A process for generating substantive evidence to inform the extent to which digital literacy policy requirements are being successfully incorporated into national curriculum and assessment reform in Malaysia – a measurement approach.

Year: 2019

Author: Mohamed, Shafiza, Tognolini, Jim, Stanley, Gordon

Type of paper: Abstract refereed

Abstract:
In the Malaysian Education Blueprint (MEB) 2013–2025, “leveraging ICT and to scale-up quality learning among students and teachers” is intended to support the development of ICT education. The roles of ICT education in Malaysia are to enhance the significant impact in teaching and learning at schools. Besides that, Malaysian educational reform has emphasised the importance of developing students’ readiness towards the 21st century skills. Another key policy that supports the Malaysian education reform was commissioned by the Malaysian Smart Schools Strategic Plan (MSSSP) (2016 - 2020). The main focus of the MSSP is to integrate computational thinking and digital competency skills, also known as digital literacy, into the national curriculum and assessment.

This paper provides both conceptual and procedural approaches to develop the alignment between digital literacy policy requirements and the evidence that will enable decisions to be made regarding the extent to which these policy requirements are being met across the system which formulates through the standards-referenced assessment approach. This study shows how rubrics (developed within a measurement framework) can be developed to not only measure student outcomes, but also guides the design and development of assessment procedures that will enable student progress to be monitored along a developmental continuum, and also inform the curriculum, teaching and learning practice in the area of digital literacy.

The paper focuses very much on developing and using criteria and standards to monitor student progress; using both quantitative and qualitative data to build images supported by evidence of what students know and can do; demonstrating how assessments can be designed to provide evidence against established rubrics; and, it does so using a practical example of assessing and measuring a 21st century skill – digital literacy.

The procedure explicated in the paper can be applied to measure any constructs, 21st century skills or soft skills and can be applied at the school, district, state or national level. Building the consensus of performance standards certainly requires an iterative process in constructing the level-descriptors that describe development (growth) in students learning.

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