In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals’ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students’ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
Are Wikis and Weblogs an appropriate approach to foster collaboration, reflec...Christian Schmidt
Authors version of a paper about my PhD project and the work of my colleague Mathias Krebs. the final version was published in the proceedings of KCKS 2010.
Employability is an important factor that can determine the quality of prospective graduates, especially in vocational high schools. Therefore, vocational high schools, as one of the educational institutions that prepare workforce resources, need to pay attention to factors that can increase their students' employability. This study aims to empirically examine the role of self-efficacy and the peer interaction on student employability. The subjects of this study were 132 students at Vocational High School Muhammadiyah Prambanan. The data were collected through an employability scale, a self-efficacy scale, and a peer interaction scale. The data were then analyzed with multiple linear regression techniques. The results showed that: 1) Simultaneously, there was a very significant role that self-efficacy and peer interaction have on employability with p=0.000 (p<0.01); 2) Partially, there was also a very significant role that self-efficacy has on employability with p=0.000 (p<0.01); 3) Peer interaction also had a partially significant role on employability with p=0.001 (p<0.01). Both self-efficacy and peer interaction simultaneously contributed 40.8% to employability, but self-efficacy had a more dominant role (26.7%) than peer interactions (14.1%).
This document summarizes an emotional intelligence module developed for mathematics undergraduates at the University of Salford. The module aimed to develop students' self-awareness, ability to manage stress and nerves, and employability skills. In the first year, qualitative feedback was positive and students showed increased self-awareness when asked "Who am I?" before and after. Changes were made in the second year to incorporate meditation, team projects with companies, and career talks. Anecdotally, students showed improved confidence, engagement, and ability to manage exam anxiety. The creators plan to further evaluate the module's impact on students and develop an advanced version for master's students.
IJ EAPS 2022 Creating a psychological paradigm shift in students choice for t...CINEC Campus
This document discusses how socioeconomic factors influence students' choice of tertiary education programs in Sri Lanka. It conducted a survey of education stakeholders and analyzed secondary data on tertiary education in Sri Lanka. The study found that parental levels of education and income, financial support, parental involvement in education, language of instruction, and peer groups influenced students' program choices. It recommends integrating teaching majors from school to university to industry to better match program offerings with industry demands. This would help shift students' psychological paradigms around program choice and support Sri Lanka's development goals.
This document outlines the assignment for Práctica Docente III given by tutor Aurelia Velázquez. Students are asked to work collaboratively in pairs or groups of three to analyze the aims, roles, characteristics, and challenges of secondary education in the 21st century after reviewing source materials including a TED talk. They must submit a two-page reflective essay or 5-minute video by the deadline of March 26th. The document provides background context on goals of secondary education according to curricular designs from Rio Negro and Entre Ríos, and discusses challenges today including focusing too much on standardized testing rather than skills development.
A Qualitative And Quantitative Study On Critical Thinking In Social Education...Amy Cernava
This study examined critical thinking in social education students through qualitative and quantitative methods. 72 social education students at the University of Huelva participated. The results showed that students have a general understanding of critical thinking but lack knowledge of how to develop it. While they value its importance, they do not actively develop critical thinking skills. Students recognize the university context can foster critical skills but are also critical of how it is taught. The study aims to better understand students' knowledge and beliefs about critical thinking given its importance for personal, social and professional development.
Sustaining Quality Education in the 21st CenturyYogeshIJTSRD
We are part of a globalized world that is reflected in problems associated with the development of the various dimensions of human endeavor. Dr. Asha Pandey "Sustaining Quality Education in the 21st Century" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd43907.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/43907/sustaining-quality-education-in-the-21st-century/dr-asha-pandey
IJ SDR 2021 Shaping the Education to Meet the Global Demands Industrial Incl...CINEC Campus
This document discusses shaping university curriculum to meet global demands through industrial inclusiveness. It analyzes how education can transform students' knowledge, skills, and competence to meet changing industry needs in areas like health, IT, engineering and business. As customer preferences and technology evolve rapidly, industries require a skilled workforce with relevant training. The university curriculum can play a key role in vertically integrating education and industry requirements to develop qualified graduates for high-demand jobs. This transformation is needed for countries and firms to maintain competitiveness in today's knowledge-based global economy.
Are Wikis and Weblogs an appropriate approach to foster collaboration, reflec...Christian Schmidt
Authors version of a paper about my PhD project and the work of my colleague Mathias Krebs. the final version was published in the proceedings of KCKS 2010.
Employability is an important factor that can determine the quality of prospective graduates, especially in vocational high schools. Therefore, vocational high schools, as one of the educational institutions that prepare workforce resources, need to pay attention to factors that can increase their students' employability. This study aims to empirically examine the role of self-efficacy and the peer interaction on student employability. The subjects of this study were 132 students at Vocational High School Muhammadiyah Prambanan. The data were collected through an employability scale, a self-efficacy scale, and a peer interaction scale. The data were then analyzed with multiple linear regression techniques. The results showed that: 1) Simultaneously, there was a very significant role that self-efficacy and peer interaction have on employability with p=0.000 (p<0.01); 2) Partially, there was also a very significant role that self-efficacy has on employability with p=0.000 (p<0.01); 3) Peer interaction also had a partially significant role on employability with p=0.001 (p<0.01). Both self-efficacy and peer interaction simultaneously contributed 40.8% to employability, but self-efficacy had a more dominant role (26.7%) than peer interactions (14.1%).
This document summarizes an emotional intelligence module developed for mathematics undergraduates at the University of Salford. The module aimed to develop students' self-awareness, ability to manage stress and nerves, and employability skills. In the first year, qualitative feedback was positive and students showed increased self-awareness when asked "Who am I?" before and after. Changes were made in the second year to incorporate meditation, team projects with companies, and career talks. Anecdotally, students showed improved confidence, engagement, and ability to manage exam anxiety. The creators plan to further evaluate the module's impact on students and develop an advanced version for master's students.
IJ EAPS 2022 Creating a psychological paradigm shift in students choice for t...CINEC Campus
This document discusses how socioeconomic factors influence students' choice of tertiary education programs in Sri Lanka. It conducted a survey of education stakeholders and analyzed secondary data on tertiary education in Sri Lanka. The study found that parental levels of education and income, financial support, parental involvement in education, language of instruction, and peer groups influenced students' program choices. It recommends integrating teaching majors from school to university to industry to better match program offerings with industry demands. This would help shift students' psychological paradigms around program choice and support Sri Lanka's development goals.
This document outlines the assignment for Práctica Docente III given by tutor Aurelia Velázquez. Students are asked to work collaboratively in pairs or groups of three to analyze the aims, roles, characteristics, and challenges of secondary education in the 21st century after reviewing source materials including a TED talk. They must submit a two-page reflective essay or 5-minute video by the deadline of March 26th. The document provides background context on goals of secondary education according to curricular designs from Rio Negro and Entre Ríos, and discusses challenges today including focusing too much on standardized testing rather than skills development.
A Qualitative And Quantitative Study On Critical Thinking In Social Education...Amy Cernava
This study examined critical thinking in social education students through qualitative and quantitative methods. 72 social education students at the University of Huelva participated. The results showed that students have a general understanding of critical thinking but lack knowledge of how to develop it. While they value its importance, they do not actively develop critical thinking skills. Students recognize the university context can foster critical skills but are also critical of how it is taught. The study aims to better understand students' knowledge and beliefs about critical thinking given its importance for personal, social and professional development.
