Editors:
- 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
Part of the book series: Educational Assessment in an Information Age (EAIA)
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Table of contents (6 chapters)
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Front Matter
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Back Matter
About this book
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.
Keywords
Reviews
From the reviews:
“This book about assessment reform is the collective output of a year of effort by five international working groups under the umbrella organization Assessment and Teaching of 21st Century Skills (ATC21S) at the University of Melbourne. … Those who will obtain the greatest value from the book are policy makers, assessment developers, and scholars investigating 21st century skills and ways to measure them. … of particular value to people conducting research on revamping curriculum and assessment practices to meet the needs of 21st century society.” (G. Abramson, ACM Computing Reviews, June, 2012)
Editors and Affiliations
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, Melbourne Graduate School of Education, University of Melbourne, Parkville, Australia
Patrick Griffin, Barry McGaw, Esther Care
Bibliographic Information
Book Title: Assessment and Teaching of 21st Century Skills
Editors: Patrick Griffin, Barry McGaw, Esther Care
Series Title: Educational Assessment in an Information Age
DOI: https://doi.org/10.1007/978-94-007-2324-5
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2012
Hardcover ISBN: 978-94-007-2323-8Published: 20 October 2011
Softcover ISBN: 978-94-007-9852-6Published: 29 November 2013
eBook ISBN: 978-94-007-2324-5Published: 20 October 2011
Series ISSN: 2363-5177
Series E-ISSN: 2363-6025
Edition Number: 1
Number of Pages: XVI, 348
Topics: Assessment, Testing and Evaluation, Educational Technology, Computers and Education