, multiphasic study

The assessment of professional competence is essential to ensure the achievement of competence standards. The goal of this study is to design and implement a professional competence test model to make the test unified, comprehensive, and fair. This research was a multimethod, multiphasic study. The first qualitative phase of the nominal group technique was conducted to design the test model with specific guidelines. The second phase was a mixed-method parallel field trial conducted on 161 senior midwifery bachelor students in universities of Iran. The test was conducted following the traditional method in the control group and OMMID model in the intervention group. This model consists of three parts: the MCQs (multiple choice questions), OSCE (objective structured clinical examination), and clinically-oriented tests, which included Mini-CEX (mini-clinical evaluation exercise) and DOPS (direct observation of procedural skills). Data were collected using questionnaires and interviews, and the results were assessed qualitatively and quantitatively. The OMMID model and the associated guideline were designed. Qualitative data analysis resulted in six main themes, including organizing, structure, tension due to change, fairness, unification, and outcome. The OMMID model did not increase students' anxiety and stress and did not decrease their satisfaction. The merits of this model include having a centralized guideline, using multiple evaluation methods, comprehensive evaluation of necessary skills, promotion of fairness, and increased student satisfaction.

Development of a Scale of Professional Competence of Preschool Teachers

Circular 26/2018/TT-BGDĐT of Vietnam’s Ministry of Education and Training promulgates standards, policies and guidelines for measuring and assessing professional competences of preschool teachers in Vietnam. However, this set of standards has not yet met the requirements of action research on professional competences of preschool teachers. Therefore, this study aims to construct a valid and reliable self-reporting scale to measure the competences of preschool teachers in performing their work in preschools as one of the tools for impact assessment. The researchers approached Johnson’s theory of action research (2008) to research and develop a competency assessment toolkit according to 4 components of professional competences of preschool teachers (knowledge and understanding, operational skills, self development skills, social interaction skills). The validity and reliability of the scale was established by examining the responses of 186 preschool teachers of the selected preschool educational institutions in Southeast provinces in Vietnam. Cronbach’s alpha was also calculated as an internal consistency measure for the scale. Therefore, the findings of this study provide important evidence of the validity and reliability of the preschool teacher professional competency assessment standards.

How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods

Based on a literature review of studies on teachers’ professional competence and related assessment tools, this paper introduces a model of teacher education assessment. It is influenced by Miller’s (1990) framework of assessment in medical education and includes, among other aspects, performance assessments. This model is used to understand the potential effects of transferring assessment tools into a digital format with assessment feedback. Five examples for such a transfer will be discussed: three methods for various aspects of communication, a test for pedagogical content knowledge, and a test for content knowledge. All five are established instruments well-described in terms of validity. All five have recently been transferred into a digital format. The analysis of this transfer also reveals a potentially harmful effect of digital assessment. The closer an assessment instrument is to assessing action-related parts of professional competence, the more authenticity is required; however, digitisation tends to decrease this authenticity. This suggests that an increasing number of digital assessment tools in teacher education might result in an even more dominant focus on knowledge tests, ignoring other parts of professional competence. This article highlights the role of authenticity in validity and discusses the most suitable assessment format to address various parts of professional competence. It ends by highlighting the lessons learned from the transfer of assessment instruments into a digital format that other academic disciplines might find interesting.

Evaluating the effectiveness of support for teachers' professional development programs based on the automated monitoring system

Introduction. The article presents a study on the problem of developing and implementing support interventions for teachers’ professional development programs based on an automated monitoring system. The purpose of the article is to evaluate the effectiveness of supporting teacher professional development programs based on an automated monitoring system. Materials and Methods. The study was structured within the framework of a descriptive model of supporting teachers’ professional development programs based on an automated monitoring system, as it is aimed at evaluation the effectiveness of support. The research tasks were solved by means of applying a set of complementary theoretical methods, such as analysis of Russian and international educational theory and practice in the field of designing support for teachers’ professional development; modeling, comparison and generalization. The empirical methods included assessment tools, statistical processing and expert assessment procedures. The study was based on data obtained during the assessment of professional competencies of 3,375 teachers from 48 municipal departments of education in the Republic of Bashkortostan (the Russian Federation). The data were subjected to comparative quantitative and qualitative analysis according to the evaluation criteria developed according to the types of teachers’ professional activities. Results. The authors have identified the components within the model of supporting teachers’ professional development based on an automated monitoring system. Technological aspects of implementation were adjusted, and the effectiveness of support was evaluated. It has been established that a system-forming component in the design and implementation of support for teachers’ professional development programs is assessment, which allows to identify professional deficits and determine a set of forms of educational events that contribute to teachers’ professional development. Modern assessment system of professional competencies should be characterized by validity and objectiveness; also it should follow the principles of confidentiality, competence, responsibility, systematic nature, informing participants about the goals and results of the evaluation procedure. The authors emphasize that automated systems allow to conduct valid assessment procedures, as well as to build a system for tracking the effectiveness of supporting teachers’ professional development in one or a range of educational settings. Conclusions. The article concludes that the use of the proposed model of supporting teachers’ professional development programs based on an automated monitoring system will allow each teacher to identify and eliminate professional deficits in conditions of constantly increasing requirements for teachers’ competence, which corresponds to the concept of continuing education of teachers. The authors emphasize that designing teachers’ professional development programs based on the automated monitoring system ensures the development of teachers’ subjective position, allowing them to build an individual educational route independently or under the guidance of a mentor, and also stimulates the development of variability in the content and technologies of the professional development system, which corresponds to the trends in the development of the system of continuing education. The presented practical experience of the implementation of the proposed model can be used in planning methodological activities in educational institutions of various levels.

