Competency–Based Assessment Emphasizing the Global Citizenship of the Learners, using the Project and Service-Based Learning (PSBL)
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Abstract
The aims of this research were to 1) examine the quality of a learning assessment form for competency–based assessment emphasizing the global citizenship of the learners, using the project and service-based learning (PSBL), and 2) evaluate learning outcomes of competency–based assessment emphasizing the global citizenship of the learners using the project and service-based learning (PSBL). The sample used in the research comprised 118 teachers, 2065 lower secondary school students and 1,770 upper secondary school students who had learned with their teachers in the sample, and 3,835 parents of these students. The tools used in the research were 2 learning evaluation forms that emphasized students' global competence, using project and service-based learning—one for the lower secondary level, and the other for the upper secondary level. The analysis of data employed an index of content validity, discrimination, reliability, percentage and mean.
The research results revealed that the learning evaluation forms for competency-based assessment emphasizing the global citizenship of the learners using project and service-based learning (PSBL) for lower secondary school students and upper secondary school students had the indices of consistency (IOC) ranged between 0.80 and 1.00 for both forms, the indices of item discrimination ranged from 0.50 – 0.78 and 0.45 – 0.78, and the indices of reliability were at a very high level—0.98 and 0.97, respectively. Also, the evaluation of the learning outcomes of competency–based assessment emphasizing the global citizenship of the learners using the project and service-based learning (PSBL) showed that both the lower secondary school level and the upper secondary school level were at an excellent level, as their achievements were at 82.40 % and 85.13 %, respectively.
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