Assessment and Teaching of 21st Century Skills

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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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.   

• Assessment of 21st century skills
• Collaborative problem solving
• Learning in digital networks
• ICT literacy
• Assessment, curriculum and pedagogy
• Problem solving competency
• Teacher education
• Process data
• Computer-based assessments
• Educational technology
• Curriculum change
• Curriculum implementation

• 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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