Sustaining Quality Education in the 21st CenturyYogeshIJTSRD
We are part of a globalized world that is reflected in problems associated with the development of the various dimensions of human endeavor. Dr. Asha Pandey "Sustaining Quality Education in the 21st Century" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd43907.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/43907/sustaining-quality-education-in-the-21st-century/dr-asha-pandey
IJ SDR 2021 Shaping the Education to Meet the Global Demands Industrial Incl...CINEC Campus
This document discusses shaping university curriculum to meet global demands through industrial inclusiveness. It analyzes how education can transform students' knowledge, skills, and competence to meet changing industry needs in areas like health, IT, engineering and business. As customer preferences and technology evolve rapidly, industries require a skilled workforce with relevant training. The university curriculum can play a key role in vertically integrating education and industry requirements to develop qualified graduates for high-demand jobs. This transformation is needed for countries and firms to maintain competitiveness in today's knowledge-based global economy.
This document discusses the development of a learning management strategy that integrates constructivism theory and connectivism approach to develop 21st century skills in secondary students. The strategy was developed in two phases: identifying existing problems and strategies through interviews; and constructing the new strategy based on the findings. The strategy includes three steps: pre-learning, between learning, and post-learning. It aims to develop skills like analytical thinking, information literacy, and social responsibility through learning resources, support materials, and social networking cooperation.
This document summarizes a study that investigated integrating character education and higher-order thinking skills into history lessons at a high school in Yogyakarta, Indonesia. The study found that character education was already integrated into lesson planning, implementation, and evaluation through activities and assessments of religious, discipline, and other values. Higher-order thinking skills were integrated through assessments and questions that analyzed learning objectives and required analysis, evaluation and creation. Challenges included technical issues inserting character values and developing assessment instruments, which were addressed through teacher training. The integration of character education and higher-order thinking aimed to prepare students for global challenges with strong character and skills.
Challenge Based Learning: Innovative Pedagogy for Sustainability through e-L...May Portuguez
Challenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in resolving these problems. This research uses a case study methodology and seeks to determine the CBL elements in the e-learning modality. The results showed that the participants generated sustainable business ideas aimed to resolve local, national, and global problems. The recommendations are to continue the formation of the businesses proposed in the project. These ideas can become real ventures that connect various actors in the entrepreneurial ecosystem and will continue to strengthen transversal skills such as teamwork and communication.
My fulltext article for iseec 2014: The LMS to enhance 21st century skillsarunrat bamrungchit
The Development of Learning Management Strategy
by Integrating Constructivism Theory
and Connectivism Approach to Develop
The 21st Century Skills of Secondary Students
Effect of administrative problems on the management ofAlexander Decker
This document summarizes a study that investigated the effect of administrative problems on the management of secondary schools in Zone A Educational District of Benue State, Nigeria. The study focused on two administrative problems: population explosion of students and lack of information and communication technology (ICT). The study found that population explosion of students has significantly affected secondary school management through overcrowded classrooms and facilities. It also found that lack of ICT has significantly impacted school management and the implementation of educational reforms. The study recommends increasing teaching staff, classrooms, and hostels to address population issues and enhancing ICT facilities in schools.
This document discusses two models of teacher competencies for education for sustainable development (ESD): the CSCT model and the ECE model. The CSCT model defines broad competencies for teachers as individuals, institutional members, and members of society. However, it lacks clarity on core professional competencies. The ECE model aims to support ESD integration across educational institutions, but also defines competencies beyond individual teachers' professional roles. Both models suggest ESD requires a holistic societal approach. However, for teacher education, the focus should be clear core professional competencies for planning and implementing ESD in instruction.
Developing Strong Academic Study SkillsAlyssa Dennis
The document discusses developing strong academic study skills in higher education. It emphasizes that developing study skills is important for academic success and long-term career prospects. The key areas discussed include note taking, essay writing, critical thinking, analyzing questions, and reflective thinking skills. Effective note taking, essay planning and writing, and using feedback to improve are highlighted as important skills.
Promoting the development of Career Management Skills in career education: mo...Constantinos8
Κυπρο-Ελλαδικό Συνέδριο Συμβουλευτικής και Επαγγελματικής Αγωγής 2022
Teresa M. Sgaramella
FISPPA Department _ University of Padova (Italy)
Teresamaria.sgaramella@unipd.it
Towards 21 century skills - Pedagogical insights for DIGIFOR teachersSaara Nissinen
This document discusses 21st century skills and pedagogical insights for teachers from a project called DIGIFOR. It begins by introducing 21st century skills frameworks and the need for skills like collaboration, problem solving and digital literacy given societal and economic changes. It then contrasts traditional linear pedagogy with more modern nonlinear pedagogies that emphasize open-ended, collaborative problem solving using diverse resources. The role of the teacher shifts from knowledge transmitter to facilitator. Finally, it discusses how technology can support collaborative learning when integrated according to its technical, knowledge and information capabilities.
Towards 21 century skills - Pedagogical insights for DIGIFOR teachers
Henriikka Vartiainen, Päivikki Liukkonen & Saara Nissinen
University of Eastern Finland
University Undergraduates’ ratings of 21st century transferable competences n...iosrjce
The study investigated undergraduates’ ratings of 21st century transferable competences necessary
for their career development as well as their current proficiency level in the competences. Three hundred and
forty-six final year students (2014/2015 session) drawn in clusters from Science, Technology, Engineering and
Mathematics (STEM) and Business/Management inclined disciplines in Michael Okpara University of
Agriculture Umudike and Abia State University Uturu were used for the study. The study adopted a descriptive
survey design. The Undergraduates’ 21st Century Transferable Competences Scale (U21S) consisting of 18
Likert-type items was used for data collection. Four research questions and two hypotheses guided the survey.
Mean and Standard deviation were used to answer the research questions while t-test was used to test the
hypotheses. Results of the study showed that University undergraduates unanimously agree that they require
21st century competencies for their initial employment and that their proficiency level in several transferable
competences necessary for their career development is deficient. The result also showed that significant
differences did not exist between undergraduates of STEM-inclined and Business/Management-inclined
disciplines in their ratings of 21st century competences required for their initial employment as well as between
male and female undergraduates. Based on the findings of the study, it is recommended that universities update
their curriculum to include activities that will ensure their graduates are properly equipped with competences
needed for their career development.
Evaluation of positive emotion in children mobile learning applicationjournalBEEI
This document discusses the evaluation of positive emotion in children's mobile learning applications using a mixed methods approach. Data was collected from over 100 children across rural, suburban, and urban schools in Sabah, Malaysia using various evaluation methods, including assessment scores, EEG devices, facial expression analysis, a emotions scale, and interviews. The results showed that children were generally able to score highly on assessments after using the mobile application, with urban children scoring highest. EEG data also suggested high levels of positive emotion and learning effectiveness, particularly for suburban children. Overall, the evaluation methods demonstrated that the mobile learning application was effective at eliciting positive emotions in children.
A Quasi-Experimental Analysis Of The Adult Learning Effect On Problem-Solving...Martha Brown
This study uses data from the Programme for the International Assessment of Adult Competencies (PIAAC) to conduct a quasi-experimental analysis of the effect of adult learning on problem-solving skills in OECD countries. The study finds that young adults ages 25-34 who participate in nonformal learning activities outperform non-participants on PIAAC problem-solving assessments. However, participation in adult learning is influenced by societal factors like educational systems and social policies, as well as individual factors like social origin and occupational environment. National institutions also impact the relationship between adult learning and skill acquisition. The findings suggest policies are needed to address cumulative disadvantages over the educational lifecourse and reduce skill gaps among disadvantaged young adults.
Educational Resources for E-Learning in Urban Life-Long Learning (Richter 2012)Richter Thomas
Pre-Publish version of invited keynote at: Richter, T. (2012). Educational Resources for E-Learning in Urban Life-Long Learning. In: Yangpu Society Construction and Life-Long Education Promotion Committee Office (Eds.), Proceedings of the Forum on Construction of Urban Lifelong Education and Learning Community, Shanghai, Oct. 2012, pp.59-80.
