360-DEGREE FEEDBACK FOR TEACHER'S PORTFOLIO DEVELOPMENT: RESEARCH IN QUALITY ASSURANCE AT THE UNIVERSITY LEVEL

The study attempts to offer a model of quality assurance of university teachers for their professional portfolio. It grounds on the research which was conducted in NUST 'MISiS' (Moscow, Russia) in 2017-2018. It was triggered by a list of competences stipulated in both Russian National Educational and Professional Standards. Those competences were used as evaluation parameters within the 360-Degree Feedback Methodology. In the context of university teacher assessment, three stakeholders were selected and embraced into research, i.e. department administrators, peers and selves. The model of quality assurance in-question was two-tier: pre-service and in-service. At the former level undergraduate students were subjected to: 1 self-assessment, 2 peer assessment, 3 teacher assessment (where teachers acted as department administrators/employers). The next level encompassed acting teachers. The research was set up in two rounds. Round one was a survey conducted in the form of a questionnaire circulated among students, teachers and department administrators. The research question ran as whether the formation of competences listed in the Standards impact the level of professional perception by peers and department administrators. Round two aimed at the trial of the model on students, enrolled in the Bachelor's program on Education, as pre-service teachers; and young teachers who recently graduated from the program. The assessed competencies would make up the professional profile of the Pedagogical program graduate and become a part of a portfolio. The latter is expected to advance job placement of young teachers and can be helpful as guidelines in their further professional development.