Presentation by Brian Stecher of RAND on the assessment of 21st century skills. Given at the January 2013 Global Cities Education Network Symposium in Seattle, WA.
Step One is Awareness, Knowledge, and Assessment. Gain understanding of interests, abilities, skills, and values.
The National Career Development Guidelines cover three main areas – Self-knowledge, Educational and Occupational Exploration, and Career Planning. In the Holland Hexagon Model, there are six vocational personalities show the relationships between Ideas, People, Data, and Things.
Intended Outcomes:
- Identify the strengths and weaknesses in leading the PALSI sessions
- Identify possible solutions to the challenges faced
- Explain how ePortfolios can help manage & present one's learning, development and accomplishments
Activities:
- Self reflection on the PALSI sessions & performance using the SWOT analysis & a simple survey
- Discussion on problems faced and possible solutions through small group discussion, i.e. think-pair-share
- Lecture on basic concepts of ePortfolios
- Demonstration of a portfolio using a celebrity as a sample
European Compentencies. Knowxcanxdo=competency. For the CoSSOL project.
The learning follows two tracks. The integrated way for the fast movers and the conceptual way in case of slow starters. They all follow the path of knowledge, skills and attitude to perform a their competencies.
Gifts of Technology in a Gifted Learning EnvironmentTracie Hightower
The investment placed towards the integration of technology is oftened questioned. This brief presentation outlines the potential for gifted learning environments to benefit from its adoption.
Step One is Awareness, Knowledge, and Assessment. Gain understanding of interests, abilities, skills, and values.
The National Career Development Guidelines cover three main areas – Self-knowledge, Educational and Occupational Exploration, and Career Planning. In the Holland Hexagon Model, there are six vocational personalities show the relationships between Ideas, People, Data, and Things.
Intended Outcomes:
- Identify the strengths and weaknesses in leading the PALSI sessions
- Identify possible solutions to the challenges faced
- Explain how ePortfolios can help manage & present one's learning, development and accomplishments
Activities:
- Self reflection on the PALSI sessions & performance using the SWOT analysis & a simple survey
- Discussion on problems faced and possible solutions through small group discussion, i.e. think-pair-share
- Lecture on basic concepts of ePortfolios
- Demonstration of a portfolio using a celebrity as a sample
European Compentencies. Knowxcanxdo=competency. For the CoSSOL project.
The learning follows two tracks. The integrated way for the fast movers and the conceptual way in case of slow starters. They all follow the path of knowledge, skills and attitude to perform a their competencies.
Gifts of Technology in a Gifted Learning EnvironmentTracie Hightower
The investment placed towards the integration of technology is oftened questioned. This brief presentation outlines the potential for gifted learning environments to benefit from its adoption.
A showcase of open source portfolio implementationsJanice Smith
Intro to ePortfolios and Folio Thinking; The OSP Tools in Sakai; An OSP User Scenario; Successful ePortfolio Projects; The Indiana University Personal Development Plan and Presentation Maker; The Kumamoto OSP Implementation;
The Uniformed Services University of the Health Sciences OSP Implementation; The OSP Reports Package on OpenEdPractices.org
Student perception of collaborative small group projects using synchronous an...David Wicks
This session will report on findings from a three-year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses.
A showcase of open source portfolio implementationsJanice Smith
Intro to ePortfolios and Folio Thinking; The OSP Tools in Sakai; An OSP User Scenario; Successful ePortfolio Projects; The Indiana University Personal Development Plan and Presentation Maker; The Kumamoto OSP Implementation;
The Uniformed Services University of the Health Sciences OSP Implementation; The OSP Reports Package on OpenEdPractices.org
Student perception of collaborative small group projects using synchronous an...David Wicks
This session will report on findings from a three-year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses.
This session provides rich resources and innovative ideas on how to teach about the global economy for secondary students. Presented by the Buck Institute for Education, instructional strategies focus on project-based learning.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit asiasociety.org/webinars for details and registration.