This document discusses 21st century learning competencies and the implementation of an independent learning curriculum. It outlines four main 21st century competencies: 1) thinking literacy, 2) work skills, 3) life skills, and 4) the ability to master work tools. The document then analyzes how an independent learning curriculum can help develop these competencies in students by giving them freedom to learn independently and develop critical thinking. However, teachers need proper training to effectively implement such a curriculum. The document concludes that an independent learning approach has an important role in educating students for the future if implemented correctly.
This document introduces a conceptual framework for a problem-based learning (PBL) model that incorporates 10 critical 21st century skills (10Cs) enabled by information and communication technologies, as well as the 6 pillars of 21st century learning. The 10Cs include critical thinking, communication, collaboration, creativity, connectivity, critical reflection, cross-cultural competence, co-responsibility, critical consciousness, and knowledge construction. The 6 learning pillars are learning to know, learning to be, learning to do, learning to live together, learning to transform oneself and society, and learning to give and share. The proposed PBL framework uses a set of interacting processes to facilitate curriculum design focused on generating solutions to sustainability problems through reflection and action
An Instructional-Learning Model Applying Problem-Based Learning Enabled By ICTsJasmine Dixon
This document introduces a conceptual framework for a problem-based learning (PBL) model that incorporates 10 critical 21st century skills (10Cs) enabled by information and communication technologies, as well as the 6 pillars of 21st century learning. The 10Cs include critical thinking, communication, collaboration, creativity, connectivity, critical reflection, cross-cultural competence, co-responsibility, critical consciousness, and knowledge construction. The 6 learning pillars are learning to know, learning to be, learning to do, learning to live together, learning to transform oneself and society, and learning to give and share. The proposed PBL framework uses a set of interacting processes to facilitate curriculum design focused on generating solutions to sustainability problems through reflection and action
This document proposes an action research study that will integrate the Word-Mathics Telling approach in teaching General Mathematics and English to Grade 11 students. The study aims to determine the learning experiences of students and teachers during the intervention. 20 students will participate in daily Word-Mathics activities for 6 weeks. Data collection will include observation checklists for students and teachers, and interview questions for students. The Word-Mathics approach encourages students to express math equations and stories using words and numbers. It is hoped that this metacognitive strategy will improve students' literacy and numeracy skills.
Running head PLANNED EVALUATION APPROACH AND QUESTIONS1PLANN.docxtodd581
Running head: PLANNED EVALUATION APPROACH AND QUESTIONS 1
PLANNED EVALUATION APPROACH AND QUESTIONS 8
Planned Evaluation Approach and Questions
Antony Jacob
Cheanel Nolden
May 5, 2019
Planned Evaluation Approach and Questions
Identification of Students’ Innate Talents
In order to identify the talents of individual students, teachers will communicate with parents and guardians of the students from time to time so that the parents can information regarding the interests of the students at home. The teachers will also identify student’s innate talents through carefully observing the students to identify the activities that they like to engage in, apart from interviewing the students. The student assessment program will be done twice in a week and will involve putting students in groups so that they can develop social skills (Heeneman et al., 2015). Student’s social skills will be assessed through oral examination. The oral exams will be conducted by giving allowing students to present their ideas in their groups and later in the class on selected topics. The teacher will then note the weaknesses of each student and model ways of encouraging the students through individual-centered approaches (Heeneman et al., 2015). With time, students will master appropriate social skills so that they can be able to present and express themselves eloquently, and with the required social and moral competencies.
Another element of the program will involve exploring the students’ talents by asking them to complete talent-based tasks. There will be no limitations or restrictions as to the nature of task that the student will choose since the project to be completed will be based on their own personal interests. From the completed tasks, teachers will be able to identify students’ personal interests. Teachers will then group students based on their inclinations. For instance, the teacher will introduce creative arts to allow students to engage in taking different perspectives in order to explore their talents and expand their creativity (Jones, Kittendorf & Kumagai, 2017). In this way, even academically talented students will be in a position to rediscover and explore other alternative activities that can be useful in their future socioeconomic life. Physical education will also make a core element of the student assessment plan. Teachers will identify students who are talented in different games and will communicate with the parents to promote the student’s abilities by investing in such talents rather than discouraging the sports.
Rationale
The reason why talent-based assessment is important and should be included in the overall student’s assessment is that students view education different from the way parent do. In most occasions, parents and teachers put high academic expectations that they want students to achieve and discourages talent-based activities. This tendency often makes students feel pressured to the extent that most stude.
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
This document describes the development of a non-test instrument (questionnaire) to evaluate the use of webtoons as an educational medium among students. The researchers used the ADDIE model to develop the instrument. They administered an online questionnaire to 55 respondents and analyzed the data using SPSS. The results found the instrument to be valid, with an agreement percentage of 82.75%, and reliable, with a Cronbach's alpha score of 0.942. Thus, the developed non-test instrument for evaluating webtoons as an educational tool was proven to be valid and reliable.
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This document discusses the development of a learning management strategy that integrates constructivism theory and connectivism approach to develop 21st century skills in secondary students. The strategy was developed in two phases: identifying existing problems and strategies through interviews; and constructing the new strategy based on the findings. The strategy includes three steps: pre-learning, between learning, and post-learning. It aims to develop skills like analytical thinking, information literacy, and social responsibility through learning resources, support materials, and social networking cooperation.
This document summarizes a study that investigated integrating character education and higher-order thinking skills into history lessons at a high school in Yogyakarta, Indonesia. The study found that character education was already integrated into lesson planning, implementation, and evaluation through activities and assessments of religious, discipline, and other values. Higher-order thinking skills were integrated through assessments and questions that analyzed learning objectives and required analysis, evaluation and creation. Challenges included technical issues inserting character values and developing assessment instruments, which were addressed through teacher training. The integration of character education and higher-order thinking aimed to prepare students for global challenges with strong character and skills.
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The Development of Learning Management Strategy
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Effect of administrative problems on the management ofAlexander Decker
This document summarizes a study that investigated the effect of administrative problems on the management of secondary schools in Zone A Educational District of Benue State, Nigeria. The study focused on two administrative problems: population explosion of students and lack of information and communication technology (ICT). The study found that population explosion of students has significantly affected secondary school management through overcrowded classrooms and facilities. It also found that lack of ICT has significantly impacted school management and the implementation of educational reforms. The study recommends increasing teaching staff, classrooms, and hostels to address population issues and enhancing ICT facilities in schools.
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The document discusses developing strong academic study skills in higher education. It emphasizes that developing study skills is important for academic success and long-term career prospects. The key areas discussed include note taking, essay writing, critical thinking, analyzing questions, and reflective thinking skills. Effective note taking, essay planning and writing, and using feedback to improve are highlighted as important skills.
Promoting the development of Career Management Skills in career education: mo...Constantinos8
Κυπρο-Ελλαδικό Συνέδριο Συμβουλευτικής και Επαγγελματικής Αγωγής 2022
Teresa M. Sgaramella
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This document discusses 21st century skills and pedagogical insights for teachers from a project called DIGIFOR. It begins by introducing 21st century skills frameworks and the need for skills like collaboration, problem solving and digital literacy given societal and economic changes. It then contrasts traditional linear pedagogy with more modern nonlinear pedagogies that emphasize open-ended, collaborative problem solving using diverse resources. The role of the teacher shifts from knowledge transmitter to facilitator. Finally, it discusses how technology can support collaborative learning when integrated according to its technical, knowledge and information capabilities.
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Henriikka Vartiainen, Päivikki Liukkonen & Saara Nissinen
University of Eastern Finland
University Undergraduates’ ratings of 21st century transferable competences n...iosrjce
The study investigated undergraduates’ ratings of 21st century transferable competences necessary
for their career development as well as their current proficiency level in the competences. Three hundred and
forty-six final year students (2014/2015 session) drawn in clusters from Science, Technology, Engineering and
Mathematics (STEM) and Business/Management inclined disciplines in Michael Okpara University of
Agriculture Umudike and Abia State University Uturu were used for the study. The study adopted a descriptive
survey design. The Undergraduates’ 21st Century Transferable Competences Scale (U21S) consisting of 18
Likert-type items was used for data collection. Four research questions and two hypotheses guided the survey.
