{"id":11953,"date":"2026-04-19T13:49:20","date_gmt":"2026-04-19T13:49:20","guid":{"rendered":"https:\/\/dpir.am\/?p=11953"},"modified":"2026-04-19T13:51:40","modified_gmt":"2026-04-19T13:51:40","slug":"analysis-of-the-content-of-voluntary-attestation-of-teachers","status":"publish","type":"post","link":"https:\/\/dpir.am\/?p=11953&lang=en","title":{"rendered":"Analysis of the Content of Voluntary Attestation of Teachers"},"content":{"rendered":"\n<p><a href=\"https:\/\/dpir.am\/?cat=561\">Knarik Nersisyan<\/a><\/p>\n\n\n\n<p><strong>Educational fields \u201cFine Arts&#8221; and &#8220;Technology&#8221;<\/strong><\/p>\n\n\n\n<p>The purpose of this article is to analyze the content of voluntary teacher attestation exams in the Republic of Armenia, using the examples of &#8220;Fine Arts&#8221; and &#8220;Technology&#8221; educational fields. The analysis considers the compliance of the questionnaires with the state standard of general education, the professional requirements for the teacher, and the peculiarities of the activities of teachers implementing authorial pedagogy in creative educational environments.<\/p>\n\n\n\n<p>In the article, I also present the experience of author pedagogy, where the teacher acts not only as a teacher, but also as a researcher, author of educational materials, head of educational projects, and an active, demonstrative artist.<\/p>\n\n\n\n<p>Fostering the professional development of teachers in educational systems is considered one of the most important factors in improving the quality of education. For this purpose, many countries use various mechanisms for teacher evaluation and professional growth.<\/p>\n\n\n\n<p>The voluntary attestation system implemented in the Republic of Armenia is designed to promote the professional development of teachers and increase their salaries based on positive results by verifying their professional knowledge. However, the question is often raised by teachers in the educational community as to whether the test assessment method can fully reflect the teacher&#8217;s professional abilities, especially in creative fields.<\/p>\n\n\n\n<p>The voluntary teacher certification system is based on a number of legal documents, including:<\/p>\n\n\n\n<p>\u00b7&nbsp; Law of the Republic of Armenia \u201cOn Education\u201d<\/p>\n\n\n\n<p>\u00b7&nbsp; Law of the Republic of Armenia \u201cOn General Education\u201d<\/p>\n\n\n\n<p>\u00b7&nbsp; State Standard of General Education of the Republic of Armenia (2021)<\/p>\n\n\n\n<p>\u00b7&nbsp; Decisions of the Government of the Republic of Armenia on the procedure for voluntary teacher attestation<\/p>\n\n\n\n<p>\u00b7&nbsp; Guidelines for subject examinations of the Assessment and Testing Center (ATC)<\/p>\n\n\n\n<p>These documents define the general objectives of the educational system and the main standards of a teacher\u2019s professional activity. However, the selection of assessment tools remains a subject of professional discussion.<\/p>\n\n\n\n<p><strong>Analysis of the structure of questionnaires<\/strong><\/p>\n\n\n\n<p>The questionnaires for the voluntary attestation exams in the subject areas of \u201cFine Arts\u201d and \u201cTechnology\u201d are mainly composed of multiple-choice test items.<\/p>\n\n\n\n<p>In the field of Fine Arts, the questionnaires include drawing, painting, thematic composition, decorative arts, and art history.<\/p>\n\n\n\n<p>In the field of Technology, they cover materials processing, technological processes, design, graphics, and entrepreneurship.<\/p>\n\n\n\n<p>This structure makes it possible to assess a certain level of subject knowledge; however, it is limited in evaluating the teacher\u2019s methodological and creative abilities.<\/p>\n\n\n\n<p>The analysis of the questionnaires reveals the following main issues:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Memory-based questions predominate. Most test items are aimed at checking knowledge of facts, dates, and names, which does not reflect the teacher\u2019s analytical thinking or ability to apply knowledge.<\/li>\n\n\n\n<li>There is a lack of tasks requiring creativity or project-based thinking. Creativity is fundamental in the fields of art and technology, as teaching in these areas is built on practical approaches, design, and activity-based learning.<\/li>\n\n\n\n<li>Teachers\u2019 instructional methods and pedagogical approaches are not assessed. It is impossible, within a test format, to evaluate how a teacher makes the material accessible in the classroom or what their communication skills with students are like.