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

By Patrick Griffin, Esther Care

Rapid—and probably accelerating—changes within the economies of constructed international locations are having a proportional impact at the ability units required of employees in lots of new jobs. paintings environments are usually technology-heavy, whereas difficulties are usually ill-defined and tackled by way of multidisciplinary groups. This ebook includes insights in line with learn performed as a part of an immense foreign venture supported through Cisco, Intel and Microsoft. It faces those new operating environments head-on, delineating new methods of brooding about ‘21st-century’ talents and together with operational definitions of these abilities. The authors concentration too on clean methods to academic evaluation, and current methodological and technological ideas to the limitations that prevent ICT-based exams of those talents, even if in large-scale surveys or study rooms. both dedicated to defining its phrases and offering functional strategies, and together with overseas views and comparative reviews of evaluation method and coverage, this quantity tackles a subject on the best of such a lot educationalists’ agendas.

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Think back on your education – what made the most difference? A text you read or a teacher who taught you? The texts and the assessments are tools. We need the workers, and we need workers who know not only how to use the tools but understand the substance with which they are working and the substance with which the learners of today are dealing in the twenty-first century. These are some of the issues with which ATC21S is engaging, as we move toward large scale assessment with individual scale feedback into the learning loop.

Griffin et al. Issues In addition to the development of the tasks and their conceptual frameworks, there are strategic, technical and perspective issues to be confronted. Large scale assessments of student abilities are relatively common; the focus of the ATC21S project is on skills not yet well understood. This has implications for how teachers understand the constructs which underlie the skills, and how the latter can be enhanced. Without known criteria against which to assess these skills, the project relies on the definitions and the validation of the tasks being developed to justify their importance.

Knowledge itself is growing ever more specialized and expanding exponentially. Information and communication technology is transforming the nature of how work is conducted and the meaning of social relationships. Decentralized decision making, information sharing, teamwork, and innovation are key in today’s enterprises. No longer can students look forward to middle class success in the conduct of manual labor or use of routine skills – work that can be accomplished by machines. Rather, whether a technician or a professional person, success lies in being able to communicate, share, and use information to solve complex problems, in being able to adapt and innovate in response to new demands and changing circumstances, in being able to marshal and expand the power of technology to create new knowledge, and in expanding human capacity and productivity.

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