Mean and Standard deviation were used to answer the research questions while t-test was used to test the
hypotheses. Results of the study showed that University undergraduates unanimously agree that they require
21st century competencies for their initial employment and that their proficiency level in several transferable
competences necessary for their career development is deficient. The result also showed that significant
differences did not exist between undergraduates of STEM-inclined and Business/Management-inclined
disciplines in their ratings of 21st century competences required for their initial employment as well as between
male and female undergraduates. Based on the findings of the study, it is recommended that universities update
their curriculum to include activities that will ensure their graduates are properly equipped with competences
needed for their career development.
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Pre-Publish version of invited keynote at: Richter, T. (2012). Educational Resources for E-Learning in Urban Life-Long Learning. In: Yangpu Society Construction and Life-Long Education Promotion Committee Office (Eds.), Proceedings of the Forum on Construction of Urban Lifelong Education and Learning Community, Shanghai, Oct. 2012, pp.59-80.
This document discusses 21st century learning competencies and the implementation of an independent learning curriculum. It outlines four main 21st century competencies: 1) thinking literacy, 2) work skills, 3) life skills, and 4) the ability to master work tools. The document then analyzes how an independent learning curriculum can help develop these competencies in students by giving them freedom to learn independently and develop critical thinking. However, teachers need proper training to effectively implement such a curriculum. The document concludes that an independent learning approach has an important role in educating students for the future if implemented correctly.
This document introduces a conceptual framework for a problem-based learning (PBL) model that incorporates 10 critical 21st century skills (10Cs) enabled by information and communication technologies, as well as the 6 pillars of 21st century learning. The 10Cs include critical thinking, communication, collaboration, creativity, connectivity, critical reflection, cross-cultural competence, co-responsibility, critical consciousness, and knowledge construction. The 6 learning pillars are learning to know, learning to be, learning to do, learning to live together, learning to transform oneself and society, and learning to give and share. The proposed PBL framework uses a set of interacting processes to facilitate curriculum design focused on generating solutions to sustainability problems through reflection and action
An Instructional-Learning Model Applying Problem-Based Learning Enabled By ICTsJasmine Dixon
This document introduces a conceptual framework for a problem-based learning (PBL) model that incorporates 10 critical 21st century skills (10Cs) enabled by information and communication technologies, as well as the 6 pillars of 21st century learning. The 10Cs include critical thinking, communication, collaboration, creativity, connectivity, critical reflection, cross-cultural competence, co-responsibility, critical consciousness, and knowledge construction. The 6 learning pillars are learning to know, learning to be, learning to do, learning to live together, learning to transform oneself and society, and learning to give and share. The proposed PBL framework uses a set of interacting processes to facilitate curriculum design focused on generating solutions to sustainability problems through reflection and action
This document proposes an action research study that will integrate the Word-Mathics Telling approach in teaching General Mathematics and English to Grade 11 students. The study aims to determine the learning experiences of students and teachers during the intervention. 20 students will participate in daily Word-Mathics activities for 6 weeks. Data collection will include observation checklists for students and teachers, and interview questions for students. The Word-Mathics approach encourages students to express math equations and stories using words and numbers. It is hoped that this metacognitive strategy will improve students' literacy and numeracy skills.
Running head PLANNED EVALUATION APPROACH AND QUESTIONS1PLANN.docxtodd581
Running head: PLANNED EVALUATION APPROACH AND QUESTIONS 1
PLANNED EVALUATION APPROACH AND QUESTIONS 8
Planned Evaluation Approach and Questions
Antony Jacob
Cheanel Nolden
May 5, 2019
Planned Evaluation Approach and Questions
Identification of Students’ Innate Talents
In order to identify the talents of individual students, teachers will communicate with parents and guardians of the students from time to time so that the parents can information regarding the interests of the students at home. The teachers will also identify student’s innate talents through carefully observing the students to identify the activities that they like to engage in, apart from interviewing the students. The student assessment program will be done twice in a week and will involve putting students in groups so that they can develop social skills (Heeneman et al., 2015). Student’s social skills will be assessed through oral examination. The oral exams will be conducted by giving allowing students to present their ideas in their groups and later in the class on selected topics. The teacher will then note the weaknesses of each student and model ways of encouraging the students through individual-centered approaches (Heeneman et al., 2015). With time, students will master appropriate social skills so that they can be able to present and express themselves eloquently, and with the required social and moral competencies.
Another element of the program will involve exploring the students’ talents by asking them to complete talent-based tasks. There will be no limitations or restrictions as to the nature of task that the student will choose since the project to be completed will be based on their own personal interests. From the completed tasks, teachers will be able to identify students’ personal interests. Teachers will then group students based on their inclinations. For instance, the teacher will introduce creative arts to allow students to engage in taking different perspectives in order to explore their talents and expand their creativity (Jones, Kittendorf & Kumagai, 2017). In this way, even academically talented students will be in a position to rediscover and explore other alternative activities that can be useful in their future socioeconomic life. Physical education will also make a core element of the student assessment plan. Teachers will identify students who are talented in different games and will communicate with the parents to promote the student’s abilities by investing in such talents rather than discouraging the sports.
Rationale
The reason why talent-based assessment is important and should be included in the overall student’s assessment is that students view education different from the way parent do. In most occasions, parents and teachers put high academic expectations that they want students to achieve and discourages talent-based activities. This tendency often makes students feel pressured to the extent that most stude.
Similar to Effectiveness of anchoring vignettes in re-evaluating self-rated social and emotional skills in mathematics (20)
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
This document describes the development of a non-test instrument (questionnaire) to evaluate the use of webtoons as an educational medium among students. The researchers used the ADDIE model to develop the instrument. They administered an online questionnaire to 55 respondents and analyzed the data using SPSS. The results found the instrument to be valid, with an agreement percentage of 82.75%, and reliable, with a Cronbach's alpha score of 0.942. Thus, the developed non-test instrument for evaluating webtoons as an educational tool was proven to be valid and reliable.
Achievement motivation evolved fast in the educational field. In this development, the trichotomous and the 2X2 models received myriad attention from the educational specialist. However, there is a debate about which is better between the two models. This study aimed to intercede this debate and argue that the study's duration should be accounted for in the validation. Approach goals should dominate new students' achievement goals, and old students' achievement goals will show the balance of approach and avoidance goals. For these reasons, this study gathers the data from 350 new students and 203 old students. Confirmatory factor analysis reveals that the trichotomous is the best model for new student segments. While for the old student segment, the 2X2 model shows its efficacy. Therefore, for the new students' segment, achievement goals consist of mastery-approach, performance-approach, and performance-avoidance goals. For the old students, besides those three-goal orientations, mastery-avoidance goals are also included. As expected, the independent sample t-test shows that new students have higher mastery-approach and performance-approach goals than old students have. Self-efficacy is more influential in the new than old student segments, as shown by simple linear regression. This study is still stuck to a single cross-sectional design. Further research can utilize longitudinal research with segmental-based analysis and pay attention to gender, major, social class, or other potential moderation variables.
This study examined the relationship between religiosity, religious coping, and psychological distress among 467 Muslim university students in Malaysia. The students completed questionnaires assessing religiosity, religious coping styles, and symptoms of depression, anxiety, and stress. The results showed relatively high levels of depression, anxiety, and stress among the students. Negative religious coping was significantly associated with greater anxiety and depressive symptoms, while positive religious coping showed a small association with fewer depressive symptoms. The findings suggest that religious coping strategies influence the mental health of these students, and negative religious coping in particular may exacerbate psychological distress.