The most robust, dynamic, and successful language programs connect language learning with other interdisciplinary and authentic learning—within the school and out in the wider world. Through Asia Society's new website, China and Globalization, you can access a framework and interactive materials for teachers and students to take part in this kind of learning. Chinese language and Social Studies teachers alike will find this site to be a valuable resource. Join us for an introduction to China and Globalization and to hear from a Chinese teacher who has used these units in her classroom and expanded them to suit the proficiency levels, interest areas, and dynamics of her students.
Presenters: Eleise Jones, Education and Chinese Language Initiatives, Asia Society
Rongfen Sun Burford, Chinese Teacher, Tyee Middle School, Bellevue, Washington
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your school doing to prepare students for success in the global era? Join Brandon Wiley, Director of the International Studies Schools Network at Asia Society, to learn how to implement global learning initiatives in your school. Understand how schools across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help ensure students develop global competence and are prepared for a global society.
Even if the question of eLearning quality has been intensely discussed in the recent years, with several approaches and models arising, the implementation of concepts into practices remains contested (Elhers & Hilera, 2012 ) . Higher Education Institutions (HEI) are facing an important change:from the single institutional efforts to give answer to a very changing society and labour market to the transnational debates and pressure for HEI modernization, like the case of Bologna Process.In this context, eLearning is given different importance with regard to organizational innovation and the general HEI culture of quality (Ehlers & Schneckenberg, 2010). While it has been envisaged as the panacea to promote improvements in such different dimensions as cost-benefit ratio, access and inclusiveness, or the introduction of learner centered pedagogical approaches, very often the values and motivations entrenched in these dimensions clash and enter in more or less evident contradictions. As a result, the implementation of quality eLearning in HEI could be slowed down or blocked (Conole, Smith, & White, A critique of the impact of policy and funding, 2007).
In this article the authors introduce the results of an initial exploratory phase undertaken as part of a participatory action research funded by the Italian Ministry of Education PRIN (Research Project of National Interest, “Progetto di Ricerca d’Interesse Nazionale”) namely, “Evaluation for the improvement of educational contexts. A research involving University and local communities in the participatory development of innovative assessment models”.
On the basis of a qualitative epistemological approach (Creswell, 2007) (Denzin & Lincoln, 2011), several stakeholders from one University were interviewed, attempting to capture the several discourses on quality in HE and the embedded idea of quality eLearning . The results obtained were later conceptualized attempting to define quality as a complex object that requires mediation for the negotiation of the several perspectives.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2. Definition of 21st Century Skills
• Cognitive
– Non-routine problem solving, critical thinking, systems
thinking
• Interpersonal skills
– Complex communication, social skills, teamwork,
cultural sensitivity, dealing with diversity
• Intrapersonal skills
– Self-management, time management, self-
development, self-regulation, adaptability, executive
functioning
National Research Council, 2011
3. the constructs we chose to focus on.
Many Conceptions of 21st Century Skills
Table 1. Mapping of 21 st Century Skills Frameworks
Research-based P21 Framework NRC Framework ATC 21
construct terminology terminology Framework
terminology
Critical thinking Learning and Cognitive – critical Ways of thinking –
innovation – critical thinking critical thinking,
thinking problem-solving,
and decision-
making
Collaboration Learning and Interpersonal – Ways of working –
innovation – complex communication and
communication and communication, collaboration
collaboration social skills,
teamwork
Creativity Learning and Cognitive – non- Ways of thinking –
innovation – routine problem creativity and
creativity and solving innovation
innovation
Motivation Life and career Intrapersonal – self- Living in the world
skills –initiative, development, –adaptability,
flexibility adaptability flexibility, self-
direction
Metacognition Life and career Intrapersonal - self- Ways of thinking –
skills – self- management, self- metacognition or
direction, regulation learning to learn
productivity
Lai & Viering, 2012
4. Systems are Adding 21st Century Skills
Hong Japan China Finland Singapore United
Kong States
Learning to Zest for Living Greater New focus on New Common Core
Learn reform education reform emphasis on ―citizen skills‖: Framework State
addresses stresses the students’ (1) thinking for 21st Standards
applied importance of ability to skills, including Century Initiative
learning and experimentation, communicate problem Competencies redefines
―other‖ problem finding, and work in solving and and Student standards to
