C21 AssessmentC21 Assessment
R RedekoppR Redekopp
University of ManitobaUniversity of Manitoba
May 2013May 2013
Based in primarily on Assessing 21st
Century Skills by
“Not everything that counts can be counted, and not
everything that can be counted counts.” Albert
When times get complicated, people look for simple
answers – Ira Glass (p. xi)
Education policy makers and many educators are on
the lookout for the quick fix or newest best thing – an
But education is too complicated an enterprise for
there to be a simple, ‘one size fits all’ solution
A Testing History
1960, 137,000 people took the SAT
Verbal – 534, Math – 509
2010, 1.5 million took the SAT
Verbal – 497, Math – 514
Not a lot of change in results in 50 years of testing
What are the biggest challenges in education today?
What might/should education look like in 20 years or
Teachers starting their career today might retire on
2050 (really seems like sci-fi)
Partnership for 21C - Note the placement of Standards
and Assessment (but not reporting)
Habits of Mind - Can we include “responding with
wonderment and awe” on the report card?
Bloom’s new taxonomy - we have to be very careful
about how we use/define ‘create.’
Driver of Change Influences on Education
Instant access to information
Reformulated workplace skills
Standards (CCSS in the US), assessment and
technology are all driving change
The role of the teacher should be changing as they are
no longer the keepers of information.
Does this relate to the book publishing revolution
when priests no longer held all the information?
What did the role of the priest become?
Who had the best access to info in this new paradigm?
What happened to most people?
C21 Skills Synthesis
Three components of C21 skills:
Flexibility and Adaptability
Initiative and Self-Direction
How do you enable initiative and self direction?
Contrast digital and technological literacy.
Living in the World
Civic Responsibility and Citizenship
Leadership and Responsibility
College and Career Readiness
Is there really a difference between college and career
How would you define ‘global understanding?”
At this point in history the primary barriers to
alternative curricular, pedagogical, and assessment
practices are not conceptual, technical, or economic,
but instead psychological, political and cultural. (p.
Which C21 skills do we do best on in classrooms?
Which C21 skills do we do poorest on?
Procrustes and beds that fit?
Students and assessments that fit?
The greatest impact has been made by quiet men in grey
suits in a suburb of New York City called Princeton, New
Jersey. There, they developed and promoted the technology
known as the standardized test, such as IQ tests, the SATs
and the GREs. Their tests redefined what we mean by
learning, and have resulted in our reorganizing the
curriculum to accommodate the tests.
Criteria and requirements In practice
Student focused – monitors progress Formative assessment
Ongoing and embedded Data for re-learning
Alignment among standards, curric,
assessment and instruction
Lessons align with outcomes
Variety of measures; self-assess Students have choices
Data for decision making Guides, exemplars and checklists
Complete reporting Report the formative
Fairness – targets are clear Clear indicators for students
Validity Align with student data
Reliability Collaborative assessment
Select one or two fundamentals and make
recommendations to improve your practice (schools or
Assessment Fundamental Improvement to Your
Start at the End
Quality Indicator Formative Summative
Responsive Changes instructional
Scaffolds for those not
Flexible RWL choice of learning Adaptive tests
Integrated Continuous Re-learning until final
Informative Self-reflection Connected to SLOs
Multiple Methods Ongoing during
Variety on final test
Communicated Routine peer and
21C indicated on report
Technically Sound Work illuminates goals Measures goals
Systemic Check for alignment
with goals and
My Own Inference?
Train your teachers well and trust them to promote
“Most teachers do not use alternative types of
assessment routinely. They are hard to craft and
difficult to measure in an objective and fair way.” p.
Teachers need good ways of recording and reporting
in these alternative ways.
Select 3 quality indicators and think about how you
might adopt/adapt these in your classroom or school.
Indicator Adjustment for
First step to move
Review curric for
implied C21 skills
Ask your PLN
Content is still important
‘Traditionally learning always took place in the real
world’ p. 51
Schools are needed to present and encourage learning
abstract concepts and theoretical insights