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ACTRC Research Forum 18th July 2015
© ACTRC 2015 1
The Philippines’ approach to assessment of 21st
century skills
• Esther Care • Joesal Marabe
This presentation represents the activity undertaken by the Department of Education of the Government of the Philippines.
Collaborating with the Department are academics and educators
who are staff in the Assessment Curriculum and Technology Research Centre (ACTRC), and in the Assessment Research Centre
of the University of Melbourne.
Contributors to this presentation include:
Dr Nelia Vargas-Benito, Dr Dina Ocampo Efren De La Cruz, Danilyn Joy Pangilinan, Januario Cortes
Vicenta Opina, Bernadette Reyes, Claire Scoular, Yasotha V
Global Framework of Learning Domains
From Report No 1 of the Learning Metrics Task Force, p. 4
The process undertaken
• Review of 21st century frameworks • Review of national frameworks • Identification of common themes • Alignment with the Philippines core educational goals
Frameworks
UNESCO
• Learning to know • Learning to do • Learning to be • Learning to live together
OECD
• Use tools interactively • Act autonomously • Interact in heterogeneous
groups
Frameworks
Partnerships21
ACTRC Research Forum 18th July 2015
© ACTRC 2015 2
Life and Career
Skills
conten
t knowle
dge
contextualized prac3ce
study and
thinking str
ategies
life =
decontextualized prac3ce
Information media and techology
Technology literacy
Information literacy
Learning and innovation
Critical thinking
Problem solving
Innovation
Communication
Communication
Collaboration
Selected skills
Initial audit steps
Mother Tongue
Filipino
English
Science
Math
Araling Panlipunan
Edukasyon sa
Pagpapakatao
TLE
MAPEH
K to 3
Grades 4 to 6
Grades 7 to 10
Grades 11 to 12
InformaNon, Media and Technology Skills Learning and InnovaNon Skills
CommunicaNon Skills
InformaNon, Media and Technology Skills Learning and InnovaNon Skills
CommunicaNon Skills
InformaNon, Media and Technology Skills Learning and InnovaNon Skills
CommunicaNon Skills
InformaNon, Media and Technology Skills Learning and InnovaNon Skills
CommunicaNon Skills
ASSESSMENT CUBE
Math Communica3on Skills K to 6 1. Represent numbers using models, diagrams and symbols 2. Represent operaNons using models, diagrams and symbols 3. Display data 4. Interpret 5. Give descripNve informaNon 6. Make connecNons 7. Communicate results
Math Communica3on Skills Grades 7 to 12 1. RepresenNng and communicaNng 2. Visualizing and modeling 3. Applying and connecNng
Criteria for selection of skills
① Are the skills teachable and learnable?
② Can the skills be embedded through the subject studies to demonstrate generalisability?
③ Will enhancement of these skills enhance student learning outcomes in subject studies?
The Assessment, Curriculum and Technology Research Centre is a partnership between the University of Melbourne and the University of the Philippines supported by Australian Aid.
ICT Literacy Across Selected Disciplines Joesal Jan Marabe Januario Cortes
ACTRC Research Forum 18th July 2015
© ACTRC 2015 3
Global measures routine and non-routine task input 2000-2011, Global Employment Trends (2013) Data derived from Key Indicators of the Labour Market, 7th ed., International Labour Organization
Jaimovich & Siu (2012); Autor, Levy & Murnane (2003) 13
Information media and technology
Technology literacy
Information literacy
Learning and innovation
Critical thinking
Problem solving
Innovation
Communication
Communication
Collaboration
Technology Literacy • Technology Literacy is the ability to responsibly use
appropriate technology to: communicate, solve problems, access, manage, integrate, evaluate, design and create information to improve learning in all subject areas. (Colorado Department of Education (CDE))
• Technological Literacy is the ability to use, manage,
assess and understand technology. (ITEA Standards for Technological Literacy, 2007)
• ICT Literacy is using digital technology, communications tools, and/or networks to access, manage, integrate, evaluate and create information in order to function in a knowledge society. (Int’l ICT Literacy Panel, 2002)
Information Literacy
• Information literacy should be conceived more broadly as a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure, and its social, cultural and even philosophical context and impact. (Shapiro and Hughes, 1996)
• Information literacy is the ability to gather, use, manage, synthesise and create information and data in an ethical manner and the information skills to do so effectively. (SCONUL, 2011).