learning and problem teams, pose creative Outcomes is make them
experiences, solving instead of and solve thinking; intended to ―inclusive of
including rote memorization problems, and (2) ways of better position rigorous
service and learn to learn working and students to content and
workplace interacting; take advantage applications of
learning (3) crafts and of global knowledge
expressive opportunities through
skills; higher-order
(4) participatio skills, so that
n and initiative; all students are
and (5) self- prepared for
awareness and the 21st
personal century‖
responsibility
2000 2006 2010 2010 2010 2010
Saavedra & Opfer 2011
5. Many Ways to Assess Such Skills
• Self-Reports
• Ratings by Others
• Observational Scales
• Biographical Data
• Portfolio
• Performance Tests
• Selected Response Tests
Adapted from Kyllonen (2012)
6. Many Ways to Assess Such Skills
• Self-Reports
• Ratings by Others Each approach
raises different
• Observational Scales practical concerns
• Biographical Data
• Portfolio
• Performance Tests
• Selected Response Tests
Adapted from Kyllonen (2012)
9. Example: Ratings by Others
Knowledge and Creativity Resilience
• Has a broad perspective on the field • Accepts feedback without getting defensive
• Is among the brightest persons I know • Works well under stress
• Produces novel ideas • Can overcome challenges and setbacks
• Is intensely curious about the field • Works extremely hard
Communication Skills Planning and Organization
• Speaks in a clear, organized and logical • Sets realistic goals
manner • Organizes work and time effectively
• Writes with precision and style • Meets deadlines
• Speaks in a way that is interesting • Makes plans and sticks to them
• Organizes writing well
Ethics and Integrity
Teamwork • Is among the most honest people I know
• Supports the efforts of others • Maintains high ethical standards
• Behaves in an open and friendly manner • Is worthy of trust from others
• Works well in group settings • Demonstrates sincerity
• Gives criticism/feedback to others in a
helpful way
Educational Testing Service (2012)
10. Example: Biographical Data
I stood on the sidelines, watching my teammates receive the first
place trophy at the Ranger Challenge competition. I could not help but
feel joy for their success. I knew they had earned it. Or, I should
say, “we” had earned it. Even though I did not get to compete, I
considered myself part of the team.
I am a cadet in the Army’s Reserve Officers Training Corps (ROTC)
at Wheaton College. Ranger Challenge is the “competitive sport” of
ROTC, culminating in a tough regional competition. Wheaton College
sends two teams, the A team (varsity) and the B team (junior varsity)
to compete against more than twenty colleges and universities in the
Great Lakes region. The competition consists of a physical fitness
test, a demanding land navigation course, various tests of military
skills, and a six-mile run in full gear with a forty-pound backpack. It is
quite demanding, both physically and mentally. The competition
requires weeks of grueling preparation.
Wheaton College, 2012
12. June 20, 2011
Standard Indicators Level I Level II Level III Level IV
Aspire Public Schools, 2012
The teacher uses student data
Example: Observational Scales
The teacher draws a specific sources to inform content
The teacher does not use student The teacher uses student data connection between the student organization, instructional
1.3 data sources to guide how sources to inform his/her data sources used, the content strategies, and grouping in order
A) Lesson design
Use student data guided by data
content is organized or planning for whole groups of organization, instructional to meet individual student needs.
to guide planning instructional strategies are students. strategies and grouping in order The teacher includes specific
selected. to meet specific student needs. opportunities for students to use
self‐assessment data to guide their
instructional choices.
The teacher identifies the The teacher identifies the The teacher identifies the necessary
The teacher does not identify the
A) Knowledge of necessary prerequisite content necessary prerequisite content prerequisite content knowledge
1.4 subject matter to necessary prerequisite content
knowledge and skills for the knowledge and skills for and skills for students, and includes
Use knowledge identify pre‐ knowledge and skil s for
class as a whole but does not students, and includes specific specific learning activities to
students, and/or does not
of subject matter requisite address known gaps in students’
have a clear plan for addressing learning activities to address address known gaps in that
content/skills knowledge learning.
known gaps in knowledge or known gaps in that knowledge prerequisite knowledge for
and learning skil s. for the class as a whole. individual students.
processes to plan The teacher identifies common
for student The teacher identifies common content misconceptions and
The teacher identifies common
learning B) Addresses The teacher does not accurately
content misconceptions but
content misconceptions and includes multiple strategies for
common content identify common content includes strategies for avoiding explaining, avoiding, and correcting
misconceptions misconceptions.
has limited strategies for
and correcting these cognitive these cognitive errors as well as for
avoiding these cognitive errors.
errors. uncovering additional
misconceptions.
