Sandra:

We recently at our University rolled out the competencies that all graduates should display on completion of their degree programmes. The University has an ongoing promotional campaign to raise awareness of these competencies and our Center for Excellence in Teaching and Learning also conducts training to help faculty assess for these competencies. However, I am not aware of any research that has been done to know to what extent graduates are being assessed and leaving with these competencies.

Many thanks,

Debra

Thank you, Hassan.|

I am trying to add to that  list. 

Dear Sandra, I think Hussan has given a good list and my suggestion MAY already be implied in his points 6 and 7, but teachers should also be understand that there are negative impacts of certain forms of assessment on student psychology such as self efficacy, resilience and agency and that different forms off assessment, judgement and feedback can ameliorate these issues.

The issue of protecting students from incompetent practitioners is a QA issue in every aspect of teaching and learning.  However 'assessment literacy' can be low for otherwise very well-qualified and committed teachers.  A great deal of research has been done on this topic by the former UK Assessment Reform Group (ARG).  See particularly their '10 principles underpinning assessment for learning' but other resources are available through website links.  it is really important that teachers should understand the impact of this very powerful tool.  See also my own publication "An Introduction to Assessment' Continuum 2008 which deals with some of the issues your raise.

The Teacher should be skilled in clarifying and refining the targeted standards and benchmarks set for effective teaching and meaningful learning.

The function of classroom assessment is not only to measure, evaluate and report Learners' academic performance but to promote effective teaching and meaningful learning. The regular use of diagnostic and formative assessment as feedback in teaching and learning process has positive effect to education. These two categories of assessments (diagnostic and formative assessments) provide fuel for the teaching and learning engine by providing the descriptive feedback along the way.

Teachers should also set up realistic, authentic contexts for assessment that will enable Learners apply learning thoughtfully and flexibly, thereby demonstrating their understanding of the content standards and benchmarks.

I would advice you to go to OER and also visit these links

Regards!

http://www.edutopia.org/blog/classroom-management-tips-novice-teachers-rebecca-alber

https://www.theguardian.com/teacher-network/teacher-blog/2014/oct/31/effective-teaching-10-tips

http://www.edutopia.org/blog/7-tips-better-classroom-management-tyler-hester

The fundamental requirements for proficient teaching are relatively clear: a broad grounding in the liberal arts and sciences; knowledge of the subjects to be taught, of the skills to be developed, and of the curricular arrangements and materials that organize and embody that content; knowledge of general and subject-specific methods for teaching and for evaluating student learning; knowledge of students and human development; skills in effectively teaching students from racially, ethnically, and socioeconomically diverse backgrounds; and the skills, capacities and dispositions to employ such knowledge wisely in the interest of students

http://boardcertifiedteachers.org/sites/default/files/what_teachers_should_know.pdf

More than subject knowledge a desire to share, teach and think about the subject. Teacher does not identify the students just delivers whenever required. Its not time bound and class room teaching very important than being with students at all times. In class room teacher is single source of knowledge where he shares and interacts with students about the subjects with systematic ways to explore the subject at required for a particular class. The target to achieve learning and teaching in specified time and mode. A teacher in class is limited by time and spaces which make their tasks very specific too.

In addition to all the information already provided as answers to Sandra's question, I would like to add that a teacher engaged in assessment at all levels of education needs to know enough about statistical procedures that can be used to compare the achievement levels of students to acceptable norms and standards. Without knowledge of basic descriptive and deductive statistics, the comparison to standards or to the results of other students will be amateurish, speculative and usually incorrect. Students have the basic right to accurately know where they stand vis-a-vis the accepted standard of the topic that is being assessed and to be able to compare themselves to other students in their class on their relative position on the achievement scale of the topic being assessed.

Thank you, Yaacov, that was most helpful.

An interestering topic!