Assessing 21st Century Skills

A Guide to Evaluating Mastery and Authentic Learning
Author: Laura Greenstein
Publisher: Corwin Press
ISBN: 1452218013
Category: Education
Page: 264
View: 5294

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Go beyond traditional paper-and-pencil tests! This book provides a framework and practical ideas for assessing 21st century skills such as problem solving, collaboration, and creativity.

Teaching & Assessing 21st Century Skills


Author: Robert J. Marzano,Tammy Heflebower
Publisher: Solution Tree Press
ISBN: 0983351228
Category: Education
Page: 128
View: 4365

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As the 21st century unfolds, the pace of change in the world is accelerating. The authors believe a combination of cognitive skills (skills students will need to succeed academically) and conative skills (skills students will need to succeed interpersonally) is necessary for the 21st century. This clear, practical guide presents a model of instruction and assessment based on these skills.

Assessing 21st Century Skills:

Summary of a Workshop
Author: Board on Testing and Assessment,Division of Behavioral and Social Sciences and Education,National Research Council
Publisher: National Academies Press
ISBN: 0309217903
Category: Education
Page: 158
View: 1156

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The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as "21st century skills," these skills include being able to solve complex problems, to think critically about tasks, to effectively communicate with people from a variety of different cultures and using a variety of different techniques, to work in collaboration with others, to adapt to rapidly changing environments and conditions for performing tasks, to effectively manage one's work, and to acquire new skills and information on one's own. The National Research Council (NRC) has convened two prior workshops on the topic of 21st century skills. The first, held in 2007, was designed to examine research on the skills required for the 21st century workplace and the extent to which they are meaningfully different from earlier eras and require corresponding changes in educational experiences. The second workshop, held in 2009, was designed to explore demand for these types of skills, consider intersections between science education reform goals and 21st century skills, examine models of high-quality science instruction that may develop the skills, and consider science teacher readiness for 21st century skills. The third workshop was intended to delve more deeply into the topic of assessment. The goal for this workshop was to capitalize on the prior efforts and explore strategies for assessing the five skills identified earlier. The Committee on the Assessment of 21st Century Skills was asked to organize a workshop that reviewed the assessments and related research for each of the five skills identified at the previous workshops, with special attention to recent developments in technology-enabled assessment of critical thinking and problem-solving skills. In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below: Cognitive skills: nonroutine problem solving, critical thinking, systems thinking Interpersonal skills: complex communication, social skills, team-work, cultural sensitivity, dealing with diversity Intrapersonal skills: self-management, time management, self-development, self-regulation, adaptability, executive functioning Assessing 21st Century Skills provides an integrated summary of the presentations and discussions from both parts of the third workshop.

Assessment and Teaching of 21st Century Skills

Research and Applications
Author: Esther Care,Patrick Griffin,Mark Wilson
Publisher: Springer
ISBN: 3319653687
Category: Education
Page: 276
View: 372

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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.

Digital Learning

Strengthening and Assessing 21st Century Skills, Grades 5-8
Author: Ferdi Serim
Publisher: John Wiley & Sons
ISBN: 111813107X
Category: Education
Page: 240
View: 2613

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An essential resource for teaching and assessing student's use of technology This comprehensive book offers a practical pathway for developing twenty-first-century skills while simultaneously strengthening content-area learning. Digital Learning contains a wealth of research-based practices to integrate the International Society for Technology in Education (ISTE) National Education Technology Standards (NETS) for both students and teachers. Each of the suggested project-based learning examples (in Language Arts, Mathematics, Science and Geography) can be used successfully as stand-alone units, but are even more effective when approached in a cross-disciplinary way. Provides detailed descriptions of each of the NETS, how to teach them, and how to know if students are meeting them Includes dozens of activities that integrate the NETS with each content area and align with Common Core standards Gives clear instruction on teaching twenty-first-century skills Includes a complementary DVD with video interviews and project maps to help see how students are progressing The digital learning described in this book has been created to meet the diverse needs of students in a variety of situations.