<\/li>\n\n\n\n<li>Teachers\u2019 actual work outcomes are not evaluated\u2014such as students\u2019 creative works, project results, and exhibitions.<\/li>\n<\/ul>\n\n\n\n<p>The assessment process is focused solely on the evaluation of theoretical knowledge, while the teacher\u2019s practical impact remains invisible.<\/p>\n\n\n\n<p>From the perspective of educational assessment theory, the main shortcoming of the attestation questionnaires is their alignment with the lower levels of Bloom\u2019s Taxonomy\u2014knowledge and recall. However, the professional competencies required of Fine Arts and Technology teachers belong to the higher levels of the taxonomy\u2014analysis, synthesis, evaluation, and creation.<\/p>\n\n\n\n<p><strong>How Bloom\u2019s taxonomy is applied in<\/strong><strong> <\/strong><strong>the learning process with the aim of developing learners\u2019 thinking<\/strong><\/p>\n\n\n\n<p><strong>Pyramid levels (from bottom to top):<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Remember \/ Recall<\/li>\n\n\n\n<li>Understand<\/li>\n\n\n\n<li>Apply<\/li>\n\n\n\n<li>Analyze<\/li>\n\n\n\n<li>Evaluate<\/li>\n\n\n\n<li>Create<\/li>\n<\/ul>\n\n\n\n<p><strong>Side notes:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Knowledge, comprehension, application<\/li>\n\n\n\n<li>Development of thinking<\/li>\n\n\n\n<li>Analysis and evaluation of facts and ideas<\/li>\n\n\n\n<li>Creativity<\/li>\n\n\n\n<li>Evaluation of facts<\/li>\n<\/ul>\n\n\n\n<p>The absence of higher levels in the certification questionnaires means that the assessment tool does not reflect the real capabilities of teachers in the creative fields. It is necessary to include tasks that require design development, project planning, creative problem solving, and the creation of new educational materials.<\/p>\n\n\n\n<p>The 2021 state standard for general education emphasizes student-centered learning, where the teacher&#8217;s role is transformed from a lecturer to an organizer of the learning process.<\/p>\n\n\n\n<p>In this context, an important question arises: to what extent can the current certification system assess a teacher&#8217;s ability to create an educational environment that promotes the development of students&#8217; creative activity?<\/p>\n\n\n\n<p>It is also important to note that the standard envisages competency-based education, while the current certification tests mainly test knowledge. However, competency assessment requires different formats and tools.<\/p>\n\n\n\n<p>Creative processes such as painting, sculpture, ceramics, or handicrafts cannot be fully assessed in a test format. The following play an essential role in art education:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>organization of the creative environment,<\/li>\n\n\n\n<li>selection of materials,<\/li>\n\n\n\n<li>process support,<\/li>\n\n\n\n<li>adaptation of the training program to the needs of students.<\/li>\n<\/ul>\n\n\n\n<p>All these components cannot be fully reflected through test assessment. In authorial educational environments, the teacher acts as a creative professional. At Mkhitar Sebastatsi Educational Complex, art and technology teachers are often also practicing artists who:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>organize exhibitions and participate in art festivals,<\/li>\n\n\n\n<li>implement creative projects with students,<\/li>\n\n\n\n<li>create educational materials and methodological guidelines,<\/li>\n\n\n\n<li>work in a studio environment.<\/li>\n<\/ul>\n\n\n\n<p>This activity presents a more complete picture of a teacher&#8217;s professional skills than a test assessment can reflect.<\/p>\n\n\n\n<p>In international educational systems, teacher evaluation mechanisms are often multi-component. In Finland, the professional evaluation of teachers is based on a professional portfolio and peer assessment. Singapore uses a practical research model, and Canada has a standards-based professional certification system.<\/p>\n\n\n\n<p>OECD educational studies, particularly the TALIS 2018 report, emphasize that teacher effectiveness should be assessed not only on the basis of knowledge, but also on methodological and creative abilities. This is especially important for art and technology teachers, whose work has a more practical nature.<\/p>\n\n\n\n<p>In creative academic fields, it is advisable to use other assessment mechanisms.