Assessing students’ information literacy skills in two secondary schools in Singapore

Appropriately measuring information literacy skills is essential to understand their educational impact as well as exploring pedagogies to improve teaching of these skills. This paper reports findings of a baseline study to understand the information literacy level of secondary school students in Singapore. A comprehensive instrument encompassing a new dimension of ethical usage of information as well as major IL principles and guidelines was developed for data collection. A total of 298 responses were gathered through the online survey. The findings indicate that overall there was a scope to improve students’ IL skills. That stated, higher order IL skills (such as information use, synthesis, and evaluation) demand more attention, as comparatively lower levels of proficiency were observed in this study.

Pedagogical and learning strategies for promoting internet information literacy in Singapore secondary school students

Internet information literacy has the potential to open the whole world of knowledge to easy access and use. Computer literacy and Internet readiness alone do not empower the learner to capitalise on the use of the Internet to acquire useful knowledge. Without information literacy, the learner would be overwhelmed not only by the information overload but also by being confronted with the amount of unreliable information posted on the Internet. Therefore this paper looks at how the Internet age might influence the ways that students learn and how to capitalise on it to prepare those students for the digital world of today and how to be empowered for the future challenges of the increasing complexities of tomorrow. The findings indicate that the integration of discipline-specific Internet information literacy into the curriculum is essential before we can enhance student learning using the Internet for resource-based learning. It is also to equip them with relevant information management skills and the ability to learn independently. These are fundamental skills required to become emerging lifelong learners in the midst of an information explosion so as to be able to meet the challenges of the 21st century and the knowledge economy

English language examination reform: International trends and a framework for Nepal

This chapter is based on desk research on examinations and their reforms globally. Although the chapter is about English language examination reforms, it draws on the literature related to general education where relevant. The chapter begins by exploring why governments reform school examinations. In particular, the chapter focuses on the external environment: political, educational and economic factors which influence the nature of school examinations in different ways (Shohamy, 2007). These factors are important because a combination of at least two of these factors or all are taken into account when a government decides to reform its school examination system. Having considered these factors, the chapter showcases case studies of examination reform in other countries from Africa (Kenya), Asia (Hong Kong SAR and Singapore) and Europe (Norway), drawing on the most current literature. How examination reforms were carried out in these countries, and their consequences and lessons learned are discussed. From these case studies, key issues for Nepal are identifi ed. In order to give the reader a perspective on the examination system in Nepal in relation to the other countries discussed, this chapter then briefly reports on the history of examination reform, particularly English language examinations in Nepal. After providing the context of the examination system in Nepal, the chapter makes a proposal for a framework of English language examination reform for Nepal based on research and current good practices. This section will specifically focus on what Nepalese education policy makers can do to reform examinations that have minimal negative consequences and how they can carry this out. Drawing on Shohamy (2007) and McNamara and Rover (2006), the proposed framework will discuss how it needs to consider the essential aspects of examination reform: stakeholder engagement, needs-basedness, links with the curriculum, intended and unintended consequences, and continuous research and development. Finally, a set of recommendations for Nepalese policy makers are made

Writing and literacy in Indonesia

published or submitted for publicationis peer reviewe

The case for change

"Over the past 15 years, a number of major studies have examined systematically how well students perform in literacy, mathematics and science in different countries of the world at different ages. These studies have begun to expose how well different education systems are doing – and have cast the education debate in this country [England] in a wholly new light." - Page 2

PISA 2012 results in focus: what 15-year-olds know and what they can do with what they know

