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Curriculum Teaching& Learning Assessment. ดร. เบญจลักษณ์ น้ำฟ้า รองเลขาธิการคณะกรรมการการศึกษาขั้นพื้น ฐาน. 21st Century Learning. การประเมินในศตวรรษที่ 21 . ทักษะชีวิตและอาชีพ. ทักษะการเรียนรู้และการคิด. วิชาแกนหลัก. เรื่องสำคัญในศตวรรษที่ 21. การรู้ไอซีที.
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Curriculum Teaching& Learning Assessment ดร. เบญจลักษณ์ น้ำฟ้า รองเลขาธิการคณะกรรมการการศึกษาขั้นพื้นฐาน
21st Century Learning การประเมินในศตวรรษที่ 21 ทักษะชีวิตและอาชีพ ทักษะการเรียนรู้และการคิด วิชาแกนหลัก เรื่องสำคัญในศตวรรษที่ 21 การรู้ไอซีที
Framework for 21st Century Learning The Partnership for 21st Century Skills has developed a vision for student success in the new global economy วิชาแกนหลักและเรื่องสำคัญในศตวรรษที่ 21
สมรรถนะสำคัญของผู้เรียนสมรรถนะสำคัญของผู้เรียน
21st CENTURY Integrated Learning 20th Century Schools 21st Century Learning • Defined by buildings and calendar • Driven by teacher • Focused on drill and practice • Passive learning • Data accumulation • Linear, subject-specific, text-based learning • Books and lectures • Geo-centric • Intermittent high-stakes assessment • Community of learners not limited by time or place • Driven by student • Focused on discovery and investigation • Active learning • Skill development • Inter-disciplinary collaborative project-based learning • Media, telecommunications and networked technologies • Global • Ongoing authentic assessment
What year are you preparing your students for? 1973? 1995? • Can you honestly say that your school’s curriculum and the program you use are preparing your students for 2015 or 2020? • Are you even preparing them for today? Heidi Hayes Jacobs
Key Areas for Curriculum 21: • Content and Assessment: How to identify what to keep, what to cut and what to create, and where portfolios and other new kinds of assessment fit into the picture. • Program structure: How to improve our use of time and space and grouping of students and staff.
Key Areas for Curriculum 21: (cont) • Technology: How it’s transform teaching, and how to take advantage of students’ natural facility with technology. • Media literacy: The essential issues to address, and the best resources for helping students become informed users of multiple forms of media. • Globalization: What steps to take to help students gain a global perspective?
Key Areas for Curriculum 21: (cont) • Sustainability: How to instill enduring values and beliefs that will lead to healthier local, national, and global communities. • Habits of mind: The thinking habits that students, teachers, and administrators need to develop and practice to succeed in school, work, and life
21st century school leadership skills • The Art of High Expectations • A Focus on theFundamentals • A Talent for Collaborative Problem Solving • An Inventive Mind • The Ability to Read Data's Story • A Gift for Directing Time and Attention
What is the purpose of assessments? • Tell a student how well they have learnt and where they need to develop further understanding. • Reinforce the learning process and measure success. • Determine the performance of the teacher and the school
What is the purpose of assessments? • Determine educational performance across the country and internationally • Determine the level of funding/resourcing required to get suitable educational results. • Provide employers with an understanding of the students abilities.
What is the best form of 21st Century Assessment? 21st Century Assessment will enable students to perform rich real tasks, often collaborative, involving higher order thinking. The tasks will reflect and mirror 21st Century learning. They will be clear and transparent, with the student, their peers and the teacher intimately involved in the marking process
How often do we see these keywords forming a majority of the content of an examination. Examinations should also include:
Lower order Thinking • list (Remembering) • state (Remembering) • identify (Remembering) • name (Remembering) • describe (Remembering) • comment (Understanding) • discuss (Understanding) • explain (Understanding) • exemplify (Understanding)
Higher order Thinking • compare (Analyse) • analyse (Analyse) • evaluate (Evaluate) • judge (Evaluate) • review (Evaluate) • design (Create) • constructing (Create) • devise (Create) • critque (Evaluate) • plan (Create) • develop (Create)
Assessment FOR Learning • Assessment for learning is about supporting classroom learning and teaching. It connects assessment and learning/teaching. • Key ideas in assessment for learning: • Our classroom assessment involves high quality interactions, based on thoughtful questions, careful listening and reflective responses. • Our pupils, staff and parents are clear about what is to be learned and what success would be like. • Our pupils and staff are given timely feedback about the quality of their work and how to make it better. • Our pupils and staff are fully involved in deciding next steps in their learning and identifying who can help.
Assessment AS Learning • Assessment as learning is about learning how to learn. It connects learning/teaching and the curriculum. • Key ideas in assessment as learning: • Our pupils and staff identify and reflect on their own evidence of learning. • Our pupils and staff help to set their own learning goals. • Our pupils and staff practise self- and peer-assessment.
Assessment OF Learning • Assessment of learning is about gathering and interpreting the evidence. It connects the curriculum and assessment. • Key ideas in assessment of learning: • Staff use assessment information to monitor their establishment's provision and progress, and to plan for improvement. • Staff talk and work together to share standards in and across schools. • Staff use a range of evidence from day-to-day activities to check on pupils' progress.
