Redefining Assessment in Teacher
Education for the 21st Century
Global Cities in Education (GCEN) 2013 Symposium,
Singapor...
Moving Towards Holistic Assessment
Holistic Assessment Definition:
•

•

“Full range of procedures used to gain information about student
learning (observati...
Changing Nature of Assessment in 21st Century
Underpinning Philosophy of Teacher Education at NIE
Attributes of the 21st Century Teaching Professional
V1 – Learner-Cent...
21st Century Competencies
and Student Outcomes

Source: Ministry of Education Singapore

21st Century Skills:
• Global Awa...
Graduand Teacher Competencies Learning Outcomes

Holistic integration of V3SK model and MOE’s competencies framework of be...
NIE Assessment Competency Framework (TE21)

Assessment
literacy outcomes
are guided by the
NIE Assessment
Competency
Frame...
NIE Assessment Competency Framework: 3 Stages

Source: NIE TE21 / SPCS
21st Century Assessment Practices
at NIE: Three Examples
Innovative Assessment Practices at NIE
•

•

Integrated assessment strategy:
– Performance: examinations, tests, written a...
Problem-based Learning (PBL)
• Involves real‐world problems, integrated learning
experiences, and the cultivation of criti...
Group Endeavours in
Service Learning
What is Group Endeavours in Service Learning (GESL)
Group Endeavours in Service Learning is a process that will strengthen...
OBJECTIVES of GESL :
JECTIVES OF GESL

•Understanding of self
•Understanding of others
•Develop effective team skills
•Dev...
Feedback from Student-Teachers








Entire experience is itself a reward
Better prepared to face challenges
Impr...
GESL OUTCOMES
ESSENTIALS OF SERVICE LEARNING
GESL Group Structure
Facilitates communication
Helps maintain momentum
Monitors progress of project in
meeting the spec...
Workflow of GESL Programme
Selected groups
present their projects
during SL Day
Composition of the groups
took into consid...
Collaboration / Communication Platforms

Introduction to
GESL

Event
announcements
and GESL
transcript
management

OTE
com...
EXAMPLES OF GESL PROJECTS
Project Title: Computer Literacy Skills Workshop for Changi
Women’s Prison Re-Integration Progra...
GESL project featured in the media

Source: Today , 8 November 2009
Assessment on the Group Level
Assessment on the Individual Level
E-Portfolio in NIE
In line with NIE TE21, e-portfolio:
Facilitates the integration of the Reflective Teaching
Model;
Pro...
Learning and Teaching Portfolio at NIE
Developmental Portfolio is an electronic collection of
authentic and diverse eviden...
Challenges on 21st Century Assessment

Rewarding
• Students’ appreciation, impact on learning
Thank You
Acknowledgements to the Team led by A/P Low Ee Ling
namely (in alphabetical order):
Ms Stephane Cheung
A/P Chew ...
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Redefining Assessment in Teacher Education for the 21st Century

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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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Redefining Assessment in Teacher Education for the 21st Century

  1. 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
  2. 2. Moving Towards Holistic Assessment
  3. 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 & Gronlund 2007) Includes both quantitative and qualitative descriptions of students’ performance Interrelated nature
  4. 4. Changing Nature of Assessment in 21st Century
  5. 5. Underpinning Philosophy of Teacher Education at NIE Attributes of the 21st Century Teaching Professional V1 – Learner-Centered Values V2 – Teacher Identity V3 – 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 • Stewardship Aims for high standards Enquiring nature Quest for learning Strive to Improve Passion Adaptive & Resilient Ethical Professionalism SKILLS KNOWLEDGE • • • • • • • • • • • • • • • • • • • • Reflective skills & thinking dispositions Pedagogical skills People management skills Self-management skills Administrative & management skills Communication skills Facilitative skills Technological skills Innovation and Entrepreneurship skills Social and emotional intelligence Self Pupil Community Subject content Pedagogy Educational Foundation & Policies Curriculum Multicultural literacy Global awareness Environmental awareness Source: NIE TE21 / SPCS The TE21 V3SK model focuses on expanding the values that will permeate NIE’s 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. 6. 21st Century Competencies and Student Outcomes Source: Ministry of Education Singapore 21st 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. 7. Graduand Teacher Competencies Learning Outcomes Holistic integration of V3SK model and MOE’s competencies framework of beginning teachers and specific achievements student teachers should have demonstrated at the point of graduation from NIE’s ITP programmes
  8. 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 NIE’s curriculum
  9. 9. NIE Assessment Competency Framework: 3 Stages Source: NIE TE21 / SPCS
  10. 10. 21st Century Assessment Practices at NIE: Three Examples
  11. 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-work • Leverage on technological tools. For Example:
  12. 12. Problem-based Learning (PBL) • Involves real‐world problems, integrated learning experiences, and the cultivation of critical and creative faculties. • Educational Psychology course in “Theories and Applications for Learning & Teaching” adopted PBL Feedback 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. 13. Group Endeavours in Service Learning
  14. 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. 15. OBJECTIVES of GESL : JECTIVES OF GESL •Understanding 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. 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. 17. GESL OUTCOMES
  18. 18. ESSENTIALS OF SERVICE LEARNING
  19. 19. GESL Group Structure Facilitates communication Helps maintain momentum Monitors progress of project in meeting the specific goals and outcomes; shares resources & advises Reviews RAMs, project proposal summary, and final project report Evaluates the group’s and members’ performance Coordinates communication within the group and with OTE The 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. 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 area A staff mentor is assigned to facilitate each GESL group Students meet with their staff mentor 2 hrs per week throughout the program & Briefing and Feedback with Group leaders and staff mentors Facilitation training is provided to staff mentors and group leaders Various community projects are offered by VWOs, NPOs Training by experienced facilitators Reflection throughout the SL experience captured in ePorfolio or reflections worksheet Assessment by staff mentors
  21. 21. Collaboration / Communication Platforms Introduction to GESL Event announcements and GESL transcript management OTE communications on GESL Email communication between staff facilitators and students
  22. 22. EXAMPLES OF GESL PROJECTS Project Title: Computer Literacy Skills Workshop for Changi Women’s Prison Re-Integration Programme •The team hosted a computer literacy skills workshop for inmates in Changi Women’s Prison to equip them with basic computer proficiency skills to enhance reintegration into the society.
  23. 23. GESL project featured in the media Source: Today , 8 November 2009
  24. 24. Assessment on the Group Level
  25. 25. Assessment on the Individual Level
  26. 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. 27. Learning and Teaching Portfolio at NIE Developmental Portfolio is an electronic collection of authentic and diverse evidence of a student teacher’s 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. 28. Challenges on 21st Century Assessment Rewarding • Students’ appreciation, impact on learning
  29. 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

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