Toward a Curriculum for the Future: Synthesizing Education for Sustainable Development and Internationalization of the Curriculum

2021 ◽  
pp. 102831532110310
Author(s):  
Jeanine Gregersen-Hermans
Keyword(s):  
Sustainable Development ◽  
Curriculum Design ◽  
International Student ◽  
Learning Experience ◽  
Student Assessment ◽  
Education For Sustainable Development ◽  
Curriculum Innovation ◽  
Critical Approach ◽  
International Student Assessment ◽  
The Future

The need to solve the common global challenges at a systemic level in a collaborative, equitable, and culturally sensitive way naturally connects Education for Sustainable Development (ESD) and Internationalization of the Curriculum (IoC). The purpose of this article is to explore how ESD and IoC can strengthen each other and provide a more holistic student learning experience. The literature on ESD and IoC has been reviewed to identify the intersections in pedagogical approaches to curriculum design, delivery, and assessment. The review demonstrates how the ESD and IoC educational initiatives can be synthesized into a curriculum for the future, in which criticality plays a vital role. To illustrate this opportunity, the example of a curriculum innovation project at the International Business School Maastricht is provided. In this project, the Program for International Student Assessment (PISA) model of Global Competence developed by the Organisation for Economic Co-Operation and Development (OECD) has been applied as the conceptual underpinning for the design of a 2-year learning pathway Intercultural Business. The project highlights that to achieve their aims, ESD and IoC need to function as a joint defining lens for curriculum design and delivery. A collaborative and critical approach offers an opportunity to (re-)imagine the curriculum from the perspective of the United Nations Sustainable Development Goals (UNSDGs) and reach beyond the institution by engaging in sustainable and inclusive social change in line with the civic mission of the institution. The implications for the continuing professional development of lecturers and the need for students’ co-ownership of the curriculum are discussed.

scholarly journals PHILIPPINE K TO 12 CURRICULUM AND PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) 2018 READING LITERACY PARALLELISM AND TEACHING-LEARNING EXPERIENCES

2020 ◽  
Vol 6 (2) ◽  
pp. 275
Author(s):  
Aljon Galang
Keyword(s):  
Curriculum Design ◽  
International Student ◽  
Student Assessment ◽  
Instructional System ◽  
Literacy Skill ◽  
Reading Literacy ◽  
International Student Assessment ◽  
Learning Competencies ◽  
Teaching Learning ◽  
K 12

Philippine K-12 Curriculum and Programme for International Student Assessment 2018 Reading Literacy Parallelism and Teaching-Learning Experiences.. Objectives: This study is made to capture the instructional system and learning milieu of the PISA 2018 Reading Literacy-Related Senior High School  Subjects aiming to evaluate its curriculum design and implementation.Methods: The study used Illuminative Evaluation Model to evaluate the curriculum design and implementation by gauging the instructional system through heat mapping and the learning milieu of teacher participants and graduate respondents through survey, interview, and researcher’s past observation. Findings: In the study, it was found out that: (a) the K to 12 program through the learning competencies is 28.64% parallel with the PISA 2018 Reading Literacy Skill Framework; (b) teachers implement the curriculum in which the Reading Literacy Skills are reflected even under various teaching-learning constraints.; (c) the graduate respondents (GRs) are good in terms of locating information but need improvement in evaluating and reflecting on and/or among texts specifically the skill ‘detecting and handling conflict’. Moreover, GRs associate learning the PISA 2018 Reading Literacy Skills the most from the subjects Reading and Writing Skills and Practical Research and the least from 21st Century Literature.Conclusion: The K-12 program through learning competencies is 28.64% parallel with PISA 2018 Reading Literacy Skill Framework. This shows one of the characteristics of the written curriculum or the instructional system. 

