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3 Questionnaire on media awareness and media use patterns (Chu et al., 2010)
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It has been established in previous chapters that learning and teaching has significantly evolved over the past few decades, toward a greater emphasis on twenty-first century skills in the school curriculum. Twenty-first century skills are incorporated into national educational standards in many countries; assessments, however, have been less empha...
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... Addressing this matter falls within the responsibility of educators, especially physical education teachers, to devise effective physical education programs for elementary school children. Assessment instruments are pivotal in this context, serving as tools to evaluate learners' abilities [11]. Motor assessment instruments gauge a child's motor development and identify motor delays or disorders [12]. ...
Background and Study Aim. The assessment instrument for gross motor skills in physical education is crucial in developing fundamental motor skills in elementary school students. This research aims to formulate an assessment tool for gross motor skills tailored to students aged 7-9, aligning with their specific characteristics. Material and Methods. This study adopts a research and development approach utilizing the 4D development procedure (Define, Design, Develop, Disseminate). It involves the validation process by five experts in motor skills and physical education, comprising faculty members from five distinct universities. The trial subjects encompass 310 elementary school students aged 7-9, while the instrument's effectiveness is evaluated by 35 individuals, including physical education teachers and students. Statistical analyses encompass content validity, criterion validity, test-retest reliability using Cronbach's alpha, and descriptive percentage analysis. Results. This research has produced a gross motor skills assessment instrument comprising 11 movement components: sit and stand up, rolling, one-leg stand, gallop, slide, jump, bouncing a ball, catching, throwing, kicking, and hitting. The content validity result is 1>0.763, criterion validity (rxy) > 0.304, Cronbach's alpha value for all items > 0.60, and the average perception assessment of instrument effectiveness > 93%, falling into the category of extremely high. Conclusions. The assessment instrument demonstrates high validity and reliability, effectively addressing the challenges associated with the need for assessments tailored to the evaluated subject's characteristics, objectives, and relevance. An easily comprehensible instrument, coupled with language accessibility, yields positive outcomes for physical education teachers in the assessment process.
... A successful assessment makes a blend of these two purposes (Rawlusy, 2018). Summative assessment plays the role as individual students' performance indicator that may be used for several educational purposes such as promotion, certification or admission to higher levels of education (Looney, 2011) as well as opens the door to the job market (Chu, Reynolds, Tavares, Notari, & Lee, 2017). ...
... In other words, rethinking in the assessment practices is required to identify whether the students have acquired the new skill relevant to the need of 21 st century (Price, Pierson, & Light, 2011). In this postmodern era, the competencies including cognitive variables (e.g., critical thinking, reasoning skills) as well as non-cognitive variables (e.g., teamwork, tolerance, tenacity, curiosity) (Chu et al., 2017) are equally important for complementing their success in learning the 21 st century skills. ...
... Assessment was used to measure the cognitive aspects only and the non-cognitive aspects were neglected. There are many ways to evaluate the learning status in the classroom (Chu et al., 2017) but teachers could not shift the assessment pattern from the written examination to others like performance assessment, portfolio, self/ peer assessment, open questioning which were the basis for the 21 st century learners' skills. Self-assessment and peer assessment are the pioneer for the higher education to prepare the self-reflective learner (Thomas, 2011). ...
Classroom assessment is for the improvement of a learner's diverse ability, teachers teaching strategies as well as improvement of entire educating system of institutions. This qualitative phenomenological study focused on the critical analysis of the classroom assessment practices with reference to 21st century learners' competencies and assessment techniques. The data were collected from 12 faculty members Interview schedule and participant observation were the main tools for data collection. The data were analyzed inductively in reference to the theory of scaffolding based on ZPD (Vygotsky, 1978) based on different purposes of assessment; Assessment of, assessment for and assessment as learning. It was found that among the three purposes of assessment, assessment of learning was the dominant practice which ultimately marginalized the other two. This finding points to the need of assessment as learning and assessment for learning rather than assessment of learning, which is also exclusively focused on 21 st century learning competencies.