Knowledge of the Islam at every student is supported by many factors, one of which is the Arabic language compentence. This research aimed to evaluate and find Arabic language learning construction in strengthening al-Islam at higher education. The desire to find the construction is because there is no visible connection between Arabic language learning and al-Islam learning so that clarity of learning objectives, learning materials, learning implementation, and evaluation systems of Arabic language learning at higher education is needed. In line with this purpose, this study used a qualitative method with a phenomenological approach. The sources of data were facts, Arabic language lecturers, al-Islam lecturers, and students purposively. Data were analyzed by using critical realism. The results of the study proved that the reconstruction of learning objectives, materials, implementation, and evaluation systems is needed to realize Arabic language learning that can strengthen al-Islam at higer education.
1. The study aimed to determine junior high school students' emotional intelligence, especially in managing emotions, recognizing emotions, and motivating themselves.
2. A questionnaire and interviews were used to collect data from 102 students. The results found that 61.8% of students were good at recognizing emotions, 53.9% were good at managing emotions, and 60.8% were good at motivating themselves.
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This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
Web Pedagogical Content Knowledge (WPACK) is an important competence for pre-service teachers in the educational technology course. However, novice pre-service teachers require the preparation stage to integrate the Web into instruction. The purpose of the study was to develop and to investigate the new instructional model for pre-service teachers in integrating the Web. The Preparation, Isolation, Transformation, Action, Reflection, and Revision (PINTARR) and two other models were implemented in three physics education technology groups with seventy-four participants. The instrument test was constructed to assess the pre-service teachers’ competencies, namely Student analysis, Curriculum organization, Instructional strategy selection, Evaluation, Technological knowledge, and Physics knowledge. The result of MANOVA showed pre-service teachers in PINTARR group outperformed overall the pre-service teachers’ competencies rather than the Multimedia and Web Design Learning group. The results indicated that the Preparation and the Isolation stage were the most important for novice pre-service teachers in improving the competencies.
This study surveyed the views of natural science (NS) teachers on the challenges affecting upper primary learners’ performance in NS at three combined schools in Namibia's Omusati Region. Seven NS teachers were interviewed. The key findings were:
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The purpose of this study was to examine the influence of the sorogan method in history learning to improve students' historical understanding and historical awareness. The research method used a quasi-experimental nonequivalent control group design, and the sampling technique used a cluster sampling with a sample size of 96 students. Collecting data through observation, interviews, and tests of historical understanding and awareness. Meanwhile, data analysis to determine the effect and differences of the sorogan method to increase understanding and historical awareness using the independent sample t-test and N-gain score test. The results showed that there were a significant influence and difference between the two groups, namely the experimental and control classes based on the results of the independent sample t-test, the hypothesis H0 was rejected with a significance value of 0.000<0.05, further strengthened by the results of the N-gain score test which was included in the criteria low and medium. This means that there is an influence and increase from the implementation of the sorogan method on historical understanding and awareness and getting a positive response from teachers and students, because the sorogan method is student-centered, and the teacher acts as tutorship/mentorship.
The study aimed to investigate the influence of total quality management and school governance on school management effectiveness, whether school governance as an antecedent of total quality management and school management effectiveness. The object of research is the vocational high school with the Regional Public Service Agency status (school-based enterprise) in Indonesia. The research is a quantitative research with survey method. The sample of 533 people who are school principals, teachers, and students. It was selected by proportional stratified random sampling. The data analysis using structural equation modeling (SEM). The research finding is the total quality management has a significant influence on school management effectiveness. The mediation analysis indicates that school governance as the antecedent of total quality management and school management effectiveness. The improvement of effectiveness school-based enterprises should consider implementing total quality management and it will be increasingly by school governance application. The modeling that correlates total quality management and school governance to improved vocational school management effectiveness, especially at vocational school with Regional Public Service Agency status (school-based enterprise).
This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.
This study aimed to evaluate the learning styles among healthcare students and to study the relationship with their academic achievement. This cross-sectional study was conducted among 137 healthcare students from six different courses. Data was collected using a self-administered questionnaire and developed based on the original visual, aural/auditory, read/write, and kinesthetic (VARK) assessment. The questionnaire was divided into two sections: the demographic status and the learning style perspective. A total of 119 respondents (86.8%) has chosen unimodal as their learning styles, while the rest of the 18 respondents (13.2%) choose multimodal as their preferred learning method. Among the unimodal learning styles, visual (32%) and reading (26%) were most preferred among respondents. The auditory and kinesthetic methods of learning were less and accounted for 10% to 20%. Notably, in multimodal learning styles preferences, 4% of students prefer a combination learning style of visual and kinesthetic methods. There was no significant relationship between learning styles and academic achievement using Pearson’s Chi-square test (p>0.05). Hence, both were independent of one another. Hence, some of the dominant learning styles needed to be considered based on their future profession.
Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.
The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School ofRagunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students’ parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.
Guided by the lens of Bourdieu, this study examined the relationship of the students' economic capital (parents' monthly income and students' weekly allowance) and cultural capital (parents' highest educational attainment and students' community involvement) to their college readiness. The study utilized a descriptive-correlational design, and data were collected from 6,626 K-12 graduates enrolled in one state-university in Cagayan Valley Region, Philippines. The results reveal that the respondents have parents who have income below the Philippine poverty threshold level and have obtained a secondary level of education. They, too, are college-unready, implying that the competencies they obtained from their basic education need further enhancement. Moreover, economic and cultural capital becomes significant resources that are valuable in explaining the college readiness of Filipino Senior High School (SHS) graduates. Those who come from families with higher economic and cultural capital tend to have higher college readiness. Remarkably, the low economic and cultural capital of the students possibly explains their lack of college readiness. As they have less economic and cultural capital, they tend to have fewer competencies to capacitate them in hurdling tertiary education. Hence, these disadvantaged students generally struggle to achieve more and to be successful in life.
The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students’ creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students’ creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students’ creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students’ creative thinking abilities.
The condition of all countries in the world is devastated by the presence of a corona virus epidemic known as Corona Virus Diseases-19 (COVID-19). The efforts of the Indonesian government to break the chain of distribution of COVID-19 in the midst of society is to impose a policy of keeping distance, avoiding publicity, frequent hand washing and wearing masks. This also has an impact on the field of education where learning from home is also known as work from home (WFH). Learning is done with an online learning system that at least applies distance, physical social protection. Blended learning is one that is done using the Edmodo application, which can be done online at home. The purpose of this study is to find out how effective the use of the blended-learning learning model with Edmodo applications is to students of Informatics Engineering Education during the COVID-19 pandemic. This research is a quasi-experimental design with a pre-test and post-test control group. The results of this study indicate that the use of Edmodo's blended-learning learning model in Information Technology Education students during the COVID-19 pandemic period is effective and can be used as a virtual learning solution.
One of the most important elements involved in the development of countries is teachers. Therefore, developing countries should pay attention to training good teachers. Thus, the purpose of this study was to present the opinions of teachers and prospective teachers on the “teaching experience” course. The study is based on a qualitative research. The data were collected from 84 teachers in Şanlıurfa, an eastern city of Turkey and 88 prospective teachers (undergraduate seniors) studying at Mersin University, Turkey. Semi-structured interview form was utilized to collect the required data. Besides, content analysis was applied in the study. The data have been expressed in numbers. Results have displayed that there are problems arising from the stakeholders in the “teaching experience” lesson. The types of schools attending internships are not inclusive. Not all stakeholders are working cooperatively. Moreover, the following suggestions were accordingly put forward: 1) The internship duration can be extended; 2) Applications covering all types of schools should be added; and 3) Stakeholders should be encouraged to work in a collaborative way.
This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. There were 216 students who participated in the study. Physics Achievement Test (PAT) containing 50 multiple-choice researcher-developed items were used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in waves; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in secondary school education system and in training of teachers.
