By Patrick Griffin, Esther Care
Rapid—and likely accelerating—changes within the economies of built international locations are having a proportional impression at the ability units required of employees in lots of new jobs. paintings environments are frequently technology-heavy, whereas difficulties are usually ill-defined and tackled via multidisciplinary groups. This ebook comprises insights in keeping with examine carried out as a part of a huge foreign undertaking supported by way of Cisco, Intel and Microsoft. It faces those new operating environments head-on, delineating new methods of brooding about ‘21st-century’ abilities and together with operational definitions of these talents. The authors concentration too on clean techniques to academic overview, and current methodological and technological recommendations to the boundaries that prevent ICT-based tests of those talents, no matter if in large-scale surveys or school rooms. both devoted to defining its phrases and delivering functional recommendations, and together with foreign views and comparative reviews of evaluation method and coverage, this quantity tackles a subject on the most sensible of so much educationalists’ agendas.
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Extra resources for Assessment and Teaching of 21st Century Skills
Wegerif and Dawes (2004, p. 59) have summarized the “thinking together” approach in four points, each of which assumes the crucial importance of teachers: • The class undertakes explicit teaching and learning of talk skills that promote thinking • Computers are used both to scaffold children’s use of these skills and to bridge them in curriculum areas • Introductions and closing plenaries are used to stress aims for talk and for thinking as well as to review progress • Teacher intervention in group work is used to model exploratory talk The above examples have shown how ICT represents the transformative strategy in developing assessments, especially formative assessment, and how the complexity of these tools can be used to assess skills that are difficult to assess by paper and pencil.
3. Exchanging and sharing information – using ICT to share and exchange information, such as web publishing and video conferencing. 4. Reviewing, modifying and evaluating work as it progresses – reflecting critically on own and others’ use of ICT. The design included a simulated environment in which students complete tests; a desktop environment with software and tools for students; new ways of scoring student performances based on the ICT processes students used to solve problems rather than the products, and new ways of enabling access to tests for all students.
One of the imperatives for ATC21S is to provide both foreground information for use by teachers and background information to harvest for summative system-level analysis. An assumption of the project is that assessment of twenty-first century skills will lead to a focus on these and contribute to a drive for their inclusion in school curricula. We have seen through national testing practices that assessment can drive teaching in ways that do not necessarily increase student learning. Whether inclusion of assessing ‘skills for living’ might see a similar fate remains to be determined.