Katariina Vainonen is a e-assessment specialist who works in Estonian Education and Youth Board since 2018. Katariina believes that believes that modern technologies allow making assessment not only a way to test knowledge, but also allows the student to receive clear feedback and to develop, seeing your strengths and weaknesses to become part of the developing world.
Working in Estonian Education and Youth Boar she mainly develops the test digital skills test. Also, she is involved in development other test for measuring general competences, like learning to learn, communication, mathematics competences and others. Part of her work has been development of Examination system (EIS) in collaboration with colleagues.
Katariina holds a Bachelor of Arts in Philology from University of Tartu. Currently she is writing a thesis as the last step before being awarded a master’s degree in educational technology at Tallinn University.
Einar Rull works as an analyst at the Education and Youth Board in Estonia. He got his computer programmer certificate in year 1974 in secondary school Nõo and studied later Mathematics and Pedagogy in Tartu University (Cum Laude). After university he run an automated learning class in Tallinn Technical University in Chair of Higher Mathematics, which digitally assessed students’ learning in 1980-s. Working in Ministry of Foreign Affairs in 1990-s he was early adopter of Internet and published government information materials in Usenet newsgroups earlier than it was done by White House in Washington, which was later mentioned in Bill Clinton speech.
Thank to success, what appeared in using Internet to mobilise foreign Estonian communities in re-establishment of independence, Estonian Ambassador in USA (later President), Toomas Hendrik Ilves announced in 1995 the idea of quick and massive internetisation of schools and teaching of ICT skills to everybody (Tiger Leap Programme).
In Education and Youth Board Einar Rull has been involved in development of electronic assessment bank (EIS) and has presented about it on numerous international conferences in Finland, Norway, Georgia and Latvia. He has welcomed numerous foreign delegations in Education and Youth Board, shared the Estonian PISA success story and discussed about the development of digital literacy and application of digital technology in Estonian schools.
Katariina Vainonen is a e-assessment specialist who works in Estonian Education and Youth Board since 2018. Katariina believes that believes that modern technologies allow making assessment not only a way to test knowledge, but also allows the student to receive clear feedback and to develop, seeing your strengths and weaknesses to become part of the developing world.
Working in Estonian Education and Youth Boar she mainly develops the test digital skills test. Also, she is involved in development other test for measuring general competences, like learning to learn, communication, mathematics competences and others. Part of her work has been development of Examination system (EIS) in collaboration with colleagues.
Katariina holds a Bachelor of Arts in Philology from University of Tartu. Currently she is writing a thesis as the last step before being awarded a master’s degree in educational technology at Tallinn University.
Einar Rull works as an analyst at the Education and Youth Board in Estonia. He got his computer programmer certificate in year 1974 in secondary school Nõo and studied later Mathematics and Pedagogy in Tartu University (Cum Laude). After university he run an automated learning class in Tallinn Technical University in Chair of Higher Mathematics, which digitally assessed students’ learning in 1980-s. Working in Ministry of Foreign Affairs in 1990-s he was early adopter of Internet and published government information materials in Usenet newsgroups earlier than it was done by White House in Washington, which was later mentioned in Bill Clinton speech.
Thank to success, what appeared in using Internet to mobilise foreign Estonian communities in re-establishment of independence, Estonian Ambassador in USA (later President), Toomas Hendrik Ilves announced in 1995 the idea of quick and massive internetisation of schools and teaching of ICT skills to everybody (Tiger Leap Programme).
In Education and Youth Board Einar Rull has been involved in development of electronic assessment bank (EIS) and has presented about it on numerous international conferences in Finland, Norway, Georgia and Latvia. He has welcomed numerous foreign delegations in Education and Youth Board, shared the Estonian PISA success story and discussed about the development of digital literacy and application of digital technology in Estonian schools.
Estonia has adopted European DICOMP 2.0 framework and defined digital literacy in this context. Before this DIGCOMP earlier version, combined with ISTE framework, was used. Digital literacy concept was first applied in Estonia starting September 2015 as additional key skill to already existing key skills.
We actually could speak about digital literacy in Estonian school starting 1965, when one of the Estonian countryside upper-secondary school in Nõo obtained an old mainframe computer from Tartu University. There existed corresponding school curriculum, assessment and even certificates, which were accepted by employers and universities. Curriculum involved computer architecture, coding in FORTRAN and punching punchcards.
Next significant jump in teaching digital literacy could be dated back to 1986, when one Soviet military technology company in Estonia started to produce desktop computers „Juku“ for schools. Often these computers stood idle, because of lack of programs and qualified teachers. It was a good example of non sustainable practice.
After reestablishing independence, in year 1996 things turned to be more serious. Estonian first national curriculum mentioned informatics as a cross-curricular topic and optional subject in the upper secondary level and distanced from coding. Next, 2002 curriculum already listed learning outcomes of cross-curricular topic „Information Technology and Media“, continued to teach informatics in grades 6-8 and proposed a test for Grade 9 in years 2002 to 2005. Results were excellent and testing was discontinued. As we now see, it was not the best decision.
Next, 2011 year curriculum had informatics syllabus for the primary and lower secondary as an optional subject „Technology and Innovation“. Introducing information technologists in schools as one more teacher with MA qualification was a game changer. He assisted other teachers in using technology.
Even larger breakthrough come in year 2014. To harmonise Estonian education with European trends, digital focus in lifelong learning was added to the list of general competences. Corresponding application programmes like Digital Turn were developed thereafter. The skills of a digitally competent student were described in the “Learners’ Digital Competence Model” compiled in 2016 under the leadership of HITSA (Information Technology Foundation for Education), based on the European Commission’s DIGCOMP 2.0 framework. National test of digital competences for basic and upper secondary school students has been in elaboration process since summer 2018 and the results will be discussed. We present some of our findings from 2 years of test development process and share our insights, best practices and considerations regarding item creation, test design, empirical data modelling and feedback design.
During the last 25 years, there were significant changes in goals and content of teaching of digital skills. 1996 curriculum was mainly focusing on teaching MS Office software and use of Internet, having in mind future workplace needs. Curriculum in the year 2002 limited the focus to the needs of learning in school. In year 2011, usage of Web 2.0 applications was added.
Students start to use technology earlier than 10 years ago, so command of basic competences should be present already at the end of primary. At the end of lower secondary, the goal is already an active participation in e-society, net security questions and behaving in social networks.
FIGURE 2 OVERVIEW OF THE EDUCATIONAL SYSTEM IN ESTONIA
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