Education and Beyond

Contextual Scan of the Philippine Basic Education

Photo credits: https://blogs.adb.org/blog/5-ways-make-most-philippine-education-investments

Educational Environment

The K to 12 Program includes Kindergarten and 12 years of basic education (six years of primary education, four years of junior high school, and two years of senior high school) to allow for the mastery of concepts and skills, the development of lifelong learners, and the preparation of graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.

The Philippine educational system has catered all types of learners through regular/ mainstream classes, alternative learning system (Department of Education [DepEd], 2021), Madrassah (DepEd, 2017), and Special Education (DepEd, 1997). The department also addressed the needs and interests of the learners who excel in specific fields through the implementation of special curricular programs such as Science and Technology, Arts, Sports, Journalism, Foreign Language, and Technical Vocational- Education (DepEd, 2012b).

Further, to respond to the individual interests and preferences of learners, as early as Grades 7-8, they are given the opportunity to select and explore their Technology and Livelihood Education subject. In Grades 9-12, students specialize in a specific course under the Technical-Vocational- Livelihood (DepEd, n.d.).

When they reach senior high school, students may wish to pursue it or change their track (Academic, TVL, Sports, and Arts and Design). Each track offers a variety of strands where they can choose from. The Philippine education systems aims to improve early childhood education (universal kindergarten), make the curriculum applicable to students (contextualization and enhancement), build proficiency through language (mother tongue-based multilingual education), seek to ensure integrated and seamless learning (spiral progression), and prepare for the future (senior high school) (Official Gazette of the Republic of the Philippines, n.d.).

Structure and Relations between Components of the Educational System

Republic Act No. 9155 was passed in August 2001. It established a foundation for educational governance. The statute also established the Department of Education's jurisdiction and accountability at several organizational levels. It has decentralized governance and placed schools at the center of the educational system.

Executive Order No. 366, s. 2004, which directs a strategic review of the Executive Branch's operations and organizations, was issued. Efforts were made to concentrate government resources and efforts on its most important/core service and increase the quality and efficiency of government service delivery (Official Gazette of the Republic of the Philippines, 2004).

In 2011, DepEd adopted a revised version of its education sector Rationalization Plan (RP), which it claims will allow to respond to rapidly changing demands in an era of globalization and economic transformation. The RP is founded on RA 9155 and the necessity for long-term education changes. On November 15, 2013, the Department of Budget and Management adopted the DepEd Rationalization Plan at the central, regional, and school division levels. The approval covered the streamlined organization and staffing pattern of offices.

At present, the Office of the Secretary (OSec) provides the overall leadership and direction on the national level. Under the OSec, it manages the Curriculum & Instruction which guarantees that the organization's primary focus is on providing a relevant, responsive, and effective basic education curriculum, which is supported by all other strands and offices; it oversees Strategic Management which allows the department to concentrate on long-term goals and interact with the internal and external environment as well as stakeholders; it facilitates Governance and Operations which supports the organization's ability to enhance and be strategic in managing the environment in which teaching and learning occurs; it checks the Legal and Legislative Affairs which strengthens the organization's ability to deal with legal issues and be proactive in advancing its legislative agenda forward; and it supervises Administration and Finance which assures the organization's overall efficiency, allowing it to focus on its main function and so achieve its goals (DepEd, 2015).

The basic education system runs on a Kindergarten to Grade 12 framework (elementary, junior high school, and senior high school). In the regional and schools division offices, Curriculum Implementation Division focuses on ensuring the quality of teaching and learning, while School Governance and Operations Division provides technical inputs and strategic directions to the programs and projects of DepEd.

Strengths of the Existing Curriculum and the Educational System

DepEd acknowledged and underlined the current curriculum's merits, and the majority of them stated that Filipino children should be prioritized in the educational agenda. The K-12 curriculum in the Philippines will bring Filipino students up to speed with the rest of the world. This would demonstrate that investing in education is essential for national development and progress.