Teaching 21st Century Skills

An ASCD Action Tool
Author: Sue Beers
Publisher: ASCD
ISBN: 1416613277
Category: Education
Page: 203
View: 2225

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The 21st century has ushered in game-changing technological advances that have transformed the way we learn, live, and work. New technologies, global competition and communication, social networking, and the accelerated growth of knowledge have given rise to an increasingly interconnected world that calls for different learning opportunities and newly designed instruction. As educators, how can we prepare students to succeed and thrive in this rapidly evolving, technology-rich, global community? This action tool defines the skills and knowledge that students need for the 21st century and provides tools that you can use with any content to help teach and reinforce those skills. Based on the work of the Partnership for 21st Century Skills, the framework for 21st century learning described in this action tool is built on a foundation of academic subject knowledge that students apply through the essential skills of critical thinking and problem solving, creativity and innovation, communication, and collaboration. Use the instructional planning tools to design a well-rounded set of learning opportunities that integrate the important aspects of 21st century literacies into your lessons. Then choose from 45 ready-to-use classroom tools to help students learn and practice the 21st century skills in any content area. Each tool includes step-by-step instructions, suggestions for integrating technology, and reflection questions that promote students' metacognition. To teach 21st century skills is to teach students a process of thinking about what they are learning. The goal is for students to think independently about content and seek answers to their own questions. The tools and activities in this book can help you guide students through a variety of models and processes that allow them to make analytical thinking routine. With these methods, you ensure that each new generation of learners is equipped for the world of their future rather than the world of our past.

Education for Life and Work:

Developing Transferable Knowledge and Skills in the 21st Century
Author: National Research Council,Center for Education,Board on Testing and Assessment,Division of Behavioral and Social Sciences and Education,Committee on Defining Deeper Learning and 21st Century Skills
Publisher: National Academies Press
ISBN: 0309256496
Category: Education
Page: 242
View: 5730

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Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.

Teaching and Assessing 21st Century Competencies


Author: Charity Allen
Publisher: Createspace Independent Publishing Platform
ISBN: 9781539974437
Category:
Page: 118
View: 5228

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Explore key questions focused on how to target, teach and assess 21st Century Competencies. Discover teaching methods, assessment tools, tips from teachers and more in promoting these valuable skills. This guide focuses on the 4 Cs - Collaboration, Creativity & Innovation, Critical Thinking & Presentational Communication. In addition to tackling the 4 Cs, you will also find an extensive section on inquiry. Debunk commonly held misconceptions about inquiry and dive deeper with seven different methods of inquiry relevant to classroom teachers in to achieve greater clarity on inquiry. This guide is packed full of materials, resources, tools, protocols, activities, samples, templates, processes and more. You will be able to use these resources in your own context. The tools, concepts and materials are relevant for teachers in K-12 schools as well as higher education and adult education. This guide also acts as a planning, resource and reference companion to four different workshops on teaching and assessing each of the four Cs - in the Deeper Learning Workshop Series.

Exploring the Intersection of Science Education and 21st Century Skills:

A Workshop Summary
Author: Board on Science Education,Center for Education,Division of Behavioral and Social Sciences and Education,National Research Council
Publisher: National Academies Press
ISBN: 030914518X
Category: Education
Page: 144
View: 9844

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An emerging body of research suggests that a set of broad "21st century skills"--such as adaptability, complex communication skills, and the ability to solve non-routine problems--are valuable across a wide range of jobs in the national economy. However, the role of K-12 education in helping students learn these skills is a subject of current debate. Some business and education groups have advocated infusing 21st century skills into the school curriculum, and several states have launched such efforts. Other observers argue that focusing on skills detracts attention from learning of important content knowledge. To explore these issues, the National Research Council conducted a workshop, summarized in this volume, on science education as a context for development of 21st century skills. Science is seen as a promising context because it is not only a body of accepted knowledge, but also involves processes that lead to this knowledge. Engaging students in scientific processes--including talk and argument, modeling and representation, and learning from investigations--builds science proficiency. At the same time, this engagement may develop 21st century skills. Exploring the Intersection of Science Education and 21st Century Skills addresses key questions about the overlap between 21st century skills and scientific content and knowledge; explores promising models or approaches for teaching these abilities; and reviews the evidence about the transferability of these skills to real workplace applications.

Performance-Based Assessment for 21st-Century Skills


Author: Todd Stanley
Publisher: Sourcebooks, Inc.
ISBN: 1618212753
Category: Education
Page: 250
View: 6905

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Performance-based assessments allow classroom teachers an alternative to traditional multiple-choice tests. We often use fill-in-the bubble assessments in education to determine the readiness of students. However, in the 21st-century workplace, these types of tests fail to truly prepare students. How many times in the real world are we called upon to take a multiple-choice test? In the real world, we are called upon to prove our merit through performance-based assessments, displaying our 21st-century skills. We should be preparing students for this in the classroom. Performance-Based Assessment for 21st-Century Skills makes the argument that teachers should use performance-based assessments in the classroom. It guides the educator step by step to show how he or she can create performance-based assessments for students, including what they look like, teaching students how to create them, setting the proper classroom environment, and how to evaluate them.

