By Patrick Griffin, Esther Care
Rapid—and probably accelerating—changes within the economies of constructed international locations are having a proportional influence at the ability units required of staff in lots of new jobs. paintings environments are usually technology-heavy, whereas difficulties are often ill-defined and tackled by way of multidisciplinary groups. This ebook includes insights according to learn carried out as a part of a big overseas venture supported through Cisco, Intel and Microsoft. It faces those new operating environments head-on, delineating new methods of puzzling over ‘21st-century’ talents and together with operational definitions of these talents. The authors concentration too on clean techniques to academic evaluate, and current methodological and technological ideas to the limitations that prevent ICT-based tests of those abilities, even if in large-scale surveys or study rooms. both dedicated to defining its phrases and delivering functional strategies, and together with foreign views and comparative reviews of review method and coverage, this quantity tackles a topic on the best of such a lot educationalists’ agendas.
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Additional info for Assessment and Teaching of 21st Century Skills
Miller-Ricci WestEd, San Francisco, California M. Rumble World Class Arena Limited P. Griffin et al. V. 2012 17 18 M. Binkley et al. key competencies and skills, not defined from a systems level but from the everyday lives of people in our societies. One example is research done on computer games and online communities (Gee 2007), where problem solving is defined as a key component of such practices. Such experiences of problem solving among young people need to inform us in the way we design assessment tasks and define key competencies.
The process of responding to assessments can enhance student learning if assessment tasks are crafted to incorporate principles of learning and cognition. For example, assessment tasks can incorporate transfer and authentic applications and can provide opportunities for students to organize and deepen their understanding through explanation and use of multiple representations. • Make students’ thinking visible. The assessments should provide a window into students’ understandings and the conceptual strategies a student uses to solve a problem.
While inherent in the above formulation, fairness is also a fundamental principle for assessment systems. All assessments should be designed to enable the broadest possible population of students to show what they know, without being unfairly hampered by individual characteristics that are irrelevant to what is being assessed. For example, students who are not proficient in the language of the test and test items may well find it difficult to show their mathematics capability; and students from one culture may lack the background knowledge to deal with a reading passage about a context with which they are unfamiliar.