... The strongest predictor of BI was 21st-Century Skills-based Training (TRG), with a significant direct effect. This finding supports H12, indicating that providing teachers with training on effectively integrating mobile-based learning into their teaching practices can significantly impact their intention to use this technology and results are consistent with previous studies [66,68]. ...
This study aimed to investigate the factors influencing the acceptance of mobile learning technology for 21st-century skills-based training among teachers in Saudi Arabia and Pakistan. This study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model, which included constructs such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, student self-efficacy, behavioural intention, 21st-century skills-based training, and creative thinking skills. A survey was conducted with 619 teachers from Saudi Arabia and Pakistan who participated in a two-week mobile learning-based training session. The data were analysed using structural equation modeling (SEM). The results show that all hypotheses were supported, indicating a positive relationship between the constructs and the acceptance and use of mobile learning technology for 21st-century skills-based training. This study’s findings suggest that by emphasising factors such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, and student self-efficacy when designing mobile learning interventions, teachers will be more likely to accept and use mobile learning technology for 21st-century skills-based training and contributed to sustainability by providing increased access to quality education.
... The strongest predictor of BI was 21st-Century Skills-based Training (TRG), with a significant direct effect. This finding supports H12, indicating that providing teachers with training on effectively integrating mobile-based learning into their teaching practices can significantly impact their intention to use this technology and results are consistent with previous studies [66,68]. ...
Citation: Dahri, N.A.; Al-Rahmi, W.M.; Almogren, A.S.; Yahaya, N.; Vighio, M.S.; Al-maatuok, Q.; Al-Rahmi, A.M.; Al-Adwan, A.S. Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training. Sustainability 2023, 15, 8514. https://doi.
... A successful assessment makes a blend of these two purposes (Rawlusy, 2018). Summative assessment plays the role as individual students' performance indicator that may be used for several educational purposes such as promotion, certification or admission to higher levels of education (Looney, 2011) as well as opens the door to the job market (Chu, Reynolds, Tavares, Notari, & Lee, 2017). ...
... In other words, rethinking in the assessment practices is required to identify whether the students have acquired the new skill relevant to the need of 21 st century (Price, Pierson, & Light, 2011). In this postmodern era, the competencies including cognitive variables (e.g., critical thinking, reasoning skills) as well as non-cognitive variables (e.g., teamwork, tolerance, tenacity, curiosity) (Chu et al., 2017) are equally important for complementing their success in learning the 21 st century skills. ...
... Assessment was used to measure the cognitive aspects only and the non-cognitive aspects were neglected. There are many ways to evaluate the learning status in the classroom (Chu et al., 2017) but teachers could not shift the assessment pattern from the written examination to others like performance assessment, portfolio, self/ peer assessment, open questioning which were the basis for the 21 st century learners' skills. Self-assessment and peer assessment are the pioneer for the higher education to prepare the self-reflective learner (Thomas, 2011). ...
Classroom assessment is for the improvement of a learner’s diverse ability, teachers teaching strategies as well as improvement of entire educating system of institutions. This qualitative phenomenological study focused on the critical analysis of the classroom assessment practices with reference to 21st century learners’ competencies and assessment techniques.The data were collected from 12 faculty members of Department of Mathematics Education, Central Department of Education, Tribhuvan University. Interview schedule and participant observation were the main tools for data collection. The data were analyzed inductively in reference to the theory of scaffolding based on ZPD (Vygotsky, 1978) based on different purposes of assessment; Assessment of, assessment for and assessment as learning. It was found that among the three purposes of assessment, assessment of learning was the dominant practice which ultimately marginalized the other two. This finding points to the need of assessment as learning and assessment for learning rather than assessment of learning, which is also exclusively focused on 21st century learning competencies.
... Students create unique solution paths to problems, interact with peers, and act in both the physical and digital worlds. A snapshot of ways in which twenty-first-century skills have been identified and assessed by researchers around the world was presented by Chu et al. (2017). It appears that, while a variety of existing tools focus on the assessment of different dimensions of twenty-first-century skills, none can be wholly applied to the identification and analysis of L&I skills developed in Making contexts or through Making activities. ...