Teacher Education in Finland and Future Directions

2019 ◽  
Author(s):  
Mirjamaija Mikkilä-Erdmann ◽  
Anu Warinowski ◽  
Tuike Iiskala
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Curriculum Design ◽  
School System ◽  
International Student ◽  
Teaching Profession ◽  
Individual Student ◽  
Theoretical Understanding ◽  
International Student Assessment ◽  
The Future

Finland has gained increasingly more global interest among educationalists and politicians because of its excellent results on large-scale international student assessments like the Programme for International Student Assessment (PISA). An interesting question is how a small country in the Global North with only 5 million inhabitants has managed to develop a school system that has gone from undistinguished to top-performing in two decades. The reasons for Finland’s successful and egalitarian school system can be investigated from many perspectives. One view regards teacher education, with the assumption that it has special characteristics that contribute to the success of Finland’s educational system. Factors include systematic selection, a progressive curriculum design that supports teachers’ learning of content knowledge, and the creation of teachers’ didactic skills. In addition, systematic teaching practices in special schools, called training schools, are used to help students integrate theoretical understanding and the practical skills needed for the teaching profession, especially those related to individual student learning in everyday classrooms. Furthermore, the role of empirical research skills in facilitating the development of teacher expertise is essential in Finnish teacher education. Generally, the concept behind Finnish teacher education seems to work very well. However, the system will face challenges in the future, such as how to develop new research-based methods of student selection that are valid and reliable. The educational path—from academic preservice teacher education in a university context to in-service teacher education—is developing and offers the newest research-based knowledge for all teachers, but there is still a lot work to be done in order to link all teachers within official continuous learning systems with universities throughout their careers. Finland’s teaching profession offers a great deal of autonomy and freedom, and the quality of school learning is based on teachers’ evaluations, not standardized tests. Like other countries, Finland is rapidly changing. Hopefully the most important feature of the Finnish educational system, the transparent dialog between the educational research community, the government, teachers, and parents, will carry over into the future. Without dialogue, educators cannot learn about the shared values supporting current and future schools.

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

Are There Test Administrator Effects in Large-Scale Educational Assessments?

Methodology ◽  
2007 ◽  
Vol 3 (4) ◽  
pp. 149-159 ◽  
Author(s):  
Oliver Lüdtke ◽  
Alexander Robitzsch ◽  
Ulrich Trautwein ◽  
Frauke Kreuter ◽  
Jan Marten Ihme
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Student Groups ◽  
Mathematics Scores ◽  
International Student Assessment ◽  
Sample Attrition ◽  
Educational Assessments ◽  
Test Administrator ◽  
Practical Implications

Abstract. In large-scale educational assessments such as the Third International Mathematics and Sciences Study (TIMSS) or the Program for International Student Assessment (PISA), sizeable numbers of test administrators (TAs) are needed to conduct the assessment sessions in the participating schools. TA training sessions are run and administration manuals are compiled with the aim of ensuring standardized, comparable, assessment situations in all student groups. To date, however, there has been no empirical investigation of the effectiveness of these standardizing efforts. In the present article, we probe for systematic TA effects on mathematics achievement and sample attrition in a student achievement study. Multilevel analyses for cross-classified data using Markov Chain Monte Carlo (MCMC) procedures were performed to separate the variance that can be attributed to differences between schools from the variance associated with TAs. After controlling for school effects, only a very small, nonsignificant proportion of the variance in mathematics scores and response behavior was attributable to the TAs (< 1%). We discuss practical implications of these findings for the deployment of TAs in educational assessments.