• Preparedness for Tertiary Learning. Students are anticipated to graduate at a somewhat older age than previous graduates of the old curriculum with the adoption of the current curriculum (K to 12 program). According to DepEd, young people entering the professional sector would profit from this since they will be much more equipped to manage the higher level of learning when they reach college. As a consequence of this, they may opt to continue their education in higher forms, which will be another fascinating adventure to access key learning improvements. Furthermore, this is a great chance for students to hone and broaden their skills and knowledge in preparation for a career.
• Readiness to Join the Workforce. Unlike the old system, K to 12 can better prepare students for employment. The present curriculum has the advantage of forcing each student to be enthusiastic about the industry and encouraging them to make their own judgments. They may or may not attend college, especially if they have chosen a career route other than academics. Students can take electives to hone their talents in particular areas. This will help students earn money as rapidly as possible so that they can sustain themselves. Even if they do not pursue further education, the curriculum enables children to earn money utilizing the skills and knowledge they receive in elementary school.
• Skill Competency in the Global Job Market. The present curriculum aims to improve the math, scientific, and linguistic abilities of Filipino students so that they may compete more successfully in the global labor market. Furthermore, the curriculum aims to train students to be skilled and competitive employees in any field. Students have the autonomy and flexibility to choose what they wish to learn. This would be an excellent method for teaching youngsters' independence and teamwork.
• Fosters Gainful Employment and Entrepreneurship. In comparison to the previous educational system, the existing curriculum offers more opportunities for employment and entrepreneurship. Several schools in the Philippines are progressively adopting this practice. Graduates of the new system can find job immediately after getting their degrees and passing competency-based exams. They can, on the other hand, establish their own business or continue their education at the collegiate level. All of the options will help each student advance their knowledge, talents, and professional characteristics. Furthermore, learners are being prepared to enter the workforce after graduation from Senior High School.

Weaknesses of the Existing Curriculum and the Educational System

Critics have been vocal about their major worry, stating that the government is still not ready for the new system. And, according to parents, this adds to their workload. Others want the program to be halted as well, but the government is sure that this educational system would give more opportunities for all Filipino children (Buenaventura, 2019).

In fact, there are problems in the current curriculum. Many parents opposed the new school system since it required them to spend more money on their children's education. We cannot dispute that many of our parents are impoverished, which is one of the primary reasons their children drop out of school. Furthermore, the government must first address the shortage of classrooms, fixtures, equipment, and texts. As a result of the two additional years, the dropout rate may rise. It is due to a lack of financial resources to send their children to school.

The agency must also monitor the provision of quality teachers, as test results demonstrate that learners' competency and mastery are deteriorating. DepEd must evaluate its progress in meeting the educational demands of instructors and 21st century learners. Meanwhile, an examination of the skills for all grade levels is necessary, since it was discovered that learners are unable to cover all of the required capabilities due to content congestion.

Lastly, the K-12 curriculum reduces children's desire to learn. By the time they reach the halfway point in this type of schooling, youngsters are likely to lose interest in studying, as is the case with any protracted procedure. It also increases the amount of time teachers spend in class because they are required to stay in class for extended amounts of time, depriving them of personal time (Buenaventura, 2019).

Stakeholders, Roles, and Relationships

Stakeholders include administrators, teachers, staff members, students, parents, families, community members, local business leaders, and elected officials such as school board members, city councilors, and state representatives who have invested in the welfare and success of a school and its students (Stakeholder Definition, 2021). Local businesses, organizations, advocacy groups, committees, media outlets, and cultural institutions are examples of collective entities, as are organizations that represent specific groups, such as teachers' unions, parent-teacher organizations, and associations representing superintendents, principals, school boards, or teachers in specific academic disciplines.

According to DepEd No. Order 83, s. 2012, Implementing Guidelines on the Revised School- Based Management (SBM) Framework, Assessment Process and Tool, which aims to strengthen the SBM practices and engagement of school stakeholders on basic education delivery, at the school level, the stakeholders are of two compositions, the Internal and External Stakeholders.

Internal stakeholders include school administrators, teachers, students, and parents of students, as well as their associations, who work directly to enhance school performance. Their perspectives on the school's strengths, shortcomings, challenges, and opportunities are critical to the school reform agenda. School leaders create and institutionalize procedures for continual school improvement. They have a good working relationship with the LSB and the School Governing Council (SGC). Furthermore, they are entirely accountable to stakeholders for school success. Students help to lead and administer the school. Teachers are school coleaders and comanagers. Parents are also held accountable for their children's performance, accomplishment, and well-being. They also actively participate in school governance and schoolwide improvement initiatives.

