The Characteristics of National Assessment and Assessment in … · 2015-02-26 · Trans-disciplinary perspective Awareness/understanding of global issues ... Cambridge Global Perspectives

© The views expressed in this presentation are those of the speaker’s, and not the QQA

The Characteristics of National Assessment and Assessment in Schools That Prepares Learners for Sustained Success in Further Education and

the Modern Global Workplace

Conference track: National Assessment: Sustainability and Educational Growth


February 2015

Characteristics of assessment that provide sustainability and educational growth

Summary of Presentation:

Teaching, curriculum, assessment and other control factors need to be well aligned

A coherent learning progression is provided, and supported by assessment, from primary to higher education

What we assess is relevant to preparing students for higher education and the modern workplace

We asses what we value and do not just value what we can assess

Learning is made visible through assessment

Qualifications / high stakes summative assessments assess deep understanding not just knowledge

Assessment principles and practices are well understood and are sensitive to the local national / cultural setting

Examples from Cambridge’s work with Ministry partners


February 2015

Teaching, curriculum, assessment and other control factors are well aligned

Qualifications reform must be coherent and consistent with education reforms. All elements of the system pull in the same direction.

Tim Oates Control Factors:

Curriculum content

Pedagogy, professional development

Assessment and qualifications

Accountability arrangements

A national framework for qualifications

Inspection

Institutional developments, forms and structures

Governance

Autonomy

Market and Labour Market Regulation

Allied social measures

Source: Tim Oates [2010] Could do better- using International Comparisons to Refine the National Curriculum. Cambridge Assessment. UK


February 2015


February 2015

What we need to value in AssessmentATC21S categories of 21st Century skills

Source: Assessment and Teaching of 21st Century Skills [2012] Griffin et al, Springer. Melbourne Australia

Category Skills

Ways of

thinking

1. Creativity & innovation

2. Critical thinking, problem-solving, decision-

making

3. Learning to learn, metacognition

Ways of

working

4. Communication

5. Collaboration (teamwork)

Tools for

working

6. Information literacy

7. ICT literacy

Living in the

world

8. Citizenship – local & global

9. Life & career

10. Personal & social responsibility


February 2015

Assessing what we value not just valuing what we assess

Assessment

Teaching Curriculum

Promoting good practice in

teaching and learning

Offering choice within a flexible, relevant curriculum framework

Fitness for purpose

Formative andsummative

Exam syllabuses should embody a philosophy• Of curriculum• Of pedagogyQualifications and Examinations systems have a responsibility to ensure both Governments seek to influence education through the examination system…


February 2015

Qualifications / high stakes summative assessments assess deep understanding not just knowledge

an form of

Active learning requires an appropriate form of assessment

Knowledge

Understanding

Application

Skills

Dispositions

T.H. Huxley, 1860: ‘Students work to pass, not to know; they do pass, and they don’t know.’


February 2015

Assessment that supports Sustainability and

Educational Growth

Assessment Pedagogy

CurriculumSupports deep subject understanding and broader

learner attributes and applications of knowledge.

Curriculum broader than qualifications

Focus on active learning and

visible learning

Assessment measures critical

thinking and applications of

knowledge. Formative function on

assessment emphasised


February 2015

Modified Bloom’s taxonomy of educational objectives (cognitive domain, 1956)

Apply

Understand

Remember

Analyze Evaluate Create

Creativity & innovationCritical

thinking, p-s & d-m

Learning to learn,

metacog.

Citizenship

Life & career

Personal & social responsibility

Outside Bloom’s

cognitive domain

Communication

Collaboration

ICT literacy

Information literacy


February 2015

Recalling

knowledge

Abstracting

appropriate

knowledge

Applying

knowledge in

a novel

context


February 2015

Extracting

data from the

graph

Interpreting

the graph and

identifying

patterns

Suggesting

explanations


February 2015

Bahrain

Nile Egyptian Schools Egypt

Kazakhstan

Macedonia

Singapore

Cambridge’s own Programmes

Case Studies: Cambridge’s Work With Ministry Partners

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February 2015

13

Bahrain – Building Capability through National Assessment Reform

Principle Examiner TrainingStandardisation of English Language Markers


February 2015

Purposes National Test grade 3, 6, 9 [core subjects Maths, Science, Arabic and English]

Primary purpose: To drive improvements in the education system by providing information about performance on questions of different cognitive types. This will be used to support the development of teaching and drive improvements in learning

Also:

• Be a beacon of good assessment practice

• Robust information on the monitoring of standards over time

Purposes National Tests grade 12:

• Measure core areas of literacy [Arabic, English] and numeracy [problem solving]

• Designed to be of use in the selection process for higher education

• To have a positive wash back effect on teaching and learning

Not intended as an alternative to the Thanawiyya.

• Purposes

BahrainDirectorate of National Examinations supported by Cambridge

International Examinations

14


February 2015

Cambridge International Examinations working with the Education Development Fund connected to the Ministry of Education in Egypt.

Provide a range of educational products, initially for 5 Selective State School, including:

- Broad, balanced and bi-lingual [Arabic / English] curriculum for K to g12

- Curriculum designed to international standards tailored to the Egyptian context

- Examinations and other assessments benchmarked to international standards

- Teacher training, leadership training and professional development

- Quality Assurance including school evaluation principles and practices

- First five schools opened October 2010.