DEVELOPMENT AND EXPERIMENTAL RESULTS OF OUTCOMES-BASED NURSING PROGRAM

Introduction: Develop the history of nursing education, bachelors degree of professional competence and develop a training curriculum based on the existing nurses professional competency assessment. Research method: For the nurses involved in the survey used randomized descriptive survey methodology, problems faced, nursing knowledge, skills and attitudes. In conducting the survey, we used questionnaires, interviews, observations, documentation and test methods. Nurses knowledge, skills and attitudes are evaluated based on the nurses definition of the 2012 Ministry of Health and a standard questionnaire for Lickert used for quantitative. Result: Nurse training curriculum of seek evaluate ways to continually assess. The results of the survey are based on a comprehensive competency-based curriculum, training quality has been met by organizing training of learners needs. The study shows that there is a need to improve outcome based curriculum and to supplement some content. The average rating of students in the study group (90.06 + -3.34) in the study sample was relatively high (78.38 + -4.85), which contributed to the improvement in the quality of the training, which is an updated version of the comprehensive curriculum and it is possible to introduce similar professional schools. Conclusion: It is important to note that ourinnovative comprehensive competency-based curriculum offers the opportunity to meet the needs of todays curriculum, to facilitate inter-curricular activities, to public health-oriented, student-centered, problem-based, self-taught knowledge and the ability to evaluate the students theoretical and practical abilities.

Assessment of professional competencies of masters of pedagogy using electronic portfolio

Comprehensive assessment of professional competencies is one of the main conditions ensuring successful employment in accordance with the qualifications obtained and the prospect of career growth for graduates of pedagogical universities in conditions of uncertainty. The professional self-evaluation is an important factor for building individual development and analyzing one’s own pedagogical potential based on professional activity reflection.The article presents the results of the study conducted at the School of Education, Psychology and Sociology of the Siberian Federal University on the use of electronic portfolio technology (e-portfolio) for comprehensive authentic assessment of the professional competencies of Masters’ program of Pedagogical Education students’ within the two-year training and in the process of State Final Examination. The content of the discipline “E-portfolio for presenting and recognizing achievements”, described in the article and designed for Master’s students in pedagogy, is aimed at developing self-assessment skills and professional development of Master’s students of Pedagogical Education.The presented results of self-assessment of universal, general professional and professional competencies development (carried out using e-portfolio materials) of second-year graduate students demonstrate higher constructive and productive levels than the first-year graduate students’ results. This is due to the accumulation of materials confirming their achievements in various activities. The expert assessment of e-portfolio materials before the State Final Examination also indicates an increase in the level of development of the mentioned above competencies.

Teacher Evaluation Documents and Procedures in High-Performing APR–Countries: Hong Kong and Singapore

The paper highlights the issue of teacher’s professional competence assessment and standardization in teacher professional activity as essential for improving teaching quality. The authors refer to the best-world experience in teacher evaluation and accountability in two top-performing educational systems in the world – those of Hong Kong and Singapore. This paper is an in-depth case study that aims to describe and compare the competency-based tools used there for teacher performance evaluation. The following aspects of the documents are paid attention to in the paper: the purpose of the standards/document, the target groups and, the structure. In the course of the research, some theoretical methods, including a comparative analysis, the method of evaluation and systematization of the used materials on the selected theme were used. The analysis of the professional standards for teachers in Hong Kong and Singapore has shown that, along with the differences in certain aspects, there are some features which are likely to make them effective in practice. It is assumed that using these documents contribute to holding these countries’ senior positions in performing teacher assessment systems and in the sphere of world education as well. The paper concludes by suggesting its contribution to the discussion of the problem of the development and implementation of a proper unified national teacher evaluation and accountability system based on competency-oriented teacher standards in Russia. It is also expected that the findings could be useful in the development of the Unified Federal Evaluation Materials for teacher assessment and accountability in the country.