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Effectiveness of anchoring vignettes in re-evaluating self-rated social and emotional skills in mathematics
1. International Journal of Evaluation and Research in Education (IJERE)
Vol. 10, No. 1, March 2021, pp. 237~244
ISSN: 2252-8822, DOI: 10.11591/ijere.v10i1.20716 237
Journal homepage: http://ijere.iaescore.com
Effectiveness of anchoring vignettes in re-evaluating self-rated
social and emotional skills in mathematics
Khajidmaa Otgonbaatar
Graduate School of Humanities and Social Sciences, Hiroshima University, Japan
Mongolian Institute for Educational Research, Mongolia
Article Info ABSTRACT
Article history:
Received May 4, 2020
Revised Dec 19, 2020
Accepted Jan 27, 2021
In current assessment practice, self-ratings and questionnaires are a dominant
tool used to measure the skills called social and emotional skills or non-
cognitive skills, although the tools are affected by various biases. In this
regard, the anchoring vignette approach was introduced against the biases,
correcting individuals’ self-rated responses based on their rating of
hypothetical individuals in the scenario. Drawing from students’ self-rated
social and emotional skills in mathematics, this paper presented the study
which examined the effect of anchoring vignette approach on reliability and
correlation by comparing self-rated and vignette-corrected scales. Research
participants were Mongolian students in ninth grade (N=308). The
participants were administered in two scales: self-ratings for math
perseverance and cooperative learning in math, followed by a vignette set.
The vignette-corrected scale showed higher reliability than the self-rating
scale for both math perseverance and cooperative learning in math. Besides,
the vignette-corrected scales for gender and region showed a stronger and
more significant correlation than the self-rating scales, suggesting that there
might be gender- and region-related differences in the way the students act in
math class. In summary, these findings suggest that the anchoring vignette
approach has the potential to measure social and emotional or non-cognitive
aspects of mathematics in a more reliable way. Future studies could further
investigate the reliability and validity of the anchoring vignette approach by
including more cultural groups and designing the vignettes while considering
various math contents and vignette gender.
Keywords:
Anchoring vignettes
Cronbach’s Alpha
Response bias
Social and emotional skills
This is an open access article under the CC BY-SA license.
Corresponding Author:
Khajidmaa Otgonbaatar
Graduate School of Humanities and Social Sciences
Hiroshima University
1-1-1 Kagamiyama, Higashi-Hiroshima City, Hiroshima, 739-8524 Japan
Email: khajidmaaotgonbaatar@gmail.com
1. INTRODUCTION
In the 21st century with science and technology advancement and social and economic climate, as
well as environmental issues and changes in the job market, it requires individuals to have a broader range of
skills to live in today’s unpredictable society [1]. Therefore, different scholars and organizations have
introduced skills under various terms to address the challenges facing today’s society. For instance, Trilling
and Fadel [2] and Partnership for 21st Century Skills [3] used “21st century skills,” placing greater emphasis
on innovation, critical thinking, and problem-solving skills. In contrast, Farrington, et al. [4], Gutman and
Schoon [5] employed “non-cognitive skills” to highlight self-control and perseverance. Many others, such as
Durlak, et al. [6], the Organization for Economic Co-operation Development (OECD) [1], the Center for
2. ISSN: 2252-8822
Int J Eval & Res Educ, Vol. 10, No. 1, March 2021: 237 - 244
238
Curriculum Redesign [7] and the Collaborative for Academic, Social, and Emotional Learning [8], preferred
“social and emotional skills,” which include social skills and self-regulation. Note that these terms have been
used interchangeably, with different emphases on certain skills.
The present study focuses on the phrase “social and emotional skills” and uses a definition and
framework introduced by OECD [1]. However, the previously mentioned terms will appear interchangeably
in the later sections of this study. OECD defined social and emotional skills as:
“Individual capacities that are manifested in consistent patterns of thoughts, feelings and
behaviors, can be developed through formal and informal learning experiences and
influence important socio-economic outcomes throughout the individual’s life.” [1, p. 34]
OECD [1] categorized social and emotional skills into three domains: achieving goals
(perseverance, self-control, passion for goals), working with others (social communication, team working
skills) and managing emotions (self-esteem, optimism, confidence).
To address the challenges identified herein, education plays a crucial role in supporting individuals
to develop social and emotional [1]. Therefore, education systems must prioritize and foster such skills by
revising national curricula and teaching strategies. Following the demand, OECD countries identified the
essential skills for future citizens as well as the need to develop the skills in general education objectives and
policy documents [1]. This change has occurred in OECD countries. Many other countries have reported that
these skills are integrated across the curriculum [9]. Indeed, it is impossible to develop social and emotional
skills through a single discipline. Therefore, it is necessary to embed the skills across the disciplines, which
leads to revisiting the initial concept of the subjects. For these reasons, in the 21st century—like never
before—mathematics education should not be limited to only fundamental mathematics skills but should also
include social and emotional skills to contribute to preparing future citizens capable of meeting the identified
challenges better.
Aligning with the global trend, the Mongolian government launched reforms in the education sector
in 2013. It introduced a new curriculum at the primary level in 2014, a lower secondary level in 2015, and an
upper secondary level in 2016. The concept notes on the lower secondary education curriculum states that:
“Nowadays, many countries have been developing educational policies aiming to prepare
citizens who are capable of being flexible and adaptable to science and technology
advancement and to live in an open society in the future. Therefore, the lower secondary
curriculum will be designed within the goal of developing "patriotic" Mongolian citizens
who are creative, confident, and proficient in decision-making, cooperating and lifelong
learning.” [10, p. 18]
Concerning social and emotional skills, Mongolia’s new mathematics curriculum—specifically, its
lower secondary mathematics curriculum—emphasizes effort, aspiration to learn mathematics and
cooperative learning, and the use of several criteria to measure them in the assessment objectives [10].
These skills in mathematics are not limited to Mongolia, but rather appear to be a global issue.
Notably, the Progress of International Students Achievement (PISA) 2021 Mathematics Strategic Advisory
Group highlighted the following:
“In recent times, the digitization of many aspects of life, the ubiquity of data for making
personal decisions involving health and investments, as well as major societal decisions to
address areas such as climate change, taxation, governmental debt, population growth, the
spread of pandemic diseases and the global economy, have reshaped what it means to be
mathematically competent and prepared to be a thoughtful, engaged, and reflective
citizen.” [11, p. 3]
Thus, it is necessary to reconsider mathematical competencies that initially covered fundamental
arithmetic operations, such as addition, subtraction, multiplication, and the division of whole numbers,
decimals, and fractions [11]. Therefore, PISA 2021 agreed to expand the model of mathematical literacy by
adding two sub-scores, communication (6) and persistence (4), as 21st-century factors [11]. Based on the
discussion thus far, perseverance and cooperative learning are two important social and emotional skills in
mathematics, which will be explored in the current study.
Kyllonen [12] stated that “… for the past ten years or so, there has been a growing appreciation for
the importance of skills other than the cognitive skills,” at the same time educational measurement field has
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been challenged to measure the skills in a reliable way. Similarly, it was noted that there had been an urgent
need to assess non-cognitive skills in the education field [9].
In current measurement practice, most studies that attempted to measure social and emotional skills
have relied heavily on questionnaires and self-ratings. However, self-ratings and questionnaires are
threatened by “response biases” [13]. Paulhus [13] noted that “… a respondent might choose the option that
is most extreme or most socially desirable.” For instance, when students respond to a self-rating item like “I
am a hard worker” they may opt for higher ratings to hide their weaknesses or attract teachers [14].
Therefore, this social desirability bias affects not only the true level of an individual response but also the
whole distribution [14]. More importantly, this bias has the potential to cause a negative influence on the
reliability and validity of scores [15].
