Positioning thinking within national curriculum and assessment systems: Perspectives from Israel, New Zealand and Northern Ireland

Carmel Gallagher*, Rosemary Hipkins, Anat Zohar

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

38 Scopus citations

Abstract

Over the past decade there has been a major move to position 'thinking' (however thinking is defined and enacted) as a more explicit outcome within the curriculum of many nations, with implications for teachers' professional development, assessment, and examination requirements. This paper analyses approaches to this challenge taken by Israel, New Zealand and Northern Ireland. Each short case study considers: the political context in which the developments emerged; the ways in which thinking has been framed within the national curriculum, assessment and examination system; and the successes and challenges of the approaches taken to embedding change. Comparing and contrasting three different national systems provides important insights into the priorities, commitments and resources allocated to supporting a focus on thinking as a valued curriculum goal and outcome. In particular, it highlights the need for greater coherence between curriculum, professional development, pedagogy and assessment policies generally. Given the increasing international emphasis on the importance of developing critical thinking and problem-solving skills as a response to 21st century learning challenges, the paper reflects on what more may need to be done to leverage and sustain change.

Original languageAmerican English
Pages (from-to)134-143
Number of pages10
JournalThinking Skills and Creativity
Volume7
Issue number2
DOIs
StatePublished - Aug 2012

Keywords

  • Assessment policy
  • Curriculum implementation
  • Curriculum policy
  • International comparison
  • Teaching thinking

Fingerprint

Dive into the research topics of 'Positioning thinking within national curriculum and assessment systems: Perspectives from Israel, New Zealand and Northern Ireland'. Together they form a unique fingerprint.

Cite this