The findings in this paper allow policy makers around the world to gauge the knowledge and skills of students in their own countries in comparison with those in other countries, set policy targets against measurable goals achieved by other education systems, and learn from policies and practices applied elsewhere.What is PISA?“What is important for citizens to know and be able to do?” That is the question that underlies the world’s global metric for quality, equity and efficiency in school education known as the Programme for International Student Assessment (PISA). PISA assesses the extent to which 15-year-old students have acquired key knowledge and skills that are essential for full participation in modern societies. The assessment, which focuses on reading, mathematics, science and problem-solving, does not just ascertain whether students can reproduce what they have learned; it also examines how well they can extrapolate from what they have learned and apply that knowledge in unfamiliar settings, both in and outside of school. This approach reflects the fact that modern societies reward individuals not for what they know, but for what they can do with what they know.PISA results reveal what is possible in education by showing what students in the highest-performing and most rapidly improving education systems can do. The findings allow policy makers around the world to gauge the knowledge and skills of students in their own countries in comparison with those in other countries, set policy targets against measurable goals achieved by other education systems, and learn from policies and practices applied elsewhere.Key features of PISA 2012 ContentThe PISA 2012 survey focused on mathematics, with reading, science and problem-solving minor areas of assessment. For the first time, PISA 2012 also included an assessment of the financial literacy of young people. Participating countries and economiesAll 34 OECD member countries and 31 partner countries and economies participated in PISA 2012, representing more than 80% of the world economy. Participating studentsAround 510 000 students between the ages of 15 years 3 months and 16 years 2 months completed the assessment in 2012, representing about 28 million 15-year-olds in the schools of the 65 participating countries and economies. The assessmentPaper-based tests were used, with assessments lasting two hours. In a range of countries and economies, an additional 40 minutes were devoted to the computer-based assessment of mathematics, reading and problem solving. Test items were a mixture of questions requiring students to construct their own responses and multiple‑choice items. The items were organised in groups based on a passage setting out a real‑life situation. A total of about 390 minutes of test items were covered, with different students taking different combinations of test items. Students answered a background questionnaire, which took 30 minutes to complete, that sought information about themselves, their homes and their school and learning experiences. School principals were given a questionnaire, to complete in 30 minutes, that covered the school system and the learning environment. In some countries and economies, optional questionnaires were distributed to parents, who were asked to provide information on their perceptions of and involvement in their child’s school, their support for learning in the home, and their child’s career expectations, particularly in mathematics. Countries could choose two other optional questionnaires for students: one asked students about their familiarity with and use of information and communication technologies, and the second sought information about their education to date, including any interruptions in their schooling and whether and how they are preparing for a future career

Developing Digital Competences. Work learn trajectories in Italian School System

The work based learning is the core European dispositions on educational and training issue and a pillar of the Europe 2020 strategy (EUCOM 2009/C119/02). Therefore, the educational system has to increase the quality of standards and learning results in order to response adequately to competence needs and to permit the successful entrance of the youth in the world of work. The SWA is a coherent reaction. Indeed, the current literature lead to reflect on the SWA as a new prospective of school and world of work relationship (Arlotti and Barberis 2015), and as a resolution for the skills mismatch (Caputo and Capecchi 2016; Froy, Giguere, Hofer, 2009; A. Green, Hasluck, Hogarth, Reynolds, 2003). In a context which needs a different school that provides different types of skills, it is desirable that a policy instrument such as the SWA – became mandatory by the reform “La Buona Scuola” (Law 107/2015) – is included in the scientific debate, especially for its potential to contribute to renewal of the school system. Many authors encourage the scientific debate regarding the question to clarify the peculiar characteristics of the SWA model in Italy and to begin effective reflection on its revolutionary impact for the school system. According to Tino and Fideli (2015), the SWA is a process, not only as an experience, a fundamental methodology to promote the knowledge of the world of work and the development of competences (professional and citizenship) thanks to the interconnection between formal-informal learning and creative combination process between theory and practice

Curricular orientations to real-world contexts in mathematics

A common claim about mathematics education is that it should equip students to use mathematics in the ‘real world’. In this paper, we examine how relationships between mathematics education and the real world are materialised in the curriculum across a sample of eleven jurisdictions. In particular, we address the orientation of the curriculum towards application of mathematics, the ways that real-world contexts are positioned within the curriculum content, the ways in which different groups of students are expected to engage with real-world contexts, and the extent to which high-stakes assessments include real-world problem solving. The analysis reveals variation across jurisdictions and some lack of coherence between official orientations towards use of mathematics in the real world and the ways that this is materialised in the organisation of the content for students