Page 155 - International Perspectives on Effective Teaching and Learning in Digital Education

The Digital Competence of Foreign Language Teachers at HEI in Serbia

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15

10

5

0
A0 A1 A2 B1 B2 C1 C2

I carefully assess how, when and why to use digital technologies in the
classroom with my students, to ensure that they add value.
I monitor the activities and interactions of my students in the online
collaborative environments we use.
When my students work in groups, they use digital technologies to acquire
and re ect knowledge.
I use digital technologies to enable my students to plan, document and
monitor their own learning process.

Chart 3 Digital teaching and learning

Assessment and Feedback
Chart 4 illustrates respondents’ engagement with Assessment and Feedback
across three key areas: Tracking of student progress, Analysing data, and
Feedback.
The proficiency level for tracking student progress is rated as A, indicating
a basic to intermediate level of proficiency. When it comes to analysing data,
respondents are at a B1 proficiency level, reflecting an intermediate ability
to effectively analyze available data to identify students who may require
further assistance. Similarly, proficiency in providing feedback using digital
technologies is also rated at B1, indicating respondents have a moderate level
of skill in using digital tools to offer feedback to students, which is consist-
ent with the need for further professional development. Overall, the B1 level
across the majority of areas suggests that respondents are at an intermediate
proficiency level in their engagement with digital tools for assessment and
feedback.

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