Effects of Different Types of Educational Tracking on Achievement and Achievement Variance

2013 ◽  
Vol 9 ◽  
Author(s):  
Erika Anne Leicht
Keyword(s):  
International Student ◽  
Educational Opportunity ◽  
Educational Achievement ◽  
Student Assessment ◽  
Minor Role ◽  
Highly Educated ◽  
International Student Assessment ◽  
Educational Backgrounds ◽  
Different Types ◽  
Educational Tracking

Despite their stated intention of providing equal educational opportunity for all, many democratic countries separate their students into different classes or even different schools based on their demonstrated academic ability and likely future career. This practice is often referred to as “tracking or “ability grouping.” This study aims to determine whether different types of educational tracking have different effects on students’ academic achievement. Specifically, this study investigates whether disparities in educational achievement between students of highly educated versus minimally educated parents are greater in countries that practice more explicit and complete forms of tracking. It also explores tracking’s effects on average achievement and overall achievement variance. Analysis of data from the 2009 Programme for International Student Assessment (PISA) indicates that tracking generally does increase score disparities between children from different educational backgrounds. Tracking is also associated with higher overall variance of scores. At the same time, tracking may have a slight positive effect on average achievement. However, results are not consistent across all countries, and patterns are different in different subject areas and for different types of tracking. The results of this study neither condemn nor extol tracking. Rather, they indicate that tracking plays a relatively minor role in determining the quality and equity of an education system.

Integration of Self-diagnosis in Pascal Law Learning Using STEM Approach

2020 ◽  
Vol 12 (2) ◽  
pp. 104
Author(s):  
Siti Hannah Padliyyah
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Active Role ◽  
Stem Learning ◽  
International Student Assessment ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Post Test ◽  
11Th Grade

Indonesia is ranked 56th out of 65 participating countries in the Program for International Student Assessment (PISA) based on data 2015. According to PISA results, the average science score of Indonesian students is 403, where this number is categorized as low. This is because students are still in the process of understanding and have not yet fully recognized the location of their mistakes. Students can diagnose the location of their mistakes through self-diagnosis activities. Self-diagnosis activities require the active role of students during the learning process. One approach that can increase the active role of students is STEM (Science Technology Engineering Mathematics). However, research at this time is still rarely found self-diagnosis activities that are applied to the STEM approach. Therefore, this research has the aim to find out the increase in mastery of physical concepts and self-diagnosis of students on the STEM learning approach to the theory of poscal law class XI High School.This study uses a One-Group pretest-posttest design with a sample of 30 ini 11th grade highschool from one schools in Bandung. . Based on the findings, there is an increase in mastery of concepts [<g> = 0.51] from pre-test to post-test. In self-diagnosis activities identified that there are differences in scores [z = 1.75; p = 0.9599] student assessment results of researchers and self-scoring results. Deeper self-diagnosis triggers a series of implicit steps that encourage them to rearrange their cognition by correcting the mistakes they make when solving problems. So that learning activities using the STEM approach that involves self-diagnosis activities can improve students' mastery of concepts.

Integrasi Kaidah Fiqih dalam Pembelajaran Ekologi

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
International Student ◽  
Student Assessment ◽  
International Student Assessment ◽  
Assessment Program ◽  
Science Motivation

Tujuan esai ini ialah untuk mengembangkan rancangan pembelajaran ekologi dengan mengintegrasikan kaidah fiqih sebagai upaya untuk meningkatkan motivasi belajar dan melatih literasi saintifik siswa. Diperoleh hasil bahwa kaidah fiqih dapat diintegrasikan ke dalam pembelajaran ekologi. Dalam integrasi tersebut, kaidah fiqih yang dipilih ialah kaidah keempat dari lima kaidah utama yaitu, “menghilangkan bahaya” (Arab: الضَّرَرُ يُزَالُ). Sementara konsep ekologi yang diambil berupa faktor penunjang kehidupan di bumi, ekosistem, dan perubahan lingkungan. Literasi saintifik dapat diukur menggunakan indikator kompetensi literasi saintifik dari kerangka kerja PISA (Programme for International Student Assessment; Program Penilaian Pelajar Internasional). Untuk motivasi belajar bisa diukur berdasarkan science motivation questionnaire (SMQ) yang terdiri dari 30 buah pertanyaan yang dinilai menggunakan Skala Likert tipe 5 skala.

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