To address the challenges identified thus far, King and associates [16] developed the anchoring
vignettes approach in 2004. In general, anchoring vignettes (AV) are short descriptions about imaginary
individuals that illustrate different levels of skills or trait [17, 18]. Respondents are asked to evaluate the
fictitious individuals described in the vignettes using the same scale they used to evaluate themselves. The
descriptions of the individuals in the vignettes are associated with the skills or characters being evaluated by
self-rating items [19] so that respondents’ self-ratings can be adjusted based upon their vignettes’ evaluation.
King and associates originally developed this approach to measure political attitude [16, 20], but it
has since been widely applied in other research areas, such as health [18, 21-23], personality [15-17],
customer satisfaction [24], and job satisfaction [25]. Vonkova and Hrabak [19] pointed out that the number of
research contributions on AV in the educational field is very limited, although this approach has been applied
in many research areas. In particular, this approach has been used to measure parents’ satisfaction in charter
and public schools [26], improve self-reports of ICT knowledge among upper secondary school students [19],
analyze self-reports of dishonest behavior among secondary school students [27], and adjust students’
response to the degree of their teachers’ assistance [28].
Despite the considerable number of studies in social sciences that provided evidence to encourage
the use of the AV, the approach is relatively new in the educational field; it is especially novel in
mathematics education with the exception of a PISA 2012 study [29]. Therefore, more studies, focusing on
its reliability and validity, need to be carried out in education research. In this regard, the present study aims
to examine the effect of the AV approach on reliability and correlation by comparing self-rated, and the AV
corrected scales for math perseverance and cooperative learning in math.
2. RESEARCH METHOD
Data were collected through an ongoing research purposing to measure social and emotional skills
in mathematics education in Mongolia. Altogether, 308 ninth-grade students from eight schools located in
urban and rural areas participated in this study. Table 1 summarizes the socio-demographic characteristics of
the sample. The data were gathered during regular class time (45 minutes) in September and October of the
2019–2020 academic year. The data was collected using a paper-and-pencil version of the items and entered
the responses into Microsoft Excel for analysis using SPSS 20.0 and R studio 1.2.1335.
Table 1. Social demographic characteristics of the study sample
Characteristics %
Individual characteristics
Male 49.0
Female 51.0
Ethnicity
Mongolian 88.0
Kazakh 12.0
Regional characteristics
Urban 37.7
Rural 62.3
2.1. Measures
The present study used three self-rating items for each of two scales: math perseverance and
cooperative learning in math. These were followed by two vignette sets. The self-rating items for cooperative
learning in math were adopted from PISA 2003 [30] (e.g., “I think that mathematics is about working
together with others to solve problems”) and the items for math perseverance were adopted from
Grootenboer and Marshman [31] (e.g., “I usually keep trying with a difficult problem until I have solved it”)
and Kusmaryono, et al. [32] (e.g., “I feel challenged to work hard to find a solution when I get to have a
difficult mathematics problem”). The participants were asked to state their agreement to self-ratings using a
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5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The participants were then asked
to rate imaginary students in the vignette sets using the same scale as with the self-ratings. The vignette sets
were developed corresponding to self-rating items. First, the vignette sets were written in English and then
translated into Mongolian. The translated versions of the vignette sets were checked by a language expert
bilingual in Mongolian and English to ensure linguistic and cultural validation. The vignette sets were written
and described as shown in Table 2.
Table 2. Vignette sets for cooperative learning in math and math perseverance
Scale Vignettes
Cooperative
learning in math
Vignette 1 (Low): Bataa tends to argue with others and often start squabbles. So, he prefers to
work on math on his own, even if he is stuck with a math problem. He thinks that working
with others in math class doesn’t help to perform better in mathematics. How much do you
agree with the statement “Bataa is a cooperative learner in solving mathematics problems”?
Vignette 2 (Medium): Solongo doesn’t really like working in a group during math class, but
sometimes she thinks it is helpful to discuss ideas with others when she is stuck on a math
problem. How much do you agree with the statement “Solongo is a cooperative learner in
solving mathematics problems”?
Vignette 3 (High): Jargal finds it easy to cooperate with others to solve a math problem. He
enjoys helping others to work well in a group during math class and learning how others solve
math problems. As a result, Jargal thinks he does better in mathematics when he works with
other students. How much do you agree with the statement “Jargal is a cooperative learner in
solving mathematics problems”?
Math perseverance
Vignette 1 (Low): Tuya easily feels desperate and gives up quickly if she encounters difficulty
when solving mathematics problems. She is unaware of resources to help her to solve the math
problem. How much do you agree with the statement “Tuya is persistent in solving
mathematics problems”?
Vignette 2 (Medium): Tulgaa tries to solve math problems when the answers or solutions are
not easily obtainable but gives up when the problem is too complicated. He doesn’t put
enough effort into solving math problems. How much do you agree with the statement “Tulgaa
is persistent in solving mathematics problems”?
Vignette 3 (High): Oyunaa stays on a math task no matter how difficult it is to find the
answers. She searches for more additional information to clarify the problem when she
encounters difficulty solving a math problem. Oyunaa always keeps trying with a difficult
math problem until she has solved it. How much do you agree with the statement “Oyunaa is
persistent in solving mathematics problems”?
2.2. Correcting self-ratings using anchoring vignettes
The present study used a simple non-parametric approach to correct a respondent’s self-rating based
on his/her vignette response [20]. As previously described, we used three vignettes (low, medium, and high)
for each scale; however, any number of vignettes can be used according to the rule 2𝐽 + 1, where 𝐽 is the
number of vignettes [20]. Let the vignettes be 𝑍1(low), 𝑍2(medium), and 𝑍3(high) and the self-rating items be
𝑌1, 𝑌2, and 𝑌3, respectively. The respondents are asked to rate themselves and the vignettes on a 5-point
Likert-type scale. Then 𝑖th respondents’ self-rating, 𝑌i∈ {1,2,3,4,5}, is rescaled into a vignette-corrected new
score, 𝐶i∈ {1,2,3,4,5,6,7}, by applying the following rules [20, 33]:
𝐶i = 1 if 𝑌i < 𝑍1
𝐶i = 2 if 𝑌i = 𝑍1
𝐶i = 3 if 𝑍1 <𝑌i< 𝑍2
𝐶i = 4 if 𝑌i = 𝑍2
𝐶i = 5 if 𝑍2 <𝑌i< 𝑍3
𝐶i = 6 if 𝑌i = 𝑍3
𝐶i = 7 if 𝑌i > 𝑍3
Note that the rule allows us to obtain a scalar value of 𝐶 only when the vignettes are correctly
ordered (𝑍1<𝑍2<𝑍3) [20]. However, in some cases, responses to the vignettes do not follow the intended order
of vignettes, such as when responses to the vignettes are tied (𝑍1<𝑍2=𝑍3) or incorrectly ordered (𝑍2<𝑍1<𝑍3)
[20, 34]. In these cases, King and Wand [20] suggested an interval value of 𝐶 instead of a scalar value.
To deal with this issue, we used a treatment suggested by Kyllonen and Bertling [35]. If there are
ties in the vignette responses, the lowest value among the possible range of values should be chosen. For
instance, if 𝑌i= 𝑍1<𝑍2=𝑍3 and the possible 𝐶 value ranges from {4,5,6} between medium and high vignettes,
then the lowest value should be selected, which is 4. If there are incorrectly ordered rankings in the responses
to the vignettes, the incorrect orderings should be reorganized into complete ties of all vignettes [35]. The tie
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should be made at the value the respondent provided to the high vignette, and the same treatment should then
be applied to analyze the created tie, as previously explained [35].
