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This second volume of papers from the ATC21STM project deals with
the development of an assessment and teaching system of 21st
century skills. Readers are guided through a detailed description
of the methods used in this process. The first volume was published
by Springer in 2012 (Griffin, P., McGaw, B. & Care, E., Eds.,
Assessment and Teaching of 21st Century Skills, Dordrecht:
Springer). The major elements of this new volume are the
identification and description of two 21st century skills that are
amenable to teaching and learning: collaborative problem solving,
and learning in digital networks. Features of the skills that need
to be mirrored in their assessment are identified so that they can
be reflected in assessment tasks. The tasks are formulated so that
reporting of student performance can guide implementation in the
classroom for use in teaching and learning. How simple tasks can
act as platforms for development of 21st century skills is
demonstrated, with the concurrent technical infrastructure required
for its support. How countries with different languages and
cultures participated and contributed to the development process is
described. The psychometric qualities of the online tasks developed
are reported, in the context of the robustness of the automated
scoring processes. Finally, technical and educational issues to be
resolved in global projects of this nature are outlined.
This book provides a detailed description of research and
application outcomes from the Assessment and Teaching of 21st
Century Skills project, which explored a framework for
understanding the nature of these skills. The major element of this
new volume is the presentation of research information from the
global assessment of two 21st century skills that are amenable to
teaching and learning: collaborative problem solving, and learning
in digital networks. The outcomes presented include evidence to
support the validity of assessment of 21st century skills and
descriptions of consequent pedagogical approaches which can be used
both to teach the skills and to use them to enhance key learning
goals in secondary education systems. The sections of the volume
are connected through a focus on the degree to which innovative
assessment tasks measure the constructs of interest. This focus is
informed by conceptual and methodological issues associated with
affordances of 21st century computer-based assessment. How
understanding of the nature of the skills, as derived from these
assessments, can guide approaches to the integration of 21st
century skills in the classroom, is informed by initiatives adopted
by participating countries. The guiding questions in this volume
are: "Do the assessment tasks measure the constructs?" and "What
are the implications for assessment and teaching in the classroom?"
It is the third volume of papers from this project published by
Springer.
Rapid-and seemingly accelerating-changes in the economies of
developed nations are having a proportional effect on the skill
sets required of workers in many new jobs. Work environments are
often technology-heavy, while problems are frequently ill-defined
and tackled by multidisciplinary teams. This book contains insights
based on research conducted as part of a major international
project supported by Cisco, Intel and Microsoft. It faces these new
working environments head-on, delineating new ways of thinking
about '21st-century' skills and including operational definitions
of those skills. The authors focus too on fresh approaches to
educational assessment, and present methodological and
technological solutions to the barriers that hinder ICT-based
assessments of these skills, whether in large-scale surveys or
classrooms. Equally committed to defining its terms and providing
practical solutions, and including international perspectives and
comparative evaluations of assessment methodology and policy, this
volume tackles an issue at the top of most educationalists'
agendas.
This second volume of papers from the ATC21STM project deals with
the development of an assessment and teaching system of 21st
century skills. Readers are guided through a detailed description
of the methods used in this process. The first volume was published
by Springer in 2012 (Griffin, P., McGaw, B. & Care, E., Eds.,
Assessment and Teaching of 21st Century Skills, Dordrecht:
Springer). The major elements of this new volume are the
identification and description of two 21st century skills that are
amenable to teaching and learning: collaborative problem solving,
and learning in digital networks. Features of the skills that need
to be mirrored in their assessment are identified so that they can
be reflected in assessment tasks. The tasks are formulated so that
reporting of student performance can guide implementation in the
classroom for use in teaching and learning. How simple tasks can
act as platforms for development of 21st century skills is
demonstrated, with the concurrent technical infrastructure required
for its support. How countries with different languages and
cultures participated and contributed to the development process is
described. The psychometric qualities of the online tasks developed
are reported, in the context of the robustness of the automated
scoring processes. Finally, technical and educational issues to be
resolved in global projects of this nature are outlined.
Rapid-and seemingly accelerating-changes in the economies of
developed nations are having a proportional effect on the skill
sets required of workers in many new jobs. Work environments are
often technology-heavy, while problems are frequently ill-defined
and tackled by multidisciplinary teams. This book contains insights
based on research conducted as part of a major international
project supported by Cisco, Intel and Microsoft. It faces these new
working environments head-on, delineating new ways of thinking
about '21st-century' skills and including operational definitions
of those skills. The authors focus too on fresh approaches to
educational assessment, and present methodological and
technological solutions to the barriers that hinder ICT-based
assessments of these skills, whether in large-scale surveys or
classrooms. Equally committed to defining its terms and providing
practical solutions, and including international perspectives and
comparative evaluations of assessment methodology and policy, this
volume tackles an issue at the top of most educationalists'
agendas.
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