Redefining Assessment in Teacher Education for the 21st Century

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    14-May-2015

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Redefining Assessment in Teacher Education for the 21st Century by Ee Ling Low of NIE at the Global Cities Education Network meeting in Singapore in October 2013.

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<ul><li>1.Redefining Assessment in Teacher Education for the 21st Century Global Cities in Education (GCEN) 2013 Symposium, Singapore A/Professor Low Ee Ling Associate Dean Office of Teacher Education</li></ul> <p>2. Moving Towards Holistic Assessment 3. Holistic Assessment Definition: Full range of procedures used to gain information about student learning (observations, ratings of performances or projects, paper and pencil tests) and formation of value judgments concerning learning progress (Linn &amp; Gronlund 2007) Includes both quantitative and qualitative descriptions of students performanceInterrelated nature 4. Changing Nature of Assessment in 21st Century 5. Underpinning Philosophy of Teacher Education at NIE Attributes of the 21st Century Teaching Professional V1 Learner-Centered ValuesV2 Teacher IdentityV3 Service to the Profession and Community Empathy Belief that all children can learn Commitment to nurturing the potential in each child Valuing of diversity Collaborative learning and practice Building apprenticeship and mentorship Social responsibility and engagement StewardshipAims for high standards Enquiring nature Quest for learning Strive to Improve Passion Adaptive &amp; Resilient Ethical ProfessionalismSKILLSKNOWLEDGE Reflective skills &amp; thinking dispositions Pedagogical skills People management skills Self-management skills Administrative &amp; management skills Communication skills Facilitative skills Technological skills Innovation and Entrepreneurship skills Social and emotional intelligenceSelf Pupil Community Subject content Pedagogy Educational Foundation &amp; Policies Curriculum Multicultural literacy Global awareness Environmental awarenessSource: NIE TE21 / SPCS The TE21 V3SK model focuses on expanding the values that will permeate NIEs programmes and curricula. 21st century skills shall be made meaningful to specific learners by translating them into classroom applications connected to the assessment types and to the curriculum content. 6. 21st Century Competencies and Student OutcomesSource: Ministry of Education Singapore21st Century Skills: Global Awareness Skills Civic literacy Skills Cross-Cultural Skills Creativity and Innovation Skills Critical Thinking and ProblemSolving Skills Communication and Collaboration Skills Information Literacy Skills Core Values: Respect, Responsibility, Resilience, Integrity, Care, Harmony 7. Graduand Teacher Competencies Learning OutcomesHolistic integration of V3SK model and MOEs competencies framework of beginning teachers and specific achievements student teachers should have demonstrated at the point of graduation from NIEs ITP programmes 8. NIE Assessment Competency Framework (TE21)Assessment literacy outcomes are guided by the NIE Assessment Competency Framework outlining seven key competencies which will be embedded in NIEs curriculum 9. NIE Assessment Competency Framework: 3 StagesSource: NIE TE21 / SPCS 10. 21st Century Assessment Practices at NIE: Three Examples 11. Innovative Assessment Practices at NIE Integrated assessment strategy: Performance: examinations, tests, written assignments, and presentations Reflections: learning logs and portfolios online / offline Practical: classroom activities, field trips and practicum Syntheses lesson plans, research, and simulation Different levels - Self, peer, group-workLeverage on technological tools. For Example: 12. Problem-based Learning (PBL) Involves realworld problems, integrated learning experiences, and the cultivation of critical and creative faculties. Educational Psychology course in Theories and Applications for Learning &amp; Teaching adopted PBLFeedback from PGDE students: PBL is really rigorous. It was difficult at the beginning and required us to put in a lot of time but we can say that it was really a worthwhile experience and we really learned how to apply psychological theories to classroom situations. 13. Group Endeavours in Service Learning 14. What is Group Endeavours in Service Learning (GESL) Group Endeavours in Service Learning is a process that will strengthen character and build citizenry. GESL involves community outreach and engagement and gives our student-teachers the opportunity to serve and to learn from the community. Each project has service and learning objectives 15. OBJECTIVES of GESL : JECTIVES OF GESLUnderstanding of self Understanding of others Develop effective team skills Develop and exercise situational leadership skills Encourage innovation and creativity under conditions of resource and time constraints Understand community needs better and explore social entrepreneurship Develop project management skills Experience service-learning and group project work which you may apply in school Link curriculum learning to service learning experiences Through service learning experiences, student teachers are exposed to the values of service through reaching out to the community and which in turn enhances their ability to contribute to the community in their future role as educators. 16. Feedback from Student-Teachers Entire experience is itself a reward Better prepared to face challenges Improved people and communication skills Able to make a difference Better able to work as a team Able to handle uncertainties better Greater appreciation of community 17. GESL OUTCOMES 18. ESSENTIALS OF SERVICE LEARNING 19. GESL Group Structure Facilitates communication Helps maintain momentum Monitors progress of project in meeting the specific goals and outcomes; shares resources &amp; advises Reviews RAMs, project proposal summary, and final project report Evaluates the groups and members performanceCoordinates communication within the group and with OTEThe leaders will be trained on the foundations of ServiceLearning, facilitation skills, project management, and managing a group effectively.The facilitators will be trained in the understanding of facilitating for learning and be able to design facilitation sessions and facilitate learning with the GESL group.Attend Safety Briefing. Prepare RAMs and ensure activities are carried out in a safe manner.All members are expected to take on roles to support the group. 20. Workflow of GESL Programme Selected groups present their projects during SL Day Composition of the groups took into consideration diversity in race, gender, age, and subject areaA staff mentor is assigned to facilitate each GESL groupStudents meet with their staff mentor 2 hrs per week throughout the program &amp; Briefing and Feedback with Group leaders and staff mentorsFacilitation training is provided to staff mentors and group leadersVarious community projects are offered by VWOs, NPOs Training by experienced facilitatorsReflection throughout the SL experience captured in ePorfolio or reflections worksheetAssessment by staff mentors 21. Collaboration / Communication PlatformsIntroduction to GESLEvent announcements and GESL transcript managementOTE communications on GESLEmail communication between staff facilitators and students 22. EXAMPLES OF GESL PROJECTS Project Title: Computer Literacy Skills Workshop for Changi Womens Prison Re-Integration Programme The team hosted a computer literacy skills workshop for inmates in Changi Womens Prison to equip them with basic computer proficiency skills to enhance reintegration into the society. 23. GESL project featured in the mediaSource: Today , 8 November 2009 24. Assessment on the Group Level 25. Assessment on the Individual Level 26. E-Portfolio in NIE In line with NIE TE21, e-portfolio: Facilitates the integration of the Reflective Teaching Model; Provide evidence for the integration of Values, Skills and Knowledge (V3SK); Provide evidence for the attainment of the Graduand Teacher Competencies (GTCs) 27. Learning and Teaching Portfolio at NIE Developmental Portfolio is an electronic collection of authentic and diverse evidence of a student teachers learning and achievement over time, on which he/she has reflected and designed for personal development, as well as for presentation to audiences for specific purposes. 28. Challenges on 21st Century AssessmentRewarding Students appreciation, impact on learning 29. Thank You Acknowledgements to the Team led by A/P Low Ee Ling namely (in alphabetical order): Ms Stephane Cheung A/P Chew Lee Chin A/P Caroline Koh A/P Liu Woon Chia A/P Anthony Seow </p>

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