Griffin, Patrick, McGaw, Barry, Care, Esther (Eds.)
2012, XVI, 348 p.
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Provides operational definitions of 21st century skills
Solution-focussed approaches to methodological constraints and technological barriers to the assessment of 21st century skills
Contains descriptions of example assessment tasks
Offers international perspectives and comparisons of assessment approaches and assessment policy
Supported by major companies and leading institutes such as CISCO, Intel and Microsoft as well as the World Bank, UNESCO, and OECD
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.
Content Level »Research
Keywords »21st century skills - ICT-based assessment - Linda Darling-Hammond - asessment systems - computer-based assessment - educational assessment - formative and summative assessment - innovative Assessment and Teaching - international education perspectives - knowledge building - large-scale assessment - skill development
List of tables.- List of figures.- Abstracts.- Foreword.- Chapter 1: Overview.- Chapter 2: Defining 21st century skills.- Chapter 3: Perspectives on Methodological Issues.- Chapter 4: Technological Issues for Computer-Based Assessment.- Chapter 5: New assessments and environments for knowledge building.- Chapter 6: Policy frameworks for new assessments.- Conclusion.- References.