By Patrick Griffin, Esther Care
This moment quantity of papers from the ATC21STM venture offers with the improvement of an evaluation and educating procedure of twenty first century talents. Readers are guided via a close description of the equipment utilized in this technique. the 1st quantity used to be released via Springer in 2012 (Griffin, P., McGaw, B. & Care, E., Eds., evaluate and instructing of twenty first Century talents, Dordrecht: Springer). the key parts of this new quantity are the id and outline of 2 twenty first century talents which are amenable to educating and studying: collaborative challenge fixing, and studying in electronic networks. beneficial properties of the abilities that have to be reflected of their evaluation are pointed out on the way to be mirrored in overview initiatives. The projects are formulated in order that reporting of scholar functionality can advisor implementation within the lecture room to be used in instructing and studying. How uncomplicated projects can act as systems for improvement of twenty first century abilities is validated, with the concurrent technical infrastructure required for its help. How international locations with diverse languages and cultures participated and contributed to the advance procedure is defined. The psychometric traits of the web initiatives constructed are said, within the context of the robustness of the automatic scoring tactics. eventually, technical and academic concerns to be resolved in worldwide initiatives of this nature are outlined.
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Additional resources for Assessment and Teaching of 21st Century Skills: Methods and Approach (Educational Assessment in an Information Age)
Mind and society: The development of higher psychological processes. Cambridge: Harvard University Press. Chapter 2 Defining Twenty-First Century Skills Marilyn Binkley, Ola Erstad, Joan Herman, Senta Raizen, Martin Ripley, May Miller-Ricci, and Mike Rumble Abstract As the previous chapter indicates, there has been a significant shift in advanced economies from manufacturing to information and knowledge services. Knowledge itself is growing ever more specialized and expanding exponentially. Information and communication technology is transforming the nature of how work is conducted and the meaning of social relationships.
The expanding list of national and international assessment initiatives that combine aspects of ICT and ‘authentic’ tasks can be seen as a continuation of a traditional approach to assessment, with all its tensions and shortcomings. Although there is a 1 The Changing Role of Education and Schools 15 substantial movement toward the use of assessment data for intervention, at the large scale level we have not substantially altered the nature of assessment and appear to think that a traditional approach can fulfil multiple needs.
In the sections that follow, we • synthesize research on the role of standards and assessment in promoting learning, • describe the nature of assessment systems that can support changes in practice and use these to develop guiding principles for the design of next generation assessments, • illustrate the use of technology to transform assessment systems and learning, and • propose a MODEL for assessing twenty-first century skills. Our intent is to learn from the past as we prepare for new futures in educational standards and assessment.