Schools lack resources to enhance children’s learning experiences. Meanwhile, there is a lack of empirical data to improve the Thai education system at the policy-makers level. The challenge with these problems is that we still lack a way to measure and evaluate learning outcomes without overburdening teachers.
As a result, education experts from all around the world have gathered at the International Seminar on Pupil Outcomes Assessments. How intriguing will this event be in the middle of March 2023? What have the organizers to say?
This conference was put on by Creativity, Culture, and Education (CCE) and the Equitable Education Fund (EEF), according to Poom Pentrakul, Analyst and Managing Director of the Teacher Production and Development Research Project at the Equitable Education Fund (EEF). By bringing in experts from across the globe, including those from Chile, France, Australia, Hong Kong, etc., a non-profit organization (CCE) hopes to foster the creativity of kids and teenagers in the UK as well as brainstorm and update the way that the rest of the world assesses learning outcomes.
Poom has a wealth of expertise in the subject of education, including both substantial research and classroom instruction. No matter what activity is undertaken, he remarked, from the school level to the level of policy. We frequently struggle to identify measurable objectives or standards that truly enhance learning outcomes.
“We saw the issue that measuring learning outcomes is quite challenging. Even discussing the definition of what it is is difficult. We thus suppose that there are individuals who are doubtful about the same thing and trying to quantify it all over the world. So, we asked them to present their novel ideas for assessing learning outcomes.
The selection of presenters and resources for this event was based on a set of standards that emphasized innovative learning outcome assessments that were applicable and scalable. It is anticipated that this would motivate educators, legislators, instructors, and institutions of higher learning to keep working.
“When we work on assessment, we frequently get caught on what to measure and how to measure, seldom discussing where the measure has come from and what to do with the data. At this event, however, it was evident that each speaker gave a lesson on the practical applications of the knowledge.
Having ideas that can be taken further is what attendees hope to take away most from this event. Thailand doesn’t instantly require a new device that will need ongoing research and funding. Being well-versed in the many types of indicators allows us to select the best instruments for our purposes.
Poom has separated the measuring groups into small and large sizes for the modern world. Large-scale surveys that concentrate on the academic and reading abilities of elementary school students, like the IEA’s Trends in International Mathematics and Science Study (TIMSS) or the OECD’s Program for International Student Assessment (PISA), are the first tools known to the education sector. Other instruments, such creativity tests, competence tests, and the children’s wellbeing survey, can be used to evaluate kids individually or even at the classroom level. What values do children possess (Value), how do children have attitudes (Attitude),
what skills do children have (Skill), and how much information do children have (knowledge) may all be broken down into the assessment dimension into these four categories, or VASK for short. They were common in the past, aside from the sole academic measures. For our vision and the future quality of Thai education to be what we want it to be, we also need to understand and learn how to assess learning outcomes in other areas. What do you envision for them? Ask your pupils and try out these tools.