1. Presentation title : Current situation of Mongolian national curriculum and assessment
Presenter :
Khishigbayar BADAMSAMBUU /Hishge/
Tungalagtuul Khaltar /Tugi/

2. Designing and developing /what/ Implementation and ensuring /how/
Content
Part 1:
Designing and developing /what/
Implementation and ensuring /how/
Part 2:
Competency based approach
National assessment

3. Introduction of MONGOLIA

4. Introduction of MONGOLIA
Population: 3 mil
Terriroty: 1.5 mil sq km
Transition since 1990’s
Socialist – Free market
East - West
Transition in Education:
Soviet model –International/national education
10 – 11 – 12 years schooling
Academic knowledge – Life skills
Teacher centered – Student centered

5. Currency = Tugrig
Chingis Khaan created the Great Empire of Mongol in 13th century.

6. 4 seasons Temperature is between -30 + 30

7. Ulaanbaatar Population of Ulaanbaatar – 1.275.000
63.9％ of the population is under 35

8. Ger – traditional house
Nomads live in a GER. It is easy to move and comfortable for them to live.

9. INSTITUTION BASED APPROACH CURRICULUM PACKAGE GROUPING SUBJECT
Part 1: Current policies and frameworks in designing/developing curriculum and assessment
WHY
WHEN
WHO
WHAT
HOW
WHERE
NEW GOVERNMENT POLICY
INSTITUTION BASED APPROACH
CURRICULUM PACKAGE
GROUPING SUBJECT
NATIONAL – LOCAL - SCHOOL

10. Part 1: Why /Curriculum development/
Democratic party / /
Government national program: ‘Educated Mongolia’
MECS national program: ‘Education quality reform’
/Each child should be developed/
- Curriculum redesigning /redeveloping
- Teacher
- Talent
- READ
Challenge: Each child development VS Teacher centered method

11. Part 1: When /Curriculum development/
2012
2013
2014
2015
2016
Primary
Develop
Pilot
Implement
Lower secondary
Upper secondary
Challenges:
Quality and Alignment due to time constraints
Schedule is delaying due to over workload

12. Part 1: Who Curriculum development
MECS
Support 1 2
Pilot 3 4 6
Policy
Management
Development
Management:
Supporting team:
Representatives of Institutions
Role:
Overall management
Provide guidance
Report to MECS
Piloting team: specialists and teachers
Role:
Pilot curriculum and textbook at laboratory 40 schools
Coordination between developers and schools
To provide recommendation to revise curriculum
Challenge: Collaboration and coordination

13. Part 1: Who Curriculum development
MECS
Support 1 2
Pilot 3 4 6
Policy
Management
Development
1 – Curriculum
2 – Textbook
3 – School administrative
4 – Assessment
5 – Teacher training
6 – Teacher preparation
Institute of Education Research
Education Evaluation Center
Institute of In-service Teacher Training
University of Education
Challenge: Capacity building of Institutions

14. Part 1: What Curriculum package
Products /package/
Curriculum and Guide /framework/
Textbook and Teacher book
Challenges: Quality and alignment
Alignment between Curriculum and Textbook
Alignment between Guide and Teacher book

15. Part 1: What Curriculum development
Assessment
Textbook
CORE TEAM
Teacher development
School administrative

16. Part 1: How Curriculum development
Goal and Objectives
- from Input to Outcome based
2. Grouping subjects
- from subject to grouping based
GOAL
Science
Physics
Chemistry
Biology
Geography
Social science
History
Art
PE & Health
Education Goals
Grouping goals
Subject objectives
Challenge: Negotiation and Crossing horizontal and vertical
Horizontal negotiation is among SUBJECTS and GROUPINGS
Vertical negotiation should align Horizontal GOALS and Objectives

17. Part 1. How Piloting to revise curriculum
Developing
Institutions
Piloting
Laboratory 40 schools
Implementing
All 756 schools
Challenge: Developing and Piloting is occurring same time due to time constraints /time/
Coordination is needed for all activities /management/

18. Part 1. How Teaching / Learning
Content
Student
Teacher
Content
???
Teacher
- Lesson
Challenge: Alignment between
Curriculum and Assessment
Curriculum and Teaching

19. Part 1: Lesson learned
Curriculum
Assessment
Teaching
CHILD DEVELOPMENT can make ALIGNMENT between Curriculum, Teaching and Assessment.

20. Part 1: Summary Are we aligning between Curriculum and Assessment
Yes: at the starting period of
1. understanding /developers/
Not yet:
1. in developing curriculum and assessment
2. making connections among institutions /management/
3. implementing and practicing
Mongolia has been doing dramatic changes recently in understanding the importance of Child development through redeveloping curriculum.
However, it is not reached yet at the level of aligning Curriculum and Assessment.

21. Part 2 Reflection on competency based approach in assessment
Education Evaluation Center is the agency of the Ministry of Education Culture and Science of Mongolia with the responsibility to monitor and evaluate educational quality of primary and secondary education .
Before 2013 our function was to conduct University entrance examination throughout the country.

22. Part 2 Reflection on competency based approach in assessment
By the year of 2000 the students have multiple choice previously been tested using papers. (predominantly tested factual knowledge)

23. National assessments on learning achievement
Grade 5
Mathematics
Native language
Human and nature
Grade 9
mathematics
Native language
Science subject /combined content /
Social science/combined content/
Grade 12
Foreign language
Optional / choose one subject/

24. Part 2 Reflection on competency based approach in assessment
Today at all grade levels question types were linked to particular assessment objectives ( skill categories) to remove the confusion in the existing tests. This was to improve the clarity of mapping between questions and assessment objectives.(skills)

25. Part 2 Reflection on competency based approach in assessment
In 2014 The test specification of Mongolian Language and Mathematics of Grade 5 and 9 were developed to embrace more open ended question, especially at grade 9 where no multiple choice questions. At grade 5 multiple choice questions remain but a reduced level.

26. Part 2
Reflection on competency based approach in assessment
The testing of language study(vocabulary, grammar, punctuation) usually by multiple choice questions but today it is recognised that these areas can be effectively tested as part of Reading and writing sections of paper. Accordingly all papers have two parts of papers on multiple choice questions and open ended questions which assess skills of students.
In 2015 national assessment papers of grades 5,9,12 Foreign language, Social science and Science subjects have two sets of papers.

27. Part 2 Reflection on competency based approach in assessment
Skill
Paper 1
Paper 2
Expected scores
Structure
Knowledge 30
40 questions and every question is one point. Answer of multiple choice questions have 4 options.A,B,C,D 10
Paper 2 is open ended questions .
Understanding and problem solving 6 34
scientific approach
(Creative thinking) 4 16
total 40 60

28. Thank you for your attention