Assessment of Higher Order Thinking Skills


Author: Gregory Schraw,Daniel H. Robinson
Publisher: IAP
ISBN: 1617355070
Category: Education
Page: 427
View: 9540

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This volume examines the assessment of higher order thinking skills from the perspectives of applied cognitive psychology and measurement theory. The volume considers a variety of higher order thinking skills, including problem solving, critical thinking, argumentation, decision making, creativity, metacognition, and selfregulation. Fourteen chapters by experts in learning and measurement comprise four sections which address conceptual approaches to understanding higher order thinking skills, cognitively oriented assessment models, thinking in the content domains, and practical assessment issues. The volume discusses models of thinking skills, as well as applied issues related to the construction, validation, administration and scoring of perfomancebased, selectedresponse, and constructedresponse assessments. The goal of the volume is to promote a better theoretical understanding of higher order thinking in order to facilitate instruction and assessment of those skills among students in all K12 content domains, as well as professional licensure and cetification settings.

Mindful Assessment

The 6 Essential Fluencies of Innovative Learning (Teaching 21st Century Skllls to Modern Learners)
Author: Lee Watanabe Crockett,Andrew Churches
Publisher: N.A
ISBN: 9781942496885
Category: Education
Page: 176
View: 461

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It is time to rethink the relationship between teaching and learning and assess the crucial skills students need to succeed in the 21st century. The authors assert that educators must focus assessment on mindfulness and feedback for improvement, framing assessment around six fluencies students need to cultivate. The book provides scenarios, lessons, activities, and assessment rubrics. Benefits Discover the essential fluencies and skills students need for success in the 21st century. Examine different kinds of assessments and their focuses, strengths, and weaknesses. Gain assessment rubrics for evaluating students' skills in the fluencies. Access sample lessons and projects that support the fluencies. Employ the Solution Fluency Activity Planner to help students develop the fluencies they'll need to succeed in the 21st century. Contents Preface Introduction: Lessons from the Dojo Approaches to Assessment Structure of the Fluencies Assessment Framework Solution Fluency Assessment Framework Information Fluency Assessment Framework Creativity Fluency Assessment Framework Media Fluency Assessment Framework Collaboration Fluency Assessment Framework Global Digital Citizen Assessment Framework Epilogue: Where Will You Go from Here? Appendix: Glossary of Command Terms

Technology-based Assessments for 21st Century Skills

Theoretical and Practical Implications from Modern Research
Author: Michael C. Mayrath
Publisher: IAP
ISBN: 1617356328
Category: Education
Page: 386
View: 4142

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Creative problem solving, collaboration, and technology fluency are core skills requisite of any nation's workforce that strives to be competitive in the 21st Century. Teaching these types of skills is an economic imperative, and assessment is a fundamental component of any pedagogical program. Yet, measurement of these skills is complex due to the interacting factors associated with higher order thinking and multifaceted communication. Advances in assessment theory, educational psychology, and technology create an opportunity to innovate new methods of measuring students' 21st Century Skills with validity, reliability, and scalability. In this book, leading scholars from multiple disciplines present their latest research on how to best measure complex knowledge, skills, and abilities using technology-based assessments. All authors discuss theoretical and practical implications from their research and outline their visions for the future of technology-based assessments.

Assessing EFL Writing in the 21st Century Arab World

Revealing the Unknown
Author: Abdelhamid Ahmed,Hassan Abouabdelkader
Publisher: Springer
ISBN: 3319641042
Category: Language Arts & Disciplines
Page: 315
View: 1411

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This book empirically explores assessment of EFL (English as a Foreign Language) writing in different Arab world contexts at the university level, which often presents a challenge for teachers and students alike. Analysing a number of different practices throughout the chapters including peer assessment, self-assessment, e-rubrics and writing coherence, the authors highlight different issues and challenges that affect the assessment of EFL writing in the Arab world, and provide valuable insights into how it can be improved. This book is sure to become an important practical resource for practitioners, researchers, professors and graduate students working on EFL writing in this region.

What Teachers Really Need to Know About Formative Assessment


Author: Laura Greenstein
Publisher: ASCD
ISBN: 141661222X
Category: Education
Page: N.A
View: 7689

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What does formative assessment look like, and when should I use it? What kind of planning does it require, and what kinds of data does it generate? How will formative assessment improve my teaching and help my students succeed in a standards-based environment? How does it relate to my application of multiple intelligences theory, to differentiated instruction, and to everything else I'm already doing in my classroom? In this volume, author Laura Greenstein has gathered what you really need to know in order to make formative assessment a seamless part of your everyday practice. Emphasizing formative assessment application in secondary schools but applicable to teachers of all grade levels and all subject areas, this book provides * Straightforward answers to teachers' most frequently asked questions * Dozens of strategies for measuring student understanding and diagnosing learning needs before, during, and after instruction * Illustrations of formative assessment across the content areas, from math to language arts to science to social studies to health and physical education * Guidance on making data-informed instructional adjustments * Sample templates for organizing assessment data to track both whole-class and individual progress toward identified goals * Case studies to illustrate effective and ineffective formative assessment and deepen your understanding If you're looking to take formative assessment from theory to practice--and from practice to genuine learning improvement--this is the place to begin.

