Assessment and Teaching of 21st Century Skills Research and Applications. Care, E., Griffin, P., & Wilson, M. Educational Assessment in an Information Age, 2018.
Assessment and Teaching of 21st Century Skills Research and Applications [link]Website  abstract   bibtex   
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. Part I: Introduction. Twenty-first century skills: from theory to action -- Part II: Assessment of twenty-first century skills. Assessment of twenty-first century skills: the issue of authenticity -- Competencies for complexity: problem solving in the twenty-first century -- Shifts in the assessment of problem solving -- Challenges of assessing collaborative problem solving -- Part III: Country applications and initiatives. Collective creativity competencies and collaborative problem-solving outcomes: insights from the dialogic interactions of Singapore student teams -- Collaborative problem solving in Finnish pre-­service teacher education: a case study -- A twenty-first century skills lens on the common core state standards and the next generation science standards -- Teaching twenty-first century skills: implications at system levels in Australia -- Initiatives and implementation of twenty-first century skills teaching and assessment in Costa Rica -- Part IV: Information communication technologies: their measurement and their uses -- Learning in digital networks as a modern approach to ICT literacy -- Intersecting learning analytics and measurement science in the context of ICT literacy assessment -- How can the use of data from computer-­delivered assessments improve the measurement of twenty-first century skills? -- Next wave for integration of educational technology into the classroom: collaborative technology integration planning practices -- Part V: Transforming education systems to integrate twenty-first century skills -- Curricular and implementation challenges in introducing twenty-first century skills in education.
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 title = {Assessment and Teaching of 21st Century Skills Research and Applications},
 type = {article},
 year = {2018},
 identifiers = {[object Object]},
 keywords = {Assessment,Assessment of 21st century skills,Collaborative problem solving,Computer-based assessments,Curriculum change,Curriculum implementation,Educational technology,ICT literacy,Learning in digital networks,Problem solving competency,Process data,Teacher education,curriculum and pedagogy},
 pages = {119-130},
 websites = {http://link.springer.com/10.1007/978-3-319-65368-6},
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 abstract = {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. Part I: Introduction. Twenty-first century skills: from theory to action -- Part II: Assessment of twenty-first century skills. Assessment of twenty-first century skills: the issue of authenticity -- Competencies for complexity: problem solving in the twenty-first century -- Shifts in the assessment of problem solving -- Challenges of assessing collaborative problem solving -- Part III: Country applications and initiatives. Collective creativity competencies and collaborative problem-solving outcomes: insights from the dialogic interactions of Singapore student teams -- Collaborative problem solving in Finnish pre-­service teacher education: a case study -- A twenty-first century skills lens on the common core state standards and the next generation science standards -- Teaching twenty-first century skills: implications at system levels in Australia -- Initiatives and implementation of twenty-first century skills teaching and assessment in Costa Rica -- Part IV: Information communication technologies: their measurement and their uses -- Learning in digital networks as a modern approach to ICT literacy -- Intersecting learning analytics and measurement science in the context of ICT literacy assessment -- How can the use of data from computer-­delivered assessments improve the measurement of twenty-first century skills? -- Next wave for integration of educational technology into the classroom: collaborative technology integration planning practices -- Part V: Transforming education systems to integrate twenty-first century skills -- Curricular and implementation challenges in introducing twenty-first century skills in education.},
 bibtype = {article},
 author = {Care, Esther and Griffin, Patrick and Wilson, Mark},
 journal = {Educational Assessment in an Information Age},
 number = {January}
}
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