Measuring 21st Century Skills: Guidance for Educators


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Measuring 21st Century Skills: Guidance for Educators is a presentation by Brian Stecher, given at the Global Cities Education Network in Singapore, October 2013.

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Measuring 21st Century Skills: Guidance for Educators

  1. 1. MEASURING 21st-CENTURY SKILLS Guidance for Educators Brian Stecher, Laura Hamilton, Jim Soland October 2013 !
  2. 2. The educator’s challenge is to   FIND WAYS TO TEACH 21st-CENTURY SKILLS   that students need to succeed  
  3. 3. The educator’s challenge is to   SEEK WAYS TO ASSESS 21st-CENTURY SKILLS   and students’ progress in mastering them  
  4. 4. The educator’s challenge is to   DETERMINE WHICH TOOLS ARE EFFECTIVE   in assessing 21st - century skills  
  5. 5. What are   21st-CENTURY SKILLS?  
  6. 6. There are many   ASSESSMENT TOOLS   from which to choose  
  7. 7. Work Extrinsic Intrinsic Motivation Scale Advanced Placement PISA Singapore Elementary Portfolios Formulating Hypotheses Graduation Portfolio System EcoMUVE Watson-Glaser Theory of Mind World Savvy Challenge Global Empathy Scale SimScientists PARCC & SBAC Alelo Language & Culture Simulator College and Career Ready School Diagnostic Mission Skills Assessment Grit Scale Queensland Performance Assessment
  8. 8. Published on PARCC ( Home > Grade 3 > Grade 3 Mathematics (The Field) Grade 3 Mathematics (The Field) Sample Item [1] [1] Part A Farmer's Field A farmer plants 3/4 of the field with soybeans. Drag the soybean to the field as many times as needed to show the fraction of the field that is planted with soybeans. Soybean Reset [1] . or More Item Specific Information F PARCC Math Sample Problems_GR3_The Field_PartAV2.pdf[2] Grade3MathTypeIISampleItem-TheFieldPartB.pdf[3] . Source URL: Links: [1] [2] [3]
  9. 9. CPS skill(s) assessed (A1) Discovering perspectives and abilities of team members; (A2) Discovering the type of collaborative interaction to solve the problem, along with goals; (C1) Communicating with team members about the actions to be/being performed; (B1) Building a shared representation and negotiating the meaning of the problem (common ground) The following figure illustrates Task 2: PISA 2015 Unit name: The Aquarium Task    3  of  7 Time remaining: 13 minutes Control panel ? Abby’s control panel CHAT Water type: Fresh Sea Food type: Dry Food blocks Scenery: Rocky Plants Fish: Few Many Lightning: You and Abby have 5 trials to find the best conditions for the fish to live in the aquarium. Low High Temperature: Low High Tryout conditions Its not great. What should we do now? Abby Let’s change the temperature You Wait. I’m not sure that this is the right strategy Abby o Why do you think that? o Let’s change the scenery o I know that this is the right thing to do You Results Bad OK Results: these conditions are suitable, but they can be better. Great Task 3: Monitoring and repairing the shared understanding Activity Item 1: TT implements the plan as discussed with Abby. TT monitors if Abby followed the plan as discussed. Abby’s controls show that she is following the plan. Item 2: TT shares his/her understanding of the result (fish conditions). Item 3: TT repairs Abby’s misunderstanding of the result. Item 4: TT has to offer a plan of how to proceed (e.g. "let’s change this variable to start"). If the TT doesn’t offer an idea then Abby can prompt. If still no idea is offered then Abby will suggest an idea herself. Item 5: TT asks Abby for her point of view before implementing the plan. If the TT doesn’t then Abby shares her perspective with the TT. Convergence There is a change in the aquarium variables. The results of the trial are presented. 56
  10. 10. doi:  10.1037/t07896-­‐000 College  &  Career  Ready  School  Diagnostic CCRSD Pathway Academic  behaviors Goal-­‐driven  behaviors Persistence Self-­‐monitoring Study  skills Goal-­‐driven  behaviors i17.    I  take  complete,  organized,  and  accurate  notes  during  class i23.    I  am  able  to  identify  resources  needed  to  complete  a  task  or  project i32.    I  have  researched  educational  option(s)  that  match  my  strengths  or  interests i9.    I  participate  in  study  groups  outside  of  class i3.    I  discussed  with  my  guidance  counselor  the  plans  I  have  for  after  graduation i1.    I  can  identify  steps  I  need  to  take  to  reach  my  career  goals i2.    I  can  identify  steps  I  need  to  take  to  reach  my  educational  goals Persistence i42.    I  allow  enough  time  to  complete  multiple  drafts  of  an  assignment  if  necessary i56.    I  refer  to  the  syllabus  or  class  website  to  prepare  for  and  complete  course  assignments i29.    I  talk  to  adults  when  I  have  concerns  about  school i43.    I  balance  schoolwork  with  my  other  activities  and  commitments Study  skills i10.    I  work  in  small  groups  during  class  time i33.    I  have  identified  specific  classes  in  high  school  that  are  a  good  match  to  my  strengths i34.    I  journal  or  blog  about  what  I  learn i39.    I  analyze  the  questions  on  a  test  to  plan  my  approach  prior  to  answering i37.    I  spend  enough  time  studying  for  exams  to  learn  the  material  well i36.    I  try  to  predict  the  possible  test  questions  in  preparation  for  exams i41.    I  use  unstructured  time  during  the  school  day  to  complete  assignments Self-­‐monitoring i53.    I  know  the  best  environment  and  time  of  day  for  me  to  study i51.    I  complete  my  projects  and  assignments  without  being  reminded i6.    I  figure  out  what  score  I  need  on  tests  or  assignments  in  order  to  get  the  grade  I  want  in  a  class i18.    I  enjoy  challenging  myself  in  school i28.    I  review  materials  ahead  of  time  that  will  be  discussed  in  class i30.    I  find  out  what  I  missed  on  exams  to  make  improvements
  11. 11. Module  and  Task     Implementation   GPS  Performance     Outcomes  and     Rubrics   Module  and     Task  Design   Assessment  and     Rating  of     Student  Work   Student  Feedback     and  Teacher   Reflection   Portfolio   of  Student   Work   College-­‐ Ready    and  Globally     Competent     Graduate  
  12. 12. How do you   CHOOSE   the best tool for your needs?  
  13. 13. What   PURPOSE   are you trying to achieve?  
  14. 14. Guidance for   SELECTING   the best assessment tools  
  15. 15. start with purpose overall assessment strategy complex skills, complicated assessments cost vs. value partnerships help development local context and culture unintended consequences measurement fosters improvement need learning progressions well-defined before well-measured interactive tools can be costly high stakes need high quality
  16. 16. A thoughtful approach means   SUCCESS   in selecting assessment that fits your needs  
  17. 17. !