Standards and Mastery Learning

Aligning Teaching and Assessment So All Children Can Learn
Author: J. Ronald Gentile,James P. Lalley
Publisher: Corwin Press
ISBN: 9780761946151
Category: Education
Page: 192
View: 4277

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** Consider using the Robert Marzano and RoseAnn Vojtek quote instead of marketing copy.** This ideal book enables educators to help students attain self-efficacy and the ability to achieve new ways of learning. It examines national and state standards and shows how to attain them through mastery learning.

Literacy 2.0

Reading and Writing in 21st Century Classrooms
Author: Nancy Frey,Douglas Fisher
Publisher: Solution Tree Press
ISBN: 1935249401
Category: Education
Page: 144
View: 5810

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Students in the 21st century still need to develop traditional reading and writing skills, and they must also learn how to use technology for communicating and collaborating in new ways. This book offers specific teaching strategies for developing student literacy in using search engines efficiently, evaluating information found on websites, avoiding plagiarism, communicating with a wide audience, working collaboratively, and creating multimedia products.

21st Century Skills

Rethinking How Students Learn
Author: James A. Bellanca
Publisher: Solution Tree Press
ISBN: 1935542370
Category: Education
Page: 168
View: 1286

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This anthology introduces the Framework for 21st Century Learning from the Partnership for 21st Century Skills as a way to re-envision learning and prepare students for a rapidly evolving global and technological world. Highly respected education leaders and innovators focus on why these skills are necessary, which are most important, and how to best help schools include them in curriculum and instruction.

Innovative Assessment for the 21st Century

Supporting Educational Needs
Author: Valerie J. Shute,Betsy Jane Becker
Publisher: Springer Science & Business Media
ISBN: 9781441965301
Category: Education
Page: 257
View: 9098

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In today’s rapidly changing and information-rich world, students are not acquiring adequate knowledge and skills to prepare them for careers in mathematics, science, and technology with the traditional approach to assessment and instruction. New competencies (e.g., information communication and technology skills) are needed to deal successfully with the deluge of data. In order to accomplish this, new "educationally valuable" skills must be acknowledged and assessed. Toward this end, the skills we value and support for a society producing knowledge workers, not simply service workers, must be identified, together with methods for their measurement. Innovative Assessment for the 21st Century explores the faces of future assessment—and ask hard questions, such as: What would an assessment that captures all of the above attributes look like? Should it be standardized? What is the role of the professional teacher?

Best Practices in Social Studies Assessment


Author: Mark Pearcy
Publisher: IAP
ISBN: 1681237636
Category: Education
Page: 153
View: 2583

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The importance of social studies assessment is beyond question. The National Council of the Social Studies’ C3 Framework recognizes the importance of high?quality assessments—its major objective, a “deep understanding of the sociocultural world,” has as its underpinning the idea that students must be able to investigate the world, and that teachers much be able to assess their understanding of it. However, there is a comparative dearth of research that focuses on effective social studies assessment, particularly with regard to the impact of teacher practice on the development of best practices. Such research is vital to moving social studies away from an emphasis on testing and more towards using assessment as a means of educating our students. In Best Practices of Social Studies Assessment, we focus on an essential question: what is an "effective" assessment? Helping teachers develop practical, creative, curriculum?appropriate strategies is essential, especially in an era in which teachers are faced with the dilemma of creating inquiry?based assessments in the midst of preexisting regimes of standardized summative assessments. In this volume, research conducted between university professors and working teachers is described, focusing on innovative assessment practices. These practices include role?playing activities depicting historical events; Socratic seminars revolving around public policy issues; collaborative student projects on a wide range of social inquiries, including the implementation of UN programs; and the promotion of critical thinking and writing skills, on subjects as diverse as school violence and the impact of imperialism. These adaptive assessments highlight the essential role of the teacher in creating assessments that blend higher?order critical thinking, complex content knowledge, and an understanding of their own students. The strategies described in this volume focus on the ability of expert educators to “[acknowledge] the structures, power, and consequences of high?stakes testing regimes while simultaneously designing and sustaining classroom assessment methods that embody the social?participatory nature of learning and reflect research on effective practice” (p. 289). The volume also describes the shared characteristics of the teachers who created these assessments, especially their emphasis on self?reflection and student autonomy, as well as their professional willingness to take on challenges associated with performance?based assessments, even in the face of institutional pressures and external demands.