{ "docId": "019dd923-5e88-73ef-bd59-02a271f5bbcc", "docSlug": "6202ff574345bddd", "documentTitle": "4.6.2 HKVCA Investing in Asian Education", "authorId": "MorganStanley", "authorName": "Asia Society", "documentKindSlug": "consulting-deck", "documentKindLabel": "Consulting deck", "sourceTypeSlug": "equity_research", "sourceTypeLabel": "Equity research", "presentationDate": null, "orientation": "portrait", "aspectRatio": 0.773, "pageNumber": 17, "pageCount": 26, "prevPage": 16, "nextPage": 18, "slideType": "diagnosis", "function": "diagnose", "density": "overcrowded", "nDataPoints": 0, "notes": "The text discusses the 'Achilles' heel' of 21st-century education reforms, specifically focusing on the tension between traditional testing and modern learning outcomes in Japan, Hong Kong, and Taiwan.", "elementsJson": [ "paragraph" ], "metadataConfidence": 0.9, "imagePath": null, "slideHref": "/slides/019dd923-5e88-73ef-bd59-02a271f5bbcc/17", "deckHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc", "deckJsonHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc.json", "deckAnchorHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc#slide-17", "components": [ { "bbox": null, "kind": "callout", "text": "High-stakes examinations and university admissions seem to be the Achilles' heel of 21st century reforms.", "attrs": null, "subkind": null, "toolName": "Visual emphasis", "toolSlug": "visual-emphasis", "confidence": null, "componentId": "019dd952-3409-704d-b4e0-183d055573a4", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.048, "w": 0.764, "x": 0.118, "y": 0.879 }, "kind": "paragraph", "text": "High-stakes examinations and university admissions seem to be the Achilles’ heel of 21st century reforms. While there are policy intentions and measures to deregulate and liberalize schools, high-stakes examinations demand all schools to focus on examination requirements at the expense of reforms. While all reforms intend to give", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "0ce978ef-45bd-4340-9863-2eace37ff5f4", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.115, "w": 0.764, "x": 0.118, "y": 0.123 }, "kind": "paragraph", "text": "The changes in the curriculum and the emphasis on experiential learning pose serious challenges to assessment and examinations. As mentioned earlier, the Japan reform calls for a change of testing from “what students know” (knowledge acquisition) to “what they can do with the knowledge” (knowledge application). In other words, there has to be a shift from testing the substance of knowledge to testing the use of the knowledge. This is similar to how the PISA exam assesses students’ ability to use knowledge rather than the amount of knowledge they possess.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "3784aca6-69f3-4dac-a2ad-f039e942e2cf", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.115, "w": 0.764, "x": 0.118, "y": 0.493 }, "kind": "paragraph", "text": "As is reflected in the cases of Hong Kong, Taiwan, and Japan, the high-stakes exams for university entrance are often the fundamental obstacle to these reforms. In Hong Kong, the recent reform campaign sees public exams and university admissions as the first and foremost barriers to expanding students’ learning experiences, because preparations for public examinations occupy all of students’ time. Hence, reduction of unnecessary examination pressure and broadening of university admissions criteria are seen as the most urgent points of reform, and there are concrete proposals.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "4bc2ff7b-c7a2-4353-af51-5a0367f27300", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.131, "w": 0.764, "x": 0.118, "y": 0.359 }, "kind": "paragraph", "text": "The strong emphasis on learning in the affective domain, which is now occupying a large part of the reformed curricula, poses another challenge to learning outcomes. Much of the learning in the affective domain, predominately experiential learning, does not lend itself to immediate and visible outcomes that can be measured by traditional tests. The outcomes are often detectable only in the long run and often in settings outside of the formal testing environment. New assessments via technology (such as interactive portfolios) may solve some of the difficulties, but there is still a long way to go before they are widely accepted in school systems and for university admissions.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "4e8a3b66-f1fb-4400-90d1-9407b143ffc6", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.131, "w": 0.764, "x": 0.118, "y": 0.611 }, "kind": "paragraph", "text": "As is reflected in the Taiwan case study, the public examinations and university admissions pose the major obstacle to reforms there as well. There are two entrance examinations at the end of junior high school and senior high school, respectively. “The entrance examinations were paper-and-pencil tests on factual knowledge, which therefore shaped junior high school and senior high school pedagogical practices into knowledge acquisition and memorization. The teacher transmitted knowledge from textbooks to the students, who learned by rote learning and drills, and sometimes had to teach students to the test.”", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "4f500c21-bd3d-453e-8d1a-57632e9d17c6", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.115, "w": 0.764, "x": 0.118, "y": 0.241 }, "kind": "paragraph", "text": "However, a real assessment of the students’ ability to use their knowledge, as in the science of learning, should be the students’ ability to apply what they have learned to real-life situations and in collaborative groups. Hence, the ideal assessment should be creative, integrative, practical, and collaborative. This is rare. As described in the Japan case study, the public examination (the National Center Test) that is used by the majority of universities for admissions purposes is basically multiple-choice questions. The questions are designed with the criteria of simplicity and rigor.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "a5f297be-46eb-4455-89f1-a3e0b168537f", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.131, "w": 0.764, "x": 0.118, "y": 0.745 }, "kind": "paragraph", "text": "In Japan, there are very rigorous procedures for university entrance, which include a public examination, the National Center Test, as well as school recommendation and admissions office tests conducted by the individual universities. For the sake of rigor in testing and for reducing the administrative burden on university admissions, the tests are basically multiple questions requiring simple answers. The case study has a very vivid explanation of how all these have led to rote learning, and have led to the research finding that “there were few changes in classroom teaching styles” between 2002 and 2010, despite the promotion of reforms. Therefore, proposed changes to the exam will be implemented in 2019.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "d24ab2df-d67a-4dff-931e-34024002b7d6", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.021, "w": 0.435, "x": 0.118, "y": 0.091 }, "kind": "title", "text": "Assessment and Learning Outcomes", "attrs": null, "subkind": "headline", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "4dad00f2-b988-4199-9d2f-a004397ffb33", "frameworkName": null, "frameworkSlug": null } ], "metrics": [], "tools": [ { "name": "Storytelling: audience calibration", "slug": "audience", "agent": "storyteller", "layer": "slide", "matchId": "64a40643-bdf9-424a-bbf6-dab070fb14e6", "evidence": "The text mentions 'educators in particular and society at large in general'.", "confidence": 0.7 } ], "frameworks": [], "arcBeats": [], "loops": [ { "to": 26, "from": 5, "name": "Golden Circle", "slug": "11-golden-circle", "bestFor": "Visionary leadership, brand positioning, mission statements", "matchId": "f7b95e07-9720-4690-a25d-6a968ad62620", "evidence": "The deck provides a comprehensive analysis of education reforms in East Asia, highlighting the need for a shift in knowledge and skills to accommodate 21st-century competencies.", "position": 1, "objective": "Why is it important to advance 21st-century competencies in East Asian education systems?", "structure": "The Why (Belief) -> The How (Process) -> The What (Result)", "confidence": 0.6, "description": "Invert the typical pitch by starting with why you exist, rather than what you do" } ], "imagePathAlt": null, "thumbSrc": null, "thumbSrcAlt": null, "locked": true }