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Teacher&#8217;s portfolio, including individual lesson plans, project descriptions, student work samples, professional development indicators,<\/li>\n\n\n\n<li>Open lessons and analysis,<\/li>\n\n\n\n<li>Public presentation of educational projects,<\/li>\n\n\n\n<li>Public presentation and discussion of students&#8217; creative works,<\/li>\n\n\n\n<li>Professional discussions and peer review,<\/li>\n\n\n\n<li>Teacher self-assessment from the perspective of creative thinking, professional development, and self-education.<\/li>\n<\/ul>\n\n\n\n<p>These approaches can provide a more complete assessment of the teacher&#8217;s professional activity.<\/p>\n\n\n\n<p>The current voluntary attestation system for art and technology teachers is an important step towards promoting the professional development of teachers. However, in creative fields, the test assessment mechanism cannot fully reflect the multifaceted nature of the teacher&#8217;s professional abilities.<\/p>\n\n\n\n<p>Therefore, it is necessary to develop a multi-component assessment model that will include both knowledge verification and evaluation of the teacher&#8217;s creative and methodological activities. Only in this way is it possible to reflect the real diversity and creative contribution of art and technology teachers&#8217; work.<\/p>\n\n\n\n<p>It is also important to consider the transparency of the certification system: the assessment should serve not only to protect the teacher&#8217;s fundamental rights, but also to his professional development, practical impact and creative contribution to the educational community.<\/p>\n\n\n\n<p><strong>Sources:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>\u0540\u0540 \u0570\u0561\u0576\u0580\u0561\u056f\u0580\u0569\u0578\u0582\u0569\u0575\u0561\u0576 \u057a\u0565\u057f\u0561\u056f\u0561\u0576 \u0579\u0561\u0583\u0578\u0580\u0578\u0577\u056b\u0579 (2021),<\/li>\n\n\n\n<li>\u00ab\u053f\u0580\u0569\u0578\u0582\u0569\u0575\u0561\u0576 \u0574\u0561\u057d\u056b\u0576\u00bb \u0540\u0540 \u0585\u0580\u0565\u0576\u0584,<\/li>\n\n\n\n<li>\u00ab\u0540\u0561\u0576\u0580\u0561\u056f\u0580\u0569\u0578\u0582\u0569\u0575\u0561\u0576 \u0574\u0561\u057d\u056b\u0576\u00bb \u0540\u0540 \u0585\u0580\u0565\u0576\u0584,<\/li>\n\n\n\n<li>OECD (2019). TALIS 2018 Results: Teachers and School Leaders as Lifelong Learners. OECD Publishing,<\/li>\n\n\n\n<li>Sahlberg, P. (2015). Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland? Teachers College Press,<\/li>\n\n\n\n<li>Bloom, B. S. (1956). Taxonomy of Educational Objectives. Longman,<\/li>\n\n\n\n<li>Darling-Hammond, L. (2017). Teacher Education Around the World: What Can We Learn from International Practice? European Journal of Teacher Education.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Knarik Nersisyan Educational fields \u201cFine Arts&#8221; and &#8220;Technology&#8221; The purpose of this article is to analyze the content of voluntary teacher attestation exams in the Republic of Armenia, using the examples of &#8220;Fine Arts&#8221; and &#8220;Technology&#8221; educational fields. The analysis considers the compliance of the questionnaires with the state standard of general education, the professional [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":11899,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[801,40],"tags":[],"class_list":["post-11953","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-knarik-nersisyan","category-pedagogical-approaches"],"_links":{"self":[{"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/posts\/11953","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/dpir.am\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=11953"}],"version-history":[{"count":2,"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/posts\/11953\/revisions"}],"predecessor-version":[{"id":11955,"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/posts\/11953\/revisions\/11955"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/dpir.am\/index.php?rest_route=\/wp\/v2\/media\/11899"}],"wp:attachment":[{"href":"https:\/\/dpir.am\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=11953"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/dpir.am\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=11953"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/dpir.am\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=11953"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}