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We can park self-reporting tools on SLS. Questions that will reveal if pupils have applied critical thinking, adaptive thinking, inventive thinking via pre & post-RC module(s). E.g., I check my assumptions before arriving at a conclusion. I know how to support my reasons with evidence. I question about the writer's purpose when I read a text etc.

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ALL to input ideas individually.

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How do we weave in these assessment approaches in our FidLHA training for the HAL teachers/ training for the RC teachers?

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NON-EMS

Should GEB reflect the RC students' attainment of 21CC to the 'home' school and their parents? Why or why not?

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SCIENCE DEPT

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MATH DEPT

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ENGLISH DEPT

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1. How might we design learning experiences in the RC programmes that would infuse 21CC in the HALs? Are we confident that the RC modules or units would target the development of 21CC? How can we ensure alignment of refreshed GEP student outcomes and curriculum to MOE’s Desired Outcomes of Education and Future of Learning (with reference to CDC paper & Thinkpiece on Curriculum 2030)

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NON-EMS

Do you think we should collect a common set of data across EMS to measure the extent of 21CC infusion in our Tier 2 and 3 provisions? Why or why not and how if you have any good ideas to share.

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SCIENCE DEPT

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MATH DEPT

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ENGLISH DEPT

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1. In the context of the refreshed modality, there will be no ‘formal assessment’ of 21CC. Which of the proposed formative assessment tools (self-report, performance-based tasks, digital learning systems) would be most appropriate for high-ability learners in your subject areas and why? How would these look like?

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(1)     In teaching & learning, to consider how we can:

(a) develop a range of 21CC assessment tools for classroom use

(b) include self-report and other-report tools

(c) design performance-based task

(d) utilise digital learning systems such as SLS to capture student data and processes

(2)        While we will not look into system-level monitoring, we might want to consider programme-level monitoring. In the context of the refreshed modality, specifically the RC programmes, should we discuss if :

(a) there is scope and merit for GEB to collect data to assess the extent to which the RC programmes have helped develop 21CC in the participants;

(b) there is a set of “common data” that we can collect across EMS?

(c) we should consider collecting pre- and post-intervention data?

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Context of Discussion

21CC framework developed in 2010 with latest review in 2023

Previous focus on curriculum and design but less emphasis on assessing 21CC.

Current state of students’ E21CC development is collected indirectly and on ad hoc basis where teachers gain informal information based on classroom observations.