External stakeholders include community members, members of non-governmental organizations (NGOs), and local government officials (e.g., Local School Board (LSB), Alumni Association, Retirees, Professionals, Religious groups, School Governing Council, and so on) who have an interest in children's education. Stakeholders who are organized participate in school governance and schoolwide improvement procedures. Their involvement in strategic planning for school development and achievement of learning objectives is critical. They offer communitywide institutionalized support programs to constantly enhance learning outcomes (including ALS) and boost children's wellbeing.

They contribute to the development of a community environment that promotes learners' enjoyment of their right to a good education and other rights. They are involved in the monitoring and assessment of learning outcomes in addition to assisting in the generation of extra resources for the creation and execution of the School Improvement Plan.

References

• A Manual on the Assessment of School-Based Management Practices. (2009). [Ebook]. Retrieved from https://depedkoronadalcity.files.wordpress.com/2012/10/sbm-manual.pdf
• Department of Education. (1997). Institutionalization of sped programs in all schools. DepEd Order No. 026, s. 1997.
• Department of Education. (2012a). – Implementing guidelines on the revised school-based management (sbm) framework, assessment process and tool (apat). DepEd Order No. 083, s. 2012.
• Department of Education. (2012b). Policy guidelines on the implementation of the special curricular programs at the secondary level. DepEd Order No. 046, s. 2012.
• Department of Education. (2015). New organizational structures of the central, regional, and schools division offices of the department of education. DepEd Order No. 052, s. 2015.
• Department of Education. (2017). Policy guidelines on madrasah education in the k to 12 basic education program. DepEd Order No. 041, s. 2017.
• Department of Education. (2021). Policy guidelines on the implementation of enhanced alternative learning system 2.0. DepEd Order No. 013, s. 2019.
• Department of Education. (n.d.). Technology and livelihood education (TLE) and Technical-Vocational-Livelihood (tvl) track. Department of Education.
• Official Gazette of the Republic of the Philippines. (n.d.). The K to 12 basic education program. Official Gazette of the Republic of the Philippines.
• Official Gazette of the Republic of the Philippines. (2001, August 11). Republic act no. 9155. Official Gazette of the Republic of the Philippines. Retrieved November 5, 2021, from https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/.
• Official Gazette of the Republic of the Philippines. (2004, October 4). Executive order no. 366, S. 2004. Official Gazette of the Republic of the Philippines. Retrieved November 5, 2021, from https://www.officialgazette.gov.ph/2004/10/04/executive-order-no-366-s-2004/.
• Stakeholder Definition. (2021). Retrieved 4 November 2021, from https://www.edglossary.org/stakeholder/

School of Infinite Innovation: An Imaginative Proposal

The Current Context 

The educational system of the Philippines has been strongly affected by the country's colonial past. Throughout history, there have been periods of Spanish, American, and Japanese authority and occupation. The most substantial and long-lasting contributions were made during America's occupation of the nation, which started in 1898. At this time, English was adopted as the primary medium of instruction, and the first public education system was formed, based after the United States school system and overseen by the newly constituted Department of Instruction.

Despite long serving as an example for other Southeast Asian countries, the Philippine educational system has deteriorated in recent years. This is particularly evident in the country's most remote and poor regions. Unsurprisingly, pupils from the Philippines' metropolitan regions outperform those from the country's more rural parts in subjects such as mathematics and science.

With the K to 12 education law, all Filipino students have the opportunity to attend public schools for free. Similarly, individuals who prefer to attend private schools are given vouchers to help with tuition costs. Education has been economically beneficial to Filipino families as a result of these initiatives.

It has encountered a variety of challenges since the establishment of the enhanced basic education curriculum. One of them is concerned with improving educational quality. In a variety of categories, Filipino students lag behind their contemporaries in other nations. This is why, as a response to the Department of Education's pressing problems, I offer a School of Infinite Innovation curriculum.

Policy Statements

The GURO 21 scholar envisions a comprehensive, future-oriented, and supporting educational system. It includes technology-based learning, high-quality teacher training, free, supportive, and convenient education, contextualization and localization, and effective progress tracking.

