This document provides guidance for educators on measuring 21st century skills. It discusses the challenges educators face in teaching and assessing these important skills that students need to succeed. There are many potential assessment tools to choose from, and educators must determine which tools are most effective for assessing complex skills. The document advises starting with understanding the purpose of the assessment and considering factors like costs, local context, and unintended consequences when selecting tools. With a thoughtful, strategic approach, educators can choose assessments that best fit their needs.

1. MEASURING
21st-CENTURY SKILLS
Guidance for Educators
Brian Stecher, Laura Hamilton, Jim Soland
October 2013
!

2. The educator’s challenge is to
FIND WAYS TO
TEACH
21st-CENTURY SKILLS
that students need
to succeed

3. The educator’s challenge is to
SEEK WAYS TO
ASSESS
21st-CENTURY SKILLS
and students’ progress
in mastering them

4. The educator’s challenge is to
DETERMINE WHICH
TOOLS
ARE EFFECTIVE
in assessing
21st - century skills

5. What are
21st-CENTURY SKILLS?

7. There are many
ASSESSMENT TOOLS
from which to choose

8. 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

11. Published on PARCC (http://www.parcconline.org)
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: http://www.parcconline.org/samples/mathematics/grade-3-mathematics-field
Links:
[1] http://www.parcconline.org/javascript%3Avoid%280%29
[2]
http://www.parcconline.org/sites/parcc/files/PARCC%20Math%20Sample%20Problems_GR3_The%20Field_PartAV2.pdf
[3] http://www.parcconline.org/sites/parcc/files/Grade3MathTypeIISampleItem-TheFieldPartB.pdf

12. 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

13. 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

16. 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

17. How do you
CHOOSE
the best tool
for your needs?

18. What
PURPOSE
are you trying
to achieve?

24. Guidance for
SELECTING
the best
assessment tools

25. 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

26. A thoughtful approach means
SUCCESS
in selecting assessment
that fits your needs

27. !