By Patrick Griffin, Esther Care
This moment quantity of papers from the ATC21STM undertaking offers with the improvement of an overview and educating method of twenty first century talents. Readers are guided via an in depth description of the tools utilized in this procedure. the 1st quantity used to be released through Springer in 2012 (Griffin, P., McGaw, B. & Care, E., Eds., evaluation and instructing of twenty first Century talents, Dordrecht: Springer). the key components of this new quantity are the id and outline of 2 twenty first century abilities which are amenable to educating and studying: collaborative challenge fixing, and studying in electronic networks. beneficial properties of the talents that have to be reflected of their evaluate are pointed out to be able to be mirrored in overview initiatives. The initiatives are formulated in order that reporting of pupil functionality can advisor implementation within the school room to be used in instructing and studying. How basic initiatives can act as systems for improvement of twenty first century talents is validated, with the concurrent technical infrastructure required for its help. How nations with diversified languages and cultures participated and contributed to the advance method is defined. The psychometric characteristics of the web initiatives constructed are stated, within the context of the robustness of the automatic scoring approaches. eventually, technical and academic matters to be resolved in worldwide tasks of this nature are outlined.
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Additional info for Assessment and Teaching of 21st Century Skills: Methods and Approach
2009). Measuring progressions: Assessment structures underlying a learning progression. Journal of Research in Science Teaching, 46(6), 716–730. , & Scalise, K. (2015). Assessment of learning in digital networks. Â€Griffin & E. ), Assessment and teaching of 21st century skills: Methods and approach (pp. 57–81). Dordrecht: Springer. , & Griffin, P. (2015). Linking developmental progressions to teaching. In P. Griffin & E. ), Assessment and teaching of 21st century skills: Methods and approach (pp.
Dordrecht: Springer. Â€(2011). Visible learning for teachers: Maximising impact on learning. NewÂ€York: Routledge. , & Griffin, P. (2015). A framework for teachable collaborative problem solving skills. In P. Griffin & E. ), Assessment and teaching of 21st century skills: Methods and approach (pp. 37–56). Dordrecht: Springer. Kozma, R. (2009). Assessing and teaching 21st century skills: A call to action. Â€Schueremann & J. ), The transition to computer-based assessment: New approaches to skills assessment and implications for large scale assessment (pp.
Harding, S. (2015). Task characteristics and calibration. In P. Griffin & E. ), Assessment and teaching of 21st century skills: Methods and approach (pp. 113–178). Dordrecht: Springer. Â€(2011). Visible learning for teachers: Maximising impact on learning. NewÂ€York: Routledge. , & Griffin, P. (2015). A framework for teachable collaborative problem solving skills. In P. Griffin & E. ), Assessment and teaching of 21st century skills: Methods and approach (pp. 37–56). Dordrecht: Springer. Kozma, R.