• Technology-Based Learning. With the advancement of technology, learning must keep up with the demands of time and the educational system. Another learning approach that will emerge as a result of technology improvements is competency-based education. This alternate strategy seeks to focus on effective learning rather than time-based learning. This implies that students can benefit from e-learning platforms, digital lectures, and in-person instruction (Loderer et al., 2020).
• Quality Teacher Preparation. The quality of teachers has a significant impact on the quality of learning in school. As a result, this School of Infinite Education emphasizes comprehensive teacher preparation for pedagogy. Increased teacher quality is one of the most challenging and critical aims of educational progress. Educators and policy actors believe that of the many majors in-school components that influence student accomplishment, including resources, curriculum, school leadership, and school culture, teacher quality has the greatest impact.
• Free, Supportive, and Convenient Education. Learners require the support of the school community in order to complete their education. They will also find the school curriculum to be a convenient procedure, increasing their efficacy. This curriculum aims to give a free education from Kindergarten through Advanced Academic School.
• Contextualization and Localization. Examples, activities, music, poems, tales, and photos are based on local culture, history, and reality. As a result, the lessons are more relevant to the pupils and simpler to grasp. Continuity and consistency throughout all levels and courses aid in the development of in-depth information, skills, values, and attitudes in students.
• Effective Progress Monitoring. Learners in this curriculum will have their progress constantly monitored in order to determine their requirements when it comes to studying the topics. Teachers will plan indirect monitoring so as not to disturb the learners' educational process.

Statement of Broad Learning Objectives

After completing Play School, Preparatory School, Middle School, High School, Tertiary School, and Advanced Academic School, every infinite education graduate will be prepared to pursue a variety of opportunities, including advanced education, expertise in robotics, communications, and engineering, and high- level employment. 

Every graduate will have the following skills:

• Skills in advanced information, media, and technology
• Skills in learning and innovation
• Communication abilities that are effective
• Skills for life and work

Structure of the Education System

The School of Infinite Innovation Curriculum will include Play School, Preparatory School, Middle School, High School, Tertiary School, and Advanced Academic School. 

• Play School. Play School is a mandatory and compulsory entry stage to basic education Kindergarten lasts for two years and about four hours of teaching encounter daily. Informal education allows learners to prepare for formal education by acquiring reading and numeracy skills, which is considered critical in their development. Teachers provide learners with content that is developmentally appropriate, engaging, inventive, and child-centered, immersing them in meaningful experiences. 
• Preparatory School. Preparatory School is the first level of free and obligatory formal education, focusing on fundamental education. Students attend preparatory school for six years, obtaining around seven hours of education every day. Learners receive substantial instruction in the arts, sciences, and technology. It aims to impart knowledge and foster the development of skills, attitudes, and values that are required for personal growth and for living in and contributing to a changing social environment; to provide learning opportunities that raise a child's awareness of and responsiveness to societal changes and just demands, as well as to prepare him for constructive and effective participation; to increase the child's understanding, identity, and affection for the country and people; and to prepare him for constructive and effective participation.
• Middle School. The three-year secondary years from Grades 7 to 9 are referred to as Middle School. Every day, students receive around seven hours of teaching. MS is considered the present curriculum's high school level, preparing students for high school. Learners will select from a variety of specialties (technological- computer & information sciences, practical- agri, social, medical & health sciences, & humanities, theoretical- natural sciences & engineering).
• High School. High school is a three-year specialized upper secondary education program in which students can specialize based on their aptitude, hobbies, and academic ability. Students are now ready to concentrate on their chosen specialty, which might include technological specialization, practical specialization, or theoretical specialization.
• Tertiary School. Following graduation, students will be required to attend tertiary school, where they will choose their programs from the schools of the future, reality, and theory. Students will not be concerned because this will be a funded college education. They will complete their studies by earning a degree in their chosen disciplines.
• Advanced Academic School. Professional tertiary education graduates will now be required to pursue a master's degree, followed by a doctoral degree. It will motivate students to master their area of specialty in preparation for life beyond high school.

Quality Teacher Preparation

It is necessary to recruit qualified teachers in order to promote human resource development. The guidelines will integrate and institutionalize the education program's primary goal of improving the overall quality of basic and tertiary education in the country through the hiring of highly qualified teachers, as well as upholding the Department's mandate under the Magna Carta for Public School Teachers (Republic Act 4670) to promote and improve public school teachers' employment and career opportunities.

