Editors:
- Presents systematically and unambiguously the concepts and methodology for research and development in assessment of selected 21st century skills
- Describes how collaborative problem solving and learning in digital networks as 21st century skills are amenable to teaching and learning
- Shows how data collected from assessments of selected 21st century skills can be used by teachers for classroom practice
- Introduces break-through methods for capturing student thinking processes and problem solving strategies through online collaborative assessment tasks
- Includes supplementary material: sn.pub/extras
Part of the book series: Educational Assessment in an Information Age (EAIA)
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Table of contents (15 chapters)
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Front Matter
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Project Method and Overview
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Front Matter
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Conceptual Framework for Internet Based Collaborative Assessment Tasks
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Front Matter
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Delivery of Collaborative Tasks, Their Scoring, Calibration and Interpretation
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Front Matter
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Participating Countries in the Field Work
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Front Matter
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Implementation at Classroom and System Levels
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Front Matter
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About this book
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.
Keywords
- 21st century competencies
- 21st century skills
- ATC21S
- ATC21S Assessments
- ATC21S consortium
- Assessment Research Centre
- Assessment tasks
- Automated scoring processes
- Collaborative problem solving
- Definition of 21st century skills
- Digital Literacy
- International assessment community
- Learning in digital networks
- PISA 2015
- Psychometric qualities of tasks
- learning and instruction
Reviews
“This highly valuable volume is a solid foundation from which we can develop international tests—since its authors and advisers have leading roles in international assessments … . It is an excellent book that will probably better serve researchers and even school administrators. The principles and applications it guides us through will be of great use to many and will certainly serve as food for thought for many audiences of educational stakeholders all over the world.” (Jesús García Laborda, British Journal of Educational Technology, Vol. 46 (4), 2015)
Editors and Affiliations
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Assessment Research Centre, Melbourne Graduate School of Education, University of Melbourne, Parkville, Australia
Patrick Griffin, Esther Care
Bibliographic Information
Book Title: Assessment and Teaching of 21st Century Skills
Book Subtitle: Methods and Approach
Editors: Patrick Griffin, Esther Care
Series Title: Educational Assessment in an Information Age
DOI: https://doi.org/10.1007/978-94-017-9395-7
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature B.V. 2015
Hardcover ISBN: 978-94-017-9394-0Published: 04 November 2014
Softcover ISBN: 978-94-024-0130-1Published: 23 August 2016
eBook ISBN: 978-94-017-9395-7Published: 21 October 2014
Series ISSN: 2363-5177
Series E-ISSN: 2363-6025
Edition Number: 1
Number of Pages: XII, 310
Number of Illustrations: 20 b/w illustrations, 50 illustrations in colour
Topics: Assessment, Testing and Evaluation, Learning & Instruction, International and Comparative Education