Redefining Assessment in Teacher Education for the 21st Century

Global Cities in Education (GCEN) 2013 Symposium, Singapore

A/Professor Low Ee LingAssociate Dean

Office of Teacher Education

Moving Towards Holistic Assessment

Holistic Assessment Definition:

• “Full range of procedures used to gain information about student learning (observations, ratings of performances or projects, paper and pencil tests) and formation of value judgments concerning learning progress” (Linn & Gronlund 2007)

• Includes both quantitative and qualitative descriptions of students’ performance

Interrelated nature

Changing Nature of Assessment in 21st Century

Underpinning Philosophy of Teacher Education at NIE

Attributes of the 21st Century Teaching Professional

V1 – Learner-Centered Values

• Empathy• Belief that all children

can learn• Commitment to

nurturing the potential in each child

• Valuing of diversity

V2 – Teacher Identity

• Aims for high standards• Enquiring nature• Quest for learning• Strive to Improve• Passion• Adaptive & Resilient• Ethical• Professionalism

V3 – Service to the Profession and Community

• Collaborative learning and practice

• Building apprenticeship and mentorship

• Social responsibility and engagement

• Stewardship

SKILLS

• Reflective skills & thinking dispositions• Pedagogical skills• People management skills• Self-management skills• Administrative & management skills• Communication skills• Facilitative skills• Technological skills• Innovation and Entrepreneurship skills• Social and emotional intelligence

KNOWLEDGE

• Self• Pupil• Community• Subject content• Pedagogy• Educational Foundation & Policies• Curriculum• Multicultural literacy• Global awareness• Environmental awareness

The TE21 V3SK model focuses on expanding the values that will permeate NIE’s programmes and curricula. 21st century skills shall be made meaningful to specific learners by translating them into classroom applications connected to the assessment types and to the curriculum content.

Source: NIE TE21 / SPCS

21st Century Competencies and Student Outcomes

21st Century Skills: • Global Awareness Skills• Civic literacy Skills• Cross-Cultural Skills• Creativity and Innovation Skills• Critical Thinking and Problem-

Solving Skills• Communication and Collaboration

Skills• Information Literacy Skills

Core Values:

Respect, Responsibility,

Resilience, Integrity, Care,

Harmony

Source: Ministry of Education Singapore

Graduand Teacher Competencies Learning Outcomes

Holistic integration of V3SK model and MOE’s competencies framework of beginning teachers and specific achievements student teachers should have demonstrated at the point of graduation from NIE’s ITP programmes

NIE Assessment Competency Framework (TE21)

Assessment literacy outcomes are guided by the NIE Assessment Competency Framework outlining seven key competencies which will be embedded in NIE’s curriculum

NIE Assessment Competency Framework: 3 Stages

Source: NIE TE21 / SPCS

21st Century Assessment Practices at NIE: Three Examples

Innovative Assessment Practices at NIE

• Integrated assessment strategy:– Performance: examinations, tests, written assignments, and

presentations– Reflections: learning logs and portfolios online / offline– Practical: classroom activities, field trips and practicum– Syntheses lesson plans, research, and simulation

• Different levels - Self, peer, group-work

• Leverage on technological tools. For Example:

Problem-based Learning (PBL)

• Involves real‐world problems, integrated learning experiences, and the cultivation of critical and creative faculties.

• Educational Psychology course in “Theories and Applications for Learning & Teaching” adopted PBL

Feedback from PGDE students: • “PBL is really rigorous. It was difficult at the beginning and required us

to put in a lot of time but we can say that it was really a worthwhile experience and we really learned how to apply psychological theories to classroom situations.”

Group Endeavours in Service Learning

What is Group Endeavours in Service Learning (GESL)

• Each project has service and learning objectives

Group Endeavours in Service Learning is a process that will strengthen character and build citizenry. GESL involves community outreach and engagement and gives our student-teachers the opportunity to serve and to learn from the community.

OBJECTIVES of GESL :JECTIVES OF GESL•Understanding of self•Understanding of others •Develop effective team skills•Develop and exercise situational leadership skills •Encourage innovation and creativity under conditions of resource and time constraints •Understand community needs better and explore social entrepreneurship•Develop project management skills • Experience service-learning and group project work which you may apply in school•Link curriculum learning to service learning experiences

Through service learning experiences, student teachers are exposed to the values of service through reaching out to the community and which in turn enhances their ability to contribute to the community in their future role as educators.

Feedback from Student-Teachers

Entire experience is itself a reward Better prepared to face challenges Improved people and communication skills Able to make a difference Better able to work as a team Able to handle uncertainties better Greater appreciation of community

GESL OUTCOMES

ESSENTIALS OF SERVICE LEARNING

The leaders will be trained on the foundations of Service-Learning, facilitation skills, project management, and managing a group effectively.

Facilitates communicationHelps maintain momentum Monitors progress of project in meeting the specific goals and outcomes; shares resources & advises Reviews RAMs, project proposal summary, and final project reportEvaluates the group’s and members’ performance

Coordinates communication within the group and with OTE

Attend Safety Briefing. Prepare RAMs and ensure activities are carried out in a safe manner.

All members are expected to take on roles to support the group.

GESL Group Structure

The facilitators will be trained in the understanding of facilitating for learning and be able to design facilitation sessions and facilitate learning with the GESL group.

Workflow of GESL Programme

Composition of the groups took into consideration diversity in race, gender, age, and subject area

A staff mentor is assigned to facilitate each GESL group

Various community projects are offered by VWOs, NPOs

Selected groups present their projects during SL Day

Assessment by staff mentors

Training by experienced facilitators

Reflection throughout the SL experience captured in ePorfolio or reflections worksheet

Students meet with their staff mentor 2 hrs per week

throughout the program &

Briefing and Feedback with Group leaders and staff

mentors

Facilitation training is

provided to staff

mentors and group

leaders

Collaboration / Communication Platforms

Email communication between staff facilitators and students

Event announcements and GESL transcript management

Introduction to GESL

OTE communications on GESL

EXAMPLES OF GESL PROJECTSProject Title: Computer Literacy Skills Workshop for Changi Women’s Prison Re-Integration Programme•The team hosted a computer literacy skills workshop for inmates in Changi Women’s Prison to equip them with basic computer proficiency skills to enhance reintegration into the society.

Source: Today , 8 November 2009

GESL project featured in the media

Assessment on the Group Level

Assessment on the Individual Level

E-Portfolio in NIE

In line with NIE TE21, e-portfolio: Facilitates the integration of the Reflective Teaching Model; Provide evidence for the integration of Values, Skills and Knowledge (V3SK);Provide evidence for the attainment of the Graduand Teacher Competencies (GTCs)

Learning and Teaching Portfolio at NIE

Developmental Portfolio is an electronic collection of authentic and diverse evidence of a student teacher’s learning and achievement over time, on which he/she has reflected and designed for personal development, as well as for presentation to audiences for specific purposes.

Rewarding

• Students’ appreciation, impact on learning

Challenges on 21st Century Assessment

Thank You

Acknowledgements to the Team led by A/P Low Ee Ling namely (in alphabetical order):

Ms Stephane Cheung

A/P Chew Lee Chin

A/P Caroline Koh

A/P Liu Woon Chia

A/P Anthony Seow