04351nam 22007335 450 991048457200332120200920024519.094-017-9395-610.1007/978-94-017-9395-7(CKB)3710000000268482(EBL)1967645(OCoLC)894508834(SSID)ssj0001372534(PQKBManifestationID)11890737(PQKBTitleCode)TC0001372534(PQKBWorkID)11304583(PQKB)10782081(DE-He213)978-94-017-9395-7(MiAaPQ)EBC1967645(PPN)182097250(EXLCZ)99371000000026848220141021d2015 u| 0engur|n|---|||||txtccrAssessment and Teaching of 21st Century Skills Methods and Approach /edited by Patrick Griffin, Esther Care1st ed. 2015.Dordrecht :Springer Netherlands :Imprint: Springer,2015.1 online resource (314 p.)Educational Assessment in an Information Age,2363-5177Description based upon print version of record.Printed edition: 9789401793940 Includes bibliographical references.Foreword ATC21STM Volume 2; Patrick Griffin -- PART 1: Project Method Overview -- PART 2: Collaborative Conceptual Framework -- PART 3: Technical Aspects of Collaborative Problem Solving Assessments -- PART 4: Participating Countries in the Field Work -- PART 5: Implementation at Classroom and System Levels.This second volume of papers from the ATC21STM project deals with the development of an assessment and teaching system of 21st century skills. Readers are guided through a detailed description of the  methods used in this process. The first volume was published by Springer in 2012 ( Griffin, P., McGaw, B. & Care, E., Eds., Assessment and Teaching of 21st Century Skills, Dordrecht: Springer). The major elements of this new volume are the identification and description of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. Features of the skills that need to be mirrored in their assessment are identified so that they can be reflected in assessment tasks. The tasks are formulated so that reporting of student performance can guide implementation in the classroom for use in teaching and learning. How simple tasks can act as platforms for development of 21st century skills is demonstrated, with the concurrent technical infrastructure required for its support. How countries with different languages and cultures participated and contributed to the development process is described. The psychometric qualities of the online tasks developed are reported, in the context of the robustness of the automated scoring processes. Finally, technical and educational issues to be resolved in global projects of this nature are outlined.Educational Assessment in an Information Age,2363-5177AssessmentLearningInstructionInternational education Comparative educationAssessment, Testing and Evaluationhttps://scigraph.springernature.com/ontologies/product-market-codes/O33000Learning & Instructionhttps://scigraph.springernature.com/ontologies/product-market-codes/O22000International and Comparative Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/O13000Assessment.Learning.Instruction.International education .Comparative education.Assessment, Testing and Evaluation.Learning & Instruction.International and Comparative Education.370370.9370116371.26Griffin Patrickedthttp://id.loc.gov/vocabulary/relators/edtCare Estheredthttp://id.loc.gov/vocabulary/relators/edtBOOK9910484572003321Assessment and Teaching of 21st Century Skills2533096UNINA