- model of public schooling where parents participate in paying affordable school fees, instead of private tutoring fees, for a high quality education.

weblink: http://www.nes.edu.eg/webapps/portal/frameset.jsp

Nile Egyptian Schools

15


February 2015

Assessment:

Grade 9: Egyptian International Preliminary Certificate equivalent to adideyya

Egyptian International Certificate of Education[EICE]. 3 levels

Level 1 equivalent to Cambridge IGCSE [completed grade 10]

Level 2 equivalent AS level

Level 3 equivalent to International A level

Capacity building and Skills Transfer: Cambridge is delivering first assessments but NES is taking over responsibility for the production of their own assessments in a managed transfer of responsibilities.

Nile Egyptian SchoolsAssessment Model

16


February 2015

CIE working with Nazarbayev Intellectual Schools, reporting directly to Government

• Establishing 20 trilingual selective state schools [Kazakh, Russian, English] which provides a world class education system combining international standards and practices grounded in local culture. Serves as models of innovative educational practices

• Developing coherent Curriculum, assessment, curriculum resources, teacher training, leadership training , school evaluation standards and practices.

• State School project: using experience with NIS schools to develop the national school system

Centres of Excellence [CIE and Faculty University of Cambridge]. A professional development programme for teachers and school leaders in state schools across Kazakhstan.

Kazakhstan

17


February 2015

CIE is working with the Bureau for Development of Education (BDE) in the Republic of Macedonia to adapt the Cambridge primary curriculum for maths and science for Grades 1–3 for the Macedonian context. The aim is to prove practice and raise TIMSS performance nationally in these subjects.

This includes:

• Designing the curricula and initially formative assessments

• Preparing enhanced schemes of work to support the Macedonian teachers as they start to teach these new curricula.

• Training to a group of Macedonian master trainers selected by the BDE. These master trainers went on to deliver training from June to August to all the Macedonian primary school teachers who would be teaching the first three grades from September 2014.

• Working with Cambridge University Press on the introduction of new textbooks for both subjects and all three grades in all four official languages.

Macedonia

18


February 2015

Cambridge supports the Ministry of Education

And the Singapore Examinations and Assessment

Board assess the Singapore curriculum.

19

Cambridge / Singapore

A well-rounded education in Singapore


February 2015

Developing Learning Habits

Cambridge learners

Our education programmes and qualifications help Cambridge schools and teachers prepare their learners to be:

Confident in working with information and ideas – their own and those of others

Responsible for themselves, responsive to and respectful of others

Reflective as learners, developing their ability to learn

Innovative and equipped for new and future challenges

Engaged intellectually and socially, ready to make a difference


February 2015

Cambridge Primary Mathematics

What Is It?

A vision for world class mathematics education for students from 5 to 19, applicable to both international and national contexts. Based on evidence from national and international research and practice.

Developed By:

Cambridge University bringing together the expertise of Cambridge Assessment, Cambridge University Press, the Mathematics and Education Faculties and the wider University community in a collaborative enterprise.

Links:

https://cambridgeprimarymaths.cie.org.uk/

https://www.youtube.com/watch?v=XfIdu_39keA&feature=player_embedded&x-yt-ts=1422503916&x-yt-cl=85027636#t=0

https://cambridgeprimarymaths.cie.o/

https://cambridgeprimarymaths.cie.o/


February 2015

Cambridge Enterprise

Develops key skills in:

Business planning

Creativity

Finance

Teamwork

Communication

Problem solving

Business opportunities and risks

Successful negotiation

Understanding finance

Business planning

Knowing your markets and customers

Identifying help and support for your new business

Effective communications


February 2015

What schools are doing

Talks from local business entrepreneurs and trips to local businesses

Setting up business initiatives in school

Working with local community organisations

Studying individuals who have made a difference in business


February 2015

Cambridge Global Perspectives

Critical thinking

Reflective learning

Trans-disciplinary perspective

Awareness/understanding of global issues

Communication

Mathematics

Physics

Chemistry

GPR


February 2015

Cambridge Global Perspectives IGCSESyllabus built around a series of topics of global importance

Belief systems

Biodiversity and ecosystem loss

Climate change

Conflict and peace

Disease and health

Education for all

Employment

Family and demographic change

Fuel and energy

Humans and other species

Language and communication

Law and criminality

Poverty and inequality

Sport and recreation

Technology and the economic divide

Trade and aid

Tradition, culture and identity

Transport and infrastructure

Urbanisation

Water, food and agriculture


February 2015

Cambridge IGCSE Assessment

Components Weighting

Individual

research

40% Research based on two topic areas

Submit a report for each of the two areasMarked in school, moderated by Cambridge

Group project 30% Group element: collaborate with others to plan and

carry out a project based on research into one topic

area (different topic from Individual research)

Individual element: evaluate the plan and the process

and their individual contribution

Report on what they have learned from cross-cultural

collaborationMarked in school, moderated by Cambridge

Written paper 30% Compulsory questions based on a range of sources

Present global issues from different perspectives Marked in Cambridge


February 2015

International A level / Pre-U Global Perspectives and Research

Research Report

Critical thinking and research skills used for an in-depth

exploration of an independently formulated research

question

Global Perspectives

Critical thinking and research skills taught through

an exploration of a broad range of global issues

Acquired skills, emerging personal perspective

Thank you…

The Characteristics of National Assessment and Assessment in … · 2015-02-26 · Trans-disciplinary perspective Awareness/understanding of global issues ... Cambridge Global Perspectives

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