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Assessing 21st Century Skills in Students Slide 1 Assessing 21st Century Skills in Students Slide 2 Assessing 21st Century Skills in Students Slide 3 Assessing 21st Century Skills in Students Slide 4 Assessing 21st Century Skills in Students Slide 5 Assessing 21st Century Skills in Students Slide 6 Assessing 21st Century Skills in Students Slide 7 Assessing 21st Century Skills in Students Slide 8 Assessing 21st Century Skills in Students Slide 9 Assessing 21st Century Skills in Students Slide 10 Assessing 21st Century Skills in Students Slide 11 Assessing 21st Century Skills in Students Slide 12 Assessing 21st Century Skills in Students Slide 13 Assessing 21st Century Skills in Students Slide 14 Assessing 21st Century Skills in Students Slide 15 Assessing 21st Century Skills in Students Slide 16 Assessing 21st Century Skills in Students Slide 17 Assessing 21st Century Skills in Students Slide 18 Assessing 21st Century Skills in Students Slide 19 Assessing 21st Century Skills in Students Slide 20 Assessing 21st Century Skills in Students Slide 21 Assessing 21st Century Skills in Students Slide 22 Assessing 21st Century Skills in Students Slide 23 Assessing 21st Century Skills in Students Slide 24 Assessing 21st Century Skills in Students Slide 25 Assessing 21st Century Skills in Students Slide 26 Assessing 21st Century Skills in Students Slide 27 Assessing 21st Century Skills in Students Slide 28
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Assessing 21st Century Skills in Students

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This presentation takes the Microsoft 21st Century Learning Design Program a step further to look at the assessment of student skills.

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Assessing 21st Century Skills in Students

  1. 1. Informal Collaboration Shared responsibility Substantive Decision Making Interdependent learning
  2. 2. Are able to work diligently together in pairs or groups They understand and work together to achieve shared responsibility for achieving a joint outcome or product They regularly make substantive decisions together about daily goals, worksflow and processes related to the purpose, process or product of their work They understand that knowledge and creation of products are reliant on interdependency with other students.
  3. 3. Meaningful knowledge construction Significant ideas and concepts Make connections and identify patterns Apply knowledge in a new concept
  4. 4. Learners engage in meaningful knowledge construction: learners see and articulate relevance, purpose, connect new ideas to prior knowledge and access learning in diverse ways Work with significant ideas, topics, questions and thinking processes choosing to delve into higher order tasks as provided. Engage in the search for learning connections or identifying patterns and relationships among inquiry focus topics. Are excited to demonstrate and apply their new knowledge to a new context as expected.
  5. 5. Substantive Time Learning Intentions and Criteria Plan own work Feedback to Improve
  6. 6. Learning activities are provided that offer substantive time and opportunity for students to develop self-regulation skills Learners are able and/or willing to articulate learning intentions and associated success criteria in advance of the learning work When presented with opportunity to plan their work, learners understand the importance of engaging with this aspect of learning. Learners seek our and regularly refer to feedback to improve learning before handing in final products.
  7. 7. Real World issues, problems, challenges for authentic purposes Active Inquiry Generate Possibilities, design and test Evaluate, reflect and take action on their ideas
  8. 8. Search out opportunities to work with real-worls issues, opportunities, challenges and problems for authentic audiences and real life benefits Ask lots of questions, and inquire in order to solve these questions. The are able to define problems and identify the needs of possible solutions. The generate multiple possibilities, design and test the possibilities. Actively take up the opportunity to take action on their ideas in the real world, then evaluate their idea once they have taken action.
  9. 9. Opportunity for Student Use Required for Knowledge Construction ICT product creation for authentic audience Appropriate ethical and social use of ICT
  10. 10. Use ICT regularly to construct knowledge in ways that add value to learning Enjoy using ICT to design and create new ideas, products and solutions for authentic audiences and users Their ICT work demonstrates ethical use with strong application of social-ethical protocols AND ICT use demonstrates one or more additional 21C skill dimensions
  11. 11. Coherent communication Authentic and specific Audience Substantive, Multi-Modal Communication Reflect on process in order to improve
  12. 12. Can create coherent communication using a range of communication modes can design and create their communication for the specific needs of an audience Learners can produce substantive, multi-modal communication without support Learners naturally reflect on and use the process of their learning to develop and improve their communication.
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This presentation takes the Microsoft 21st Century Learning Design Program a step further to look at the assessment of student skills.

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