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Assessment and Teaching of 21st Century Skills

Research and Applications

  • Book
  • © 2018

Overview

Editors:
  1. Esther Care

    1. Brookings Institution, Washington DC, USA

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  2. Patrick Griffin

    1. Melbourne Graduate School of Education, University of Melbourne, Parkville, Australia

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    You can also search for this editor in PubMed   Google Scholar

  3. Mark Wilson

    1. University of California, Berkeley, USA

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  • Supports construct validity of 21st century skills assessment tools for use with students
  • Provides teachers with proto-type strategies for use in the classroom to promote 21st century skills
  • Informs researchers about coding and scoring options for assessment of online complex behaviours

Part of the book series: Educational Assessment in an Information Age (EAIA)

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xvi
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  2. Introduction

    1. Front Matter

      Pages 1-1
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    2. Twenty-First Century Skills: From Theory to Action

      • Esther Care
      Pages 3-17

  3. Assessment of Twenty-First Century Skills

    1. Front Matter

      Pages 19-19
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    2. Assessment of Twenty-First Century Skills: The Issue of Authenticity

      • Esther Care, Helyn Kim
      Pages 21-39

    3. Competencies for Complexity: Problem Solving in the Twenty-First Century

      • Joachim Funke, Andreas Fischer, Daniel V. Holt
      Pages 41-53

    4. Shifts in the Assessment of Problem Solving

      • Katarina Krkovic, Maida Mustafic, Sascha Wüstenberg, Samuel Greiff
      Pages 55-73

    5. Challenges of Assessing Collaborative Problem Solving

      • Arthur C. Graesser, Peter W. Foltz, Yigal Rosen, David Williamson Shaffer, Carol Forsyth, Mae-Lynn Germany
      Pages 75-91

  4. Country Applications and Initiatives

    1. Front Matter

      Pages 93-93
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    2. Collective Creativity Competencies and Collaborative Problem-Solving Outcomes: Insights from the Dialogic Interactions of Singapore Student Teams

      • Jennifer Pei-Ling Tan, Imelda Caleon, Hui Leng Ng, Chew Leng Poon, Elizabeth Koh
      Pages 95-118

    3. Collaborative Problem Solving in Finnish Pre-service Teacher Education: A Case Study

      • Arto K. Ahonen, Päivi Häkkinen, Johanna Pöysä-Tarhonen
      Pages 119-130

    4. A Twenty-First Century Skills Lens on the Common Core State Standards and the Next Generation Science Standards

      • Kathleen B. Comfort, Michael Timms
      Pages 131-144

    5. Teaching Twenty-First Century Skills: Implications at System Levels in Australia

      • Claire Scoular, Esther Care
      Pages 145-162

    6. Initiatives and Implementation of Twenty-First Century Skills Teaching and Assessment in Costa Rica

      • María Eugenia Bujanda, Leda Muñoz, Magaly Zúñiga
      Pages 163-178

  5. Information Communication Technologies: Their Measurement and Their Uses

    1. Front Matter

      Pages 179-179
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    2. Learning in Digital Networks as a Modern Approach to ICT Literacy

      • Mark Wilson, Kathleen Scalise, Perman Gochyyev
      Pages 181-210

    3. Intersecting Learning Analytics and Measurement Science in the Context of ICT Literacy Assessment

      • Mark Wilson, Kathleen Scalise, Perman Gochyyev
      Pages 211-223

    4. How Can the Use of Data from Computer-Delivered Assessments Improve the Measurement of Twenty-First Century Skills?

      • Dara Ramalingam, Raymond J. Adams
      Pages 225-238

    5. Next Wave for Integration of Educational Technology into the Classroom: Collaborative Technology Integration Planning Practices

      • Kathleen Scalise
      Pages 239-255

  6. Transforming Education Systems to Integrate Twenty-First Century Skills

    1. Front Matter

      Pages 257-257
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Keywords

About this book

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.   

Editors and Affiliations

  • Brookings Institution, Washington DC, USA

    Esther Care

  • Melbourne Graduate School of Education, University of Melbourne, Parkville, Australia

    Patrick Griffin

  • University of California, Berkeley, USA

    Mark Wilson

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