Applicants shall be evaluated using the following criteria:

Criteria	Points
a. Educational Qualification (Minimum Qualification: Doctorate Degree Holder) b. IQ and EQ Test Results  c. Licensure Exam Rating d. Specialized Training and Skills (Recognized by the National Educators Academy of the Philippines) e. Research Activities (Publication & Presentation) f. Innovation	15 15 15 15 20 20
Total	100

To ensure that the enhanced basic education and tertiary program meets the demand for qualified teachers and school leaders, the infinite education commission, in collaboration with relevant partners in government, academia, industry, and nongovernmental organizations, will conduct teacher education and training programs as follows:

(a) Content and Pedagogy In-Service Training 

(b) Training on the Trends in Education

(c) Training on School Leadership

Professional development activities like the ones stated above will be developed and implemented on a regular basis throughout the school year to guarantee that teachers' skills are regularly enhanced.

With respect to the teaching load, the general guidelines for the implementation of the four (4) hours of actual classroom teaching of infinite education teachers, as well as the specific guidelines to be formulated at the school level for the remaining four (4) hours to complete the eight (8) hours of work.

 

In terms of class size, there will be one teacher/instructor for every 15 learners. This will increase learning quality by upgrading learning spaces and decongesting classrooms. Teachers will also have to focus on each student individually. Materials and resources like educational buildings, books, classrooms, and the like will be sourced from government subsidies as well as private institution and sponsor assistance.

Teaching Methodology

Problem solving, critical thinking, teamwork, real learning, responsible use of technology, and cross-disciplinary teaching are the most significant components of 21st century education. New teaching methods are reshaping educational environments throughout the world and motivating students to attain academic success. This curriculum will adopt the following methodologies: 

• Learning in a Flipped Classroom. The flipped classroom is a pedagogical method in which the traditional features of the teacher's lesson are reversed—the important educational materials are studied at home by the students and then worked on in the classroom. The primary purpose of this practice is to maximize class time by devoting it to specialized activities such as satisfying each student's unique needs, generating collaborative projects, or focusing on specific assignments (Al-Samarraie et al., 2020). 
• Project-Based Education (PBE). As a result of the introduction of new information and communication technology into schools, new teaching strategies and new versions of previous methodology, now transformed and updated for the digital generation, have evolved. Project-Based Education (PBE) is becoming increasingly popular in the classroom. In its most basic form, PBE enables students to obtain key knowledge and skills by developing projects that solve real-world situations. When students begin with a tangible challenge rather than the customary theoretical and abstract model, their capacity to retain knowledge and build sophisticated abilities such as critical thinking, communication, teamwork, and problem solving improves substantially (Recke & Perna, 2021).
• Gamification. Gamification, or the application of game elements and dynamics to non-ludic circumstances, has long been used. However, in recent years, particularly as a result of the growth of videogames, the problem has reached unprecedented dimensions, and it is now one of the most frequently debated current and future trends in the EdTech industry. This trend has been reinforced by the increasing adoption of gamification into educational courses, which is projected to continue (Saleem et al., 2022). 
• Design Thinking. Design Thinking is a problem-solving method that has always provided fertile ground for innovative ideas in education. Teachers all around the world are always coming up with new ideas and techniques to use in the classroom, utilizing the tools at their disposal. The use of Design Thinking (DT) stems from industrial designers and their unique approach to problem solving and addressing the demands of their clients (Beligatamulla et al., 2019). When applied to education, this paradigm enables more exact identification of each student's specific issues, as well as progress and innovation that contributes to the satisfaction of others, culminating in a symbiotic connection.
• Thinking-Based Learning. One of the most contentious issues in education is the need to educate students how to apply what they learn in school. Teach kids how to contextualize, evaluate, compare, and debate. To put it another way, how to convert data into knowledge. Thinking-Based Learning (TBL) aims to help students build thinking abilities beyond memory and, as a result, to help them think more effectively (Yafie et al., 2019).
• Competency-Based Education. The acquisition of knowledge, the development of talents, and the building of work habits are the primary aims of all learning systems. CBE (Competency-Based Education) is a set of methods for doing so. Teachers can move through the academic curriculum without significant alterations by utilizing assessment tools such as rubrics to concentrate it in a new way, bringing genuine examples into reality, and therefore imparting a more perceptible dimension of the teachings to their students.

Assessing Student Achievement 

Assessment is a continuous, systematic process that use a range of activities to identify, collect, and evaluate data on a student's performance. It comprises creating and gathering evidence of success, assessing that evidence, documenting the results, and applying that information to comprehend and help in the development of the learner in order to enhance the learning and teaching process. Both informal (learning evaluation) and formal assessment should be employed (assessment of learning). Learners should receive constant feedback in both cases in order to improve their learning experience.

