Abstract
This conceptual paper reveals novel insights on ways that digitized psychometric testing of subject matter and pedagogical competencies is developed as part of teaching professional credentialing procedures in the United Arab Emirates (UAE). As global fields continue to embed technological advancements, digitizing assessments is becoming more widespread in education. In the UAE educational professionals successfully complete digitized assessments as part of obtaining a license which assures alignment of high-quality teaching practices across the nation. Incorporating innovation, the use of evidence-based test design processes is bolstered by content developers, psychometricians, and international experts. The reader will understand how literature covering test theories, virtual professional learning community (vPLC) and community of practice frameworks bolstered in reflective practice underpins testing design. Supported by the author’s specialist research expertise in networked learning, virtual professional learning communities of practice and educational theories, the paper uncovers how Rasch modelling analysis, collaborative situated learning and professional reflection models are used to steer committee experts and test specialist project managers as they contribute expertise in educational assessment, specialized subject matter knowledge, educational pedagogy and cultural awareness. There is also a concluding inference on how artificial intelligence and machine learning processes are used to facilitate and refine iterative cycles of test designs and evaluations with an innovative and efficient approach towards developing digitized ipsative assessment methods for education professionals working in the UAE. This paper is of importance in highlighting the UAE’s robust approach of developing teacher licensure testing, with a unique perspective.
Author Information
Raona Williams, Ministry of Education, United Arab Emirates
Paper Information
Conference: ECE2023
Stream: International Education
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Williams R. (2023) Digitizing Specialized Assessments for Educational Professionals in the United Arab Emirates: A Conceptual Analysis and Innovative AI Driven Approach ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.38
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.38
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