1.5 Assessments measure al aspects
Design Assessments measure all of the learning objectives and have
assessments to A) Selection of Assessments do not measure Assessments measure some, aspects of the learning been adapted to meet student
but not all aspects of the objectives and include varied needs. There are planned
ensure student assessments the learning objectives. learning objectives. methods so that students have opportunities for students to use
mastery multiple ways to show mastery. assessments to reflect on their
progress towards mastery.
15. Depth of Knowledge
• Depth of Knowledge (DOK) 1: Recall of a
fact, term, concept or procedure, basic
comprehension
• DOK 2: Application of concepts or procedures
involving some mental processing
• DOK 3: Applications requiring abstract
thinking, reasoning, or more complex inferences
• DOK 4: Extended analysis or investigation that
requires synthesis and analysis across multiple
contexts and non-routine applications
19. Example: Performance Test
• Skateboarding
• Two-part, evidence-based question
• Familiarize teachers with PARCC-like
assessments
• Questions can be asked at different depths of
knowledge
Arizona Department of Education, 2012
20.
21. Alan Gelfand Biography
Alan Gelfand - Growing Up
Alan Gelfand was born in New York but moved to Florida when he was just four. He started to skateboard as
an 11 year-old after his father bought him his first skateboard. The sport was beginning to gain popularity and
in 1977, a skate park was built right in Alan's hometown of Hollywood, Florida. It was there that young Alan
and his skating buds would invent and perfect new tricks.
Alan Gelfand - The Ollie
The origin of the ollie was the result of a creative skateboarder and an imperfect skate park. In the summer of
1978, Alan made the best of the poorly built park. He credits the less-than-perfect walls and the over-vertical
sections of the bowl as reasons why he even attempted to come up with the now famous stunt in the first
place. An ollie is a no-hands aerial trick, where it looks like the skateboard is stuck to your feet in the air, but is
not attached by anything at all. Alan's friends named the trick after Alan's nickname "Ollie", which was given
to him just months earlier. The ollie serves as the basis for many of the basic tricks in skateboarding today.
22. Questions Can Be Asked at Different
Depths of Knowledge
Depth of Knowledge
DOK1 DOK2 DOK3 DOK4
In what year was What might happen if you Explain how to do one of the Research
Gelfand born? came down with just one other tricks listed on the skateboarding videos.
foot on the skateboard while “more complicated moves” Present the history of
trying to perform an ollie? website. a move, who invented
it, and how it can be
Compare/contrast how the mastered.
trick was explained through
the article vs. the Website.
23. Issues in Moving Assessment from the
Laboratory to the School
• Quality
– Reliability (of scoring and of student scores)
– Validity
• Practicality
– Administrative time, complexity
– Demands for equipment and materials
– Response time and format
– Cost
• Usability
– Formative uses: to improve instruction
– Summative uses: confirm college- and career-readiness
24. Plan: Investigate and Report on the
Current State of the Art
• Assessing 21st Century skills in schools
• From the perspective of educators and
educational systems
Editor's Notes
Tony Jackson asked RAND to help the Global Cities Education Network think about assessment of 21st Century skills from the perspective of educators and education system leaders. A preview of a paper we would like to prepare to offer some practical insights into the challenge of measuring 21st Century skills.
I’m most familiar with the discussion of 21st Century skills in a recent report from the US National Research Council. They include academic skills at higher levels of cognitive demand, interpersonal skills, and self-regulatory within-the-person skills.