3. RESULTS AND DISCUSSION
First, the vignettes’ orderings for both scales examined using the “anchor” package for the R
program, version 3.0-8 [36]. In Table 3, the first row presents “1,2,3” as the most common ordering as 185
respondents (60%) for cooperative learning in math, and 188 respondents (61%) for math perseverance rated
the vignettes as intended. In the second row, for cooperative learning in math, “1,{2,3}” was the second most
common ordering, with 59 respondents (19%) tying vignettes 2 and 3. Violations in vignette orderings are
presented in rows 4, 5, 6, 8, 9, and 10 for cooperative learning in math and rows 4, 5, 7, 8, 9, and 10 for math
perseverance. However, the violation in the ordering appeared in less than 10% of the sample (8.4% for
cooperative learning in math and 8.1% for math perseverance), suggesting no problematic vignettes; thus, “it
can be treated as measurement error” [17].
Table 3. Vignette orderings (N=308)
Cooperative learning in math Math perseverance
Order Frequency % N violation Order Frequency % N violation
1,2,3 185 0.600 0 1,2,3 188 0.610 0
1,{2,3} 59 0.191 0 {1,2},3 59 0.191 0
{1,2},3 35 0.113 0 1,{2,3} 31 0.100 0
1,3,2 7 0.022 1 2,{1,3} 8 0.025 1
2,1,3 7 0.022 1 2,1,3 8 0.025 1
2,{1,3} 6 0.019 1 {1,2,3} 4 0.012 0
{1,2,3} 3 0.009 0 1,3,2 4 0.012 1
3,1,2 3 0.009 2 {1,3},2 2 0.006 1
{2,3},1 2 0.006 2 3,{1,2} 2 0.006 2
{1,3},2 1 0.003 1 {2,3},1 1 0.003 2
Author examined the vignette equivalence assumption, which posits that “all respondents
understand the level of the variable represented in the vignette in the same way” [20]. Table 4 indicates the
means and standard deviations for self-rating and each of the three vignettes. The means of the vignettes
show consistency between the vignette orderings and characterization of the vignettes. In other words, on
average, the high vignette is rated higher than the medium vignette, which is ranked higher than the low
vignette, thereby supporting the assumption of vignette equivalence.
Table 4. Descriptive statistics of self-ratings and vignette ratings
Cooperative learning in math Math perseverance
M SD M SD N
Self-Rating 3.87 0.98 3.68 0.99 308
Vignette 3 (High) 4.74 0.73 4.74 0.60 308
Vignette 2 (Medium) 3.16 1.24 2.83 1.18 308
Vignette 1 (Low) 1.34 0.82 1.52 0.95 308
Next, to test the effect of the AV on reliability, we compared Cronbach’s α [37] to measure the
internal consistency of the original and AV corrected scales. As shown in Table 5, Cronbach’s α increased
from .69 to .83 for the math perseverance scale and from .65 to .81 for the cooperative learning in math scale
after the vignette correction. Therefore, the vignette corrected scales showed higher reliability than the
original scales for both math perseverance and cooperative learning in math. This result concurs with the
finding of a personality study carried out by Primi, et al. [15], which discovered that internal consistency
increased after the AV correction. The evidence suggested that the AV approach has the potential to improve
the reliability of self-rated social and emotional skills in mathematics.
Table 5. Cronbach’s α for the original and AV corrected scale
Cronbach’s α for each scale
Cooperative learning in math Math perseverance
Original scale (self-rating) .654 .695
Corrected scale (AV corrected) .816 .832
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Author then examined whether the AV approach changes the correlation between the scales and the
demographic variables, but failed to find a significant relationship between the original scale and other
demographic variables for either cooperative learning in math or math perseverance. For the AV corrected
scale, it was found a significant correlation between cooperative learning in math and gender as shown in
Table 6. This finding suggests there might be gender-related differences in students’ learning strategies in
math class; wherein females are more cooperative than males.
Table 6. Correlation between cooperative learning in math and demographic variables
N=308 Original scale AV corrected scale Gender Ethnicity Region
Original scale 1
AV corrected scale .667**
1
Gender -.077 -.139*
1
Ethnicity .047 -.043 -.017 1
Region -.059 .027 -.082 -.081 1
Note. *
p<0.05; **p<0.01
Again, author found a significant relationship between the AV corrected math perseverance scale
and gender as well as region as shown in Table 7. This evidence indicates that there might be gender- and
region-related differences in math perseverance among Mongolian ninth-grade students. In other words,
females are more persistent than males when solving math problems, and students from rural schools are
more persistent than their peers from urban schools.
Table 7. Correlation between math perseverance and demographic variables
N = 308 Original scale AV corrected scale Gender Ethnicity Region
Original scale 1
AV corrected scale .660**
1
Gender -.075 -.116*
1
Ethnicity .050 .001 -.017 1
Region .073 .113*
-.082 -.081 1
Note. *
p<0.05; **p<0.01
Based on these findings, it can be inferred that females tend to underreport their level of persistence
in solving math problems and learning strategy in mathematics, while students from rural schools are likely
to understate their level of persistence in solving math problems when they respond to self-rating items.
Despite the findings, as previously discussed, this study faced some limitations that are worth
nothing. First, we emphasized only psychometric properties and the statistical effect of the AV approach
rather than its effect on cross-cultural comparisons. However, the original idea of the approach was to
compare survey responses across different groups. A cross-cultural comparison would require a larger sample
from more cultural groups. This study included only two cultural groups: Kazakhs and Mongolians. Kazakh
is a minority ethnic group in Mongolia. Kazakh students speak their mother language at home; however, the
main language of instruction at school is Mongolian. Second, the vignette sets were administered only in
Mongolian, which means Kazakh students were given Mongolian language vignette sets. The language of the
vignettes has some potential to affect the response style. Interestingly, most of the order violations came from
the Mongolian group. On the contrary, only one order violation for the vignette set of cooperative learning in
math and three order violations for the vignette set of math perseverance were reported by the Kazakh group.
Generally speaking, the vignettes functioned well, reporting order violations in fewer than 10% of both
scales, indicating that the majority of the respondents understood the vignette scenario in the same way.
However, it is challenging to design high-quality vignettes [16]. Third, researchers have stressed that the non-
parametric approach faces some disadvantages in dealing with order violations [19]. To address this
limitation of the non-parametric approach, we applied the treatment suggested by Kyllonen and Bertling [35]
and analyzed order violations as ties. However, this led to a waste of information [19]. Finally, we did not
consider the gender of the imaginary individuals in the vignette scenarios. Some studies have suggested that
vignette evaluation can be affected by the gender of the fictitious individuals in the vignettes [38].
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4. CONCLUSION
This study examined the effect of the non-parametric AV approach on reliability and the correlation
between correcting self-rated cooperative learning in math and math perseverance scales. In summary, we
found that AV-corrected scales exhibited greater reliability than the original scales, which suggested that the
AV approach has the potential to improve the reliability of self-rated social and emotional skills in
mathematics. In addition, the AV-corrected scale for gender showed a significantly stronger correlation than
the original scales for both cooperative learning in math and math perseverance, suggesting that there might
be gender-related differences in the way the students act in math class. Furthermore, the study found a
significant relationship between the AV-corrected math perseverance scale and region, whereas the original
scale failed to find a significant correlation between the variables. Finally, the present study provided new
insights into measures of social and emotional or non-cognitive aspects in mathematics education.
In light of the limitations and considerations, future studies should use the parametric solution of the
AV approach, called the compound hierarchical ordered probit (CHOPIT) model, to overcome the limitation
of the non-parametric approach. Future studies should also include more cultural groups and socio-
demographic variables and design the vignettes while considering various math contents, language, and
vignette gender to contribute further theoretical and pedagogical considerations that foster and measure social
and emotional skills in mathematics in a more reliable and valid way.
ACKNOWLEDGEMENTS
The author thanks the Japan International Cooperation Agency (JICA) for funding this research and
Kh. Amarjargal, English teacher, “New-Era” International School with Cambridge Standards for validating
translation of the tools.
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