• Assessments for Learning. It is a method of providing pupils with feedback that they may use to improve their performance. This might be as easy as the instructor watching class talks, asking questions, and assessing students' work in progress. It is frequently immediate, and it alerts you to quick modifications to your lesson that you can do to increase its efficacy. Both you and your students may utilize the comments to improve their learning. The feedback includes information on students' learning methods, progress, the nature of their comprehension, and any problems they are having (Brown, 2019). 

• Teachers use assessment as a research tool in assessment for learning to learn as much as possible about their students' knowledge and abilities, as well as any preconceptions or misunderstandings they may have. Teachers frequently utilize assessment for learning to boost student motivation and commitment to studying. E-portfolios, teacher observations, class debates, and works in progress with comments, think-pair-share, notebooks, observation checklists, concept maps, and rubrics are examples of 21st century assessment for learning tools.

• Assessment as Learning. Evaluation as learning emphasizes assessment as a metacognitive process that focuses on students. The constructivist concept of assessment as learning is based on the notion that learning is an active process that takes place as students interact with new concepts. It is distinguished by students reflecting on their own learning and making alterations, adjustments, and changes to their thinking, and it is founded on research into how learning happens. Assessment as a learning approach in the twenty-first century includes self-assessments, peer assessments, student-teacher conferences, teacher observations with comments, and interim product analysis. 

• Assessment is always a learning opportunity for kids. It is your obligation as a teacher to ensure that students take advantage of this opportunity. When students can construct their own understanding of a subject, apply their knowledge to real-world circumstances, think critically, and reflect on what they have learned, they learn more effectively. When evaluation is designed appropriately, it may help students have deeper learning experiences and learn more effectively. Assessing thoroughly may also benefit you as a teacher by decreasing plagiarism and the amount of time you spend marking and delivering comments.

• Assessment of Learning. Methods for verifying what students already know, proving whether they have attained curricular outcomes or the goals of their specific programs, or confirming aptitude and making judgements about students' future programs or placements are all examples of assessment of learning (William & Thompson, 2017). Its goal is to demonstrate success to other educators, parents, students, and, on occasion, other organizations (e.g., educational institutions). Examples of 21st Century Assessment of Learning tools include e-portfolios with best piece samples to demonstrate progress, open-ended response questions, descriptions of observations in science experiments, historical role-playing arguments about the impact of decisions on current life, the writing process applied to poetry, long-term projects, and problem-based reports.

• Classroom assessment in this curriculum refers to the process of gathering evidence of what a student knows, understands, and can do in a classroom context. Formative and summative assessment are the two forms of classroom evaluation. Classroom assessment is an integral part of curriculum implementation. It enables teachers to monitor and analyze the growth of their pupils and adjust their instruction accordingly. Classroom assessment informs students, as well as their parents and guardians, on their development.

References

• Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: a review of the evidence across disciplines. Educational Technology Research and Development, 68(3), 1017-1051.
• Beligatamulla, G., Rieger, J., Franz, J., & Strickfaden, M. (2019). Making pedagogic sense of design thinking in the higher education context. Open Education Studies, 1(1), 91-105.
• Brown, G. T. (2019, June). Is assessment for learning really assessment?. In Frontiers in Education (Vol. 4, p. 64). Frontiers Media SA.
• Loderer, K., Pekrun, R., & Lester, J. C. (2020). Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments. Learning and instruction, 70, 101162.
• Recke, M. P., & Perna, S. (2021). Emergent narratives in remote learning experiences for project based education. Electronic Journal of e-Learning, 19(2), 59-70.
• Saleem, A. N., Noori, N. M., & Ozdamli, F. (2022). Gamification applications in E-learning: A literature review. Technology, Knowledge and Learning, 27(1), 139-159.
• Wiliam, D., & Thompson, M. (2017). Integrating assessment with learning: What will it take to make it work?. In The future of assessment (pp. 53-82). Routledge.
• Yafie, E., Haqqi, Y. A., Kustiawan, U., Astuti, W., Boedi, D., & Ilhami, B. S. (2019). The effect of teacher competency training on high order thinking-based learning. JECCE (Journal of Early Childhood Care and Education), 2(2), 87-93.