An OECD Learning Framework 2030

OECD,

doi:10.1007/978-3-030-26068-2_3

Cited by 167 publications

(134 citation statements)

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“…and "How does the learner get there?" [15] [16], [17] and [3] have mentioned same questions in different ways. In this study it was adopted three feedback questions from [3].…”

Section: Three Instructional Processesmentioning

confidence: 99%

“…These three feedback questions are key concept of instructional process in this study. Fig-1 shows "the assessment cycle activity" which is modified by author based on the Graphic Representation of the Formative Assessment Framework of [3].…”

Section: Three Instructional Processesmentioning

confidence: 99%

“…It has attempted to visualize the formative assessment by teachers and students on the learning process through a unit (Appendix.C). To achieve this, an author modified the Developing and Evaluating Measures of Formative Assessment Practices (DEMFAP) framework of [3]. By visualizing of formative assessment, it is possible to grasp the effective method and timing for the way of teaching through the whole unit, also it seems to make help student to be a proactive learner.…”

Section: Evidence From the Informal Formative Assessmentmentioning

confidence: 99%

“…There are increasing demands on schools to prepare students for more rapid economic and social change, for jobs that have not yet been created, for technologies that have not yet been invented, and to solve social problems that have not been anticipated in the past [3]. As the structure of society and industry changes and there is a transition to a mature society in which qualitative affluence supports growth, we are required not only to efficiently discharge prescribed procedures, but to consider what sort of future to create and how to further improve society and life, while exercising our sensibilities, and to create new value through continuing proactive learning to draw forth our capabilities, conducting trial and error, and collaborating with other diverse people.…”

Section: Introductionmentioning

confidence: 99%

“…Visualization of formative assessment in classrooms NOTE: An author modified the DEMFAP framework of[3].…”

mentioning

confidence: 99%

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Visualization of Formative Assessment in Classrooms: Three Feedback Questions in Instructional Processes for Enhance Independence to Be a Proactive Learner

.¹

2018

IJRET

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This research is a practical study on assessment for learning that encourages independence of students in Japanese high schools implementing a biological science curriculum practices focusing in biodiversity. In order for a student to be a proactive learner, it is necessary to improve the students' self-regulation abilities. First, design classes based on the three feedback questions have practiced in the instructional process: "Where are we going?" "Where are we?" and "How will we get there?" [1]. Tablet devices were used as formative assessment tools for learning activities. This made it possible to provide students with short-term feedback from learning activities, and to observe evidence of a link with the improvement of the capacities for activeness, collaboration, and self-regulation. Furthermore, It is also effective for teachers from the aggregate results collected from the tablet devices, the learning needs of the class as a whole as well as those of individual students and groups were visualized, and it became possible to plot the integration of instruction and assessment. Finally, It has attempted to visualize the Formative assessment by teachers and students on the learning process through a unit. To achieve this, the Developing and Evaluating Measures of Formative Assessment Practices (DEMFAP) framework was adopted [2]. By visualizing formative assessment, teacher's guidance on teaching and student's learning was improved qualitatively. According to the post-research questionnaire, it seems clear that many students have improved the competency in the form of independence and cooperativeness. This paper discusses the detailed outcomes of this research.

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“…and "How does the learner get there?" [15] [16], [17] and [3] have mentioned same questions in different ways. In this study it was adopted three feedback questions from [3].…”

Section: Three Instructional Processesmentioning

confidence: 99%

Section: Three Instructional Processesmentioning

confidence: 99%

Section: Evidence From the Informal Formative Assessmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Visualization of formative assessment in classrooms NOTE: An author modified the DEMFAP framework of[3].…”

mentioning

confidence: 99%

See 3 more Smart Citations

Visualization of Formative Assessment in Classrooms: Three Feedback Questions in Instructional Processes for Enhance Independence to Be a Proactive Learner

.¹

2018

IJRET

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An ethico‐political analysis of a national teacher competence framework: Unravelling a ‘preferred’ teacher identity

Carswell,

Conway

2023

British Educational Res J

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In recent years, as evidenced in the transnational proliferation of codified competence frameworks for teacher education purposes, we have seen the increased politicisation and regulation of the task of teaching and what it means to be a teacher. Making the case for an ethico‐political conceptualisation of teacher identity and, using a Foucauldian‐based framework of ethico‐political identity, we apply a discourse analysis approach to unravel a ‘preferred’ teacher identity construction using Ireland's national teacher competence framework, the Initial Teacher Education Criteria and Guidelines for Programme Providers as an illustrative case. Findings illuminate this identity as: (i) telos vis‐à‐vis embodying national objectives via critical engagement underpinned by knowledge surfaces and a temporal appreciation of policy; (ii) ethical substance vis‐à‐vis seven modes of engagement animated in two interdependent phases with unique practice dynamics and policy emphases; (iii) discursive authority sources that utilise three major modes of sense‐making; and (iv) self‐practices as confessional dialogue and self‐writing. Considering codified teacher competence frameworks as politics of truth in teacher education, we make the case for macro ethico‐political identity work as a valuable analytical tool for policy analysis in teaching and teacher education.

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Setting research priorities for applied cognitive sciences—What do teachers want from research?

Müller,

Cook

2024

British Educational Res J

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While research evidence has the potential to improve classroom practice, research–practice gaps continue to persist not least owing to the limited relevance of research findings for practice. A common approach in healthcare to address the research–practice gap is to form research priority setting partnerships (PSPs) in which stakeholders identify questions they would like research to answer. This paper presents the results from such a PSP in education with a focus on cognitive science research, which has received increased attention in the past few years owing to its potential to explain memory and learning processes and inform classroom practice. Over 400 questions from teachers were collected using an online survey. The final 15 research priorities highlight the need for research on a wider range of subjects, settings and phases as well as research designs that take the complexity of classrooms into consideration and aim to answer how different teaching strategies interact with each other as well as student motivation and agency at the micro‐ and macro‐level. The role of teacher expertise vs. fidelity to original research designs should also be investigated further. Overall, this paper highlights the importance of taking teacher voice into account to ensure that new research in the field is both academically rigorous and practically relevant.

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An OECD Learning Framework 2030

Cited by 167 publications

References 0 publications

Visualization of Formative Assessment in Classrooms: Three Feedback Questions in Instructional Processes for Enhance Independence to Be a Proactive Learner

Visualization of Formative Assessment in Classrooms: Three Feedback Questions in Instructional Processes for Enhance Independence to Be a Proactive Learner

An ethico‐political analysis of a national teacher competence framework: Unravelling a ‘preferred’ teacher identity

Setting research priorities for applied cognitive sciences—What do teachers want from research?

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