IMT Literacy
The ability to create, evaluate, and effectively use information, media, and technology
Information Literacy the ability to access, manage, use and evaluate information
Technology Literacy the ability to use of technology to access, manage, and communicate information
Process
Construct
Concept definition
Description
Hypothetical progression
Curriculum
Audit across subjects
Assessment
Assessment cube
Item development
Panel and pilot
Build empirical progression
Develop teacher materials
ACTRC Research Forum 18th July 2015
© ACTRC 2015 4
Challenges in organizing competencies • Creates an audio-video art/animation promoting a
product. [CG, Arts] • Can (safely) use computer, internet and e-mail [CG, EPP] • Can use computer and internet to compile, search and
organize information [CG, EPP] • Can use Online Public Access Catalogue (OPAC) [CG, F] • Use computers for collection, summary and display of
evidence [CG, S]
From curriculum competencies to skills
Audit of K to 12 Curriculum
Identification of Similar
Competencies
Identification of the Underlying
IMT Skills
Similar Competencies
• Can use Online Public Access Catalogue (OPAC) [CG, F]
• Can use technology to find
sources of information [CG, AP] • Use computers for collection,
summary and display of evidence [CG, S]
Similar Competencies
• Can use computer and internet to
compile, search and organize information [CG, EPP]
• Use computers for collection,
summary and display of evidence [CG, S]
Similar Competencies • Creates an audio-video art/
animation promoting a product [CG, Ar]
• Use computers for collection,
summary and display of evidence [CG, S]
• Creates advertisement,
documentary, short film or blog about a movie [CG, F]
Similar Competencies • Can identify source of information [CG,
AP] • Can distinguish facts from fabrications
from newspapers, radio, television programs and articles from the internet [CG, EsP]
• Synthesize overall knowledge about
different information and media sources by producing and subsequently evaluating a creative multimedia form and media sources.[CG, E]
ACTRC Research Forum 18th July 2015
© ACTRC 2015 5
www.actrc.org
@ACTRC_edu
www.facebook.com/ACTRC.org
Januario Cortes Department of Education Philippines
Joesal Marabe ACTRC
j.marabe@actrc.org Yasotha V University of Melbourne
The Assessment, Curriculum and Technology Research Centre is a partnership between the University of Melbourne and the University of the Philippines supported by Australian Aid.
Information Literacy in Science Esther Care
21st Century Skills in Science Curriculum
- Vicenta Opina (DepEd NETRC)
- Bernadette Reyes (DepEd NETRC)
- Efren De La Cruz (DepEd NETRC)
- Joy Pangilinan (DepEd NETRC)
- Claire Scoular (University of Melbourne)
With acknowledgement of the special contributions of:
Domain-specific and domain-general skills
The ability to solve problems depends on more than just domain-specific knowledge (Mayer, 1998)
Domain general
Domain specific
There is value in focusing on identifying possible instructional measures to teach skills in various subject areas in a way that might allow more flexible transfer (Dimitru, 2012)
Process
Skills
Concept definition
Description
Hypothetical progression
Curriculum
Audit across subjects
Assessment
Assessment cube
Item development
Panel and pilot
Build empirical progression
Develop teacher materials
Science and 21st Century Skills
“In the context of science education, 21st Century Skills offer some new ways of framing what have long been a
valued approached in the science classroom… The inverse is also true, science contributes its rich traditions of critical and creative thinking, applied
technologies, and collaborative work- along with high standards for communication and personal responsibility –
to the benefit of all discipline areas”
Partnership for 21st Century Skills
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© ACTRC 2015 6
21st Century Skills in the Science Curriculum
• Communication Skills - Communication
• Ask for clarification • Communicate • Build persuasive arguments • Flexibility to adapt to an audience
- Collaboration • Planning • Respect the views of others • Respond to others • Adapt or modify • Reflecting • Share responsibility
21st Century Skills in the Science Curriculum
• Information, Media & Technology Skills - Information Literacy
• Ability to manage information • Determine relationships between information • Categorise and classify information • Understand ethical practices • Assess reliability of sources • Identify relevance of information
- Technology Literacy • Use technology to communicate ideas • Illustrate designs • Operate equipment • Search the internet
21st Century Skills in the Science Curriculum
• Learning & Innovation Skills - Creativity
• Creating using a variety of methods • Identifying original ideas
- Critical Thinking • Critically analyse information • Critique procedures
- Problem Solving • Make inferences from gathered information • Design an investigation to solve a problem • Execute a strategy or method • Generalise • Verify solution
Item development
• Identify and define the domain to be assessed
• List capabilities for the domain
• For each capability, derive observable behaviours - low, medium, high
• Identify the link to curriculum for each behaviour
• Develop assessment items to test competency
Conclusion
• The Science curriculum provides a good platform for assessing many of the 21st century skills
• Sets of items can be constructed within science curriculum topics that allow for assessment of level of competence within a skill area
• Sets of items relating to the same topic can allow a hierarchy of difficulty in which students can demonstrate varying levels of competence
• Therefore, we can determine not just whether or not the student has the skill but to what extent they can demonstrate the skill within a particular content area
e.care@actrc.org j.marabe@actrc.org
www.actrc.org
@ACTRC_edu
www.facebook.com/ACTRC.org
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