Download e-book for iPad: Assessment and Teaching of 21st Century Skills: Methods and by Patrick Griffin, Esther Care

By Patrick Griffin, Esther Care

ISBN-10: 9401793948

ISBN-13: 9789401793940

This moment quantity of papers from the ATC21STM undertaking offers with the improvement of an evaluate and instructing method of twenty first century talents. Readers are guided via a close description of the equipment utilized in this technique. the 1st quantity was once released by way of Springer in 2012 (Griffin, P., McGaw, B. & Care, E., Eds., evaluate and instructing of twenty first Century abilities, Dordrecht: Springer). the foremost components of this new quantity are the identity and outline of 2 twenty first century talents which are amenable to instructing and studying: collaborative challenge fixing, and studying in electronic networks. beneficial properties of the talents that must be reflected of their review are pointed out with a view to be mirrored in review initiatives. The initiatives are formulated in order that reporting of pupil functionality can consultant implementation within the lecture room to be used in educating and studying. How easy projects can act as systems for improvement of twenty first century abilities is validated, with the concurrent technical infrastructure required for its aid. How nations with various languages and cultures participated and contributed to the improvement technique is defined. The psychometric characteristics of the net projects constructed are pronounced, within the context of the robustness of the automatic scoring approaches. ultimately, technical and academic matters to be resolved in international initiatives of this nature are outlined.

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Extra info for Assessment and Teaching of 21st Century Skills: Methods and Approach

Example text

The focus was on constructs of interest in the twenty-first century workplace, and therefore in the twenty-first century classroom. The underlying ideology was that the function of assessment was to stimulate change. This means that the constructs of interest were those that could be shown to vary across individuals, and that would be amenable to change. Teachers’ understanding of how students might vary in their twenty-first century skills can be informed by their observations of students when engaged in both online and classroom based tasks, and by their analysis of their students’ results.

Within ATC21S there is no interpretation of the chat itself but some text and numbers are searched for, and inferences of process are drawn from action and chat sequence. Activity is also time-stamped for monitoring purposes. In the development phase, these logged data analytics were then coded and mapped onto the task blueprint in order to interpret the activity of each student in reference to the conceptual framework. 1╅ The ATC21S Method 23 Fig. 4╇ Section of the blueprint for the collaborative problem solving tasks (See Hesse et€al.

Therefore, there is a growing awareness that collaborative skills require dedicated teaching efforts (Schoenfeld, Looking toward the 21st century: challenges of educational theory and practice. Edu Res 28:4–14, 1999). Collaborative problem solving has been identified as a particularly promising task that draws upon various social and cognitive skills, and that can be analysed in classroom environments where skills are both measurable and teachable. This chapter provides a conceptual framework of collaborative problem solving that is informed by findings from fields of research as diverse as cognitive science, education, social psychology and psycholinguistics.

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Assessment and Teaching of 21st Century Skills: Methods and Approach by Patrick Griffin, Esther Care

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