... The P21 Framework (P21; see Table 2 in Sect. 4.1) is the most widely adopted and the most detailed framework (Dede, 2010;Chu et al., 2017). It includes not only specific skills, but also content knowledge, expertise, and literacies (Partnership for 21st Century Learning, 2015). ...
... While a variety of existing frameworks focuses on the different dimensions of twentyfirst-century skills (Chu et al., 2017), none can be directly applied for the identification and analysis of L&I skills in Making contexts, i.e., being developed through Making activities. All these frameworks focus on several categories of twenty-first-century skills but the context (e.g., Making) is not specified. ...
With the Maker movement increasingly adopted across K‐12 schools and non-formal makerspaces, students are given more opportunities to engage in STEAM-Making activities using tools such as robots, electronics, arts, and crafts. Making activities are thought to help students develop twenty-first-century skills, especially communication and collaboration, creative thinking and problem-solving, all of which come under the umbrella of learning and innovation (L&I) skills. The overall research question driving the study is: How do students develop L&I skills in Making contexts? To understand how students develop these skills we need frameworks and coding schemes which can help with skills’ identification and analysis. Finding such analytical tools with applicability in Making contexts has proven challenging. In Phase A, the present study proposes an analytical framework and coding scheme—the L&I skills in Making analytical framework and coding scheme—for the identification and analysis of L&I skills in Making contexts, informed by existing twenty-first-century skills frameworks as well as data from an empirical investigation with young learners. In Phase B, the applicability of the coding scheme is checked with a portion of the empirical data while evidence is presented for the identification and analysis of L&I skills in dialogic interactions during the Making activities. The study extends previous findings supporting that Making activities might be able to support students in developing twenty-first-century skills, but most importantly, has a unique contribution to the literature supporting researchers who are looking for an analytical framework and coding scheme to identify and analyse students’ L&I skills in Making contexts.
Remarkable science curriculum reform is coming about in the United Arab Emirates (UAE), reflecting a remarkable shifting from the previous science curricula. This type of reform has significant suggestions for teachers. There are limited research studies on teachers‘ perception regarding these reforms. This qualitative study aimed to explore the impact of the Next Generation Science Standard, being the latest science education reform in the UAE, on teachers who are involved in implementing reform. The study was carried out in a US curriculum school in Dubai. Semi-structured interviews with 14 science teachers who teach different grade levels (K-12) were conducted along with 6 class observations. The other source of data collection was the NGSS curriculum documents. The findings showed that the obstacles faced by the teachers with the NGSS curriculum reform were that the curriculum involves big innovative ideas within short timelines, teachers‘ inability to shift the classroom towards the desirable outcome, and the shortage of organization and coherence between the school‘s stakeholders. These finding could be utilized to plan for professional development sessions to support the teachers with more ideas and strategies to convey the implementation of the three-dimensional science curriculum. Moreover, this study could help the leaders and policymakers to ensure the readiness of the teachers and the school before any reform implementation. Keywords: curriculum reform, three-dimensional science curriculum, next-generation science standards, instructional practice
Rubrics are powerful instruments to help direct students’ learning towards a set of pre-defined learning
outcomes. Defining a set of objectively defined rubric items that also triggers critical thinking and creative
expressions remains to be a big challenge. This paper explores the knowledge gaps that hinder the
formulation of such rubrics. The need for an instrument to systematically identify and chart innovation is
then highlighted. A framework based on Genrich Altshuler’s Theory of Inventive Problem Solving
(TRIZ) is explored for formulating rubrics that correspond to and measures the learners’ stage in problem
solving while explicitly linking to innovative expressions. The resulting rubrics, which separate critical
thinking and problem-solving forms part of its criteria and descriptors in addressing the knowledge gaps
mentioned earlier. The proposed framework has enabled the benchmarking of student works with the
global collection of millions of patents and offers a new perspective for measuring the ability to innovate.
Keywords: TRIZ course; critical thinking; innovative problem solving; assessment rubrics