Acknowledge that there is not a consensus about defining 21st Century skills, although difference conceptions have similarities. This slides shows how one might map different frameworks onto a common set of constructs. At some point it will be important to agree on naming conventions, but for now it seems OK that different perspectives seem to overlap to a large extent.
The question of assessment is relevant because the members of the Global Cities Education Network are taking steps to incorporate 21st Century skills into their curricula.
At present most academic outcomes are measured through highly structured, standardized formats, like multiple-choice tests. Those are not adequate for measuring the range of 21st Century skills. We need to broaden the methods we use to assess student skills.Self-Ratings: examples:cooperation (“I like to work with people”), leadership (“I like leading groups”), on time (“I complete my language arts homework on time”), planning (“I like to make lists of things to do for school”) Ratings by Others: examples include Likert scales, behaviorally-anchored scales, anchoring vignettes, forced choiceObservational scales: a type of rating by othersBiographical Data: activities engaged in (think college application, portfolio)Performance Tests: collaborative problem solving, creativity, quantitative literacySelected response tests: with higher levels of cognitive demand. A MC test can still be challenging.
Educational systems will have to adapt to incorporate these different kinds of measurement. Teachers will need to be trained. More time will have to be allocated to assessment. Fixed schedules may have to be made more flexible. Computers and high-speed access will have to be provided. Students will have to be prepared for different activities and performances. Other adults will have to give input into educational space. Etc.
Examples to illustrate the different kinds of assessments.
These items come from a resilience scale. It has some validity if people are honest when they rate themselves, but that may not be the case with students whose answers are important for their future. And it we don’t know how teachers will interpret the results and how it will affect their intertactions with students.
ETS Personal Potential Index. Student provides contact information for the evaluators you would like to complete an ETS PPI evaluation. Each evaluator logs in to the ETS PPI system to rate you on six personal attributes and provide an overall evaluation. Evaluators also may provide optional comments for each attribute as well as for the overall rating.How do students choose evaluators? Will evaluators have access to technology? Will they have similar standards of comparison and similar willingness to follow behavioral rubrics?
Students might be asked to assemble evidence to show they have overcome adversity, show fortitude, pressed on in the face of disappointment, etc. Sample essay from college senior, but you can imagine the complications of student self affirmation of experiences.
Turn to a different skill area.
This is part of a rubric for rating teaching practice. It takes a lot of time and effort to train observers to understand the rubric and use it accurately. If we are rating the behaviors of students in a group interaction, for example, how much effort will be required to get reliable ratings?
Asia Society Graduation Portfolio System measures, among other things, the development of global competence.The GPS performance outcomes and rubrics (first green box) are the foundation, providing a definition of “what success looks like” by delineating the knowledge, skills, and dispositions students need to be college ready and globally competent. The GPS performance cycle (the four blue boxes in the middle) is implemented through a series of authentic learning experiences with embedded formative and summative tasks. The performance cycle is a series of continuous processes that drive improvement across the curriculum, both in school and in out-of-school time.The GPS portfolio (third purple box) is made up of the student work that results from multiple performance cycles across all courses and learning experiences, which certifies that the student is both college ready and globally competent by graduation (final red box).Using this approach involves changes to normal pattern of classroom activity, training of teachers to understand outcomes and rubrics, etc.
Schools are more familiar measuring academic skills, although 21st C skills are more cognitively complex
Norman Webb devised four-level taxonomy of the demands of an assessment. One of the emphases in 21st C skills is higher-order thinking, like levels 3 and 4.
From SBAC. Illustrates that simple choice question can be cognitively demanding.
From PISA, a multi-step test, that presumes some familiarity with computer interface, and an ability to work independently.
From SBAC. The worker and the ladder are animated. So students must understand that they must wait for the explanation to be given before they undertake the task. Will schools want to incorporate such illustrations into instruction to prepare students for the assessments?
From the Arizona Department of Education. This illustrates the multiple ways a prompt can be used to assess at different levels.
Examples designed to illustrate some of the challenges in moving 21st Century skills assessment from a research topic to an operational education tool.
The study would involve communicating with educators and schools that are implementing these kinds of assessments and uncovering what the real implementation challenges are for system and school level educators.