LEADER 05867nam 22007215 450 001 9910299522803321 005 20200703193822.0 010 $a3-319-65368-7 024 7 $a10.1007/978-3-319-65368-6 035 $a(CKB)4100000001040437 035 $a(DE-He213)978-3-319-65368-6 035 $a(MiAaPQ)EBC5143320 035 $a(EXLCZ)994100000001040437 100 $a20171108d2018 u| 0 101 0 $aeng 135 $aur|n#|||||||| 181 $ctxt$2rdacontent 181 $csti$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAssessment and Teaching of 21st Century Skills $eResearch and Applications /$fedited by Esther Care, Patrick Griffin, Mark Wilson 205 $a1st ed. 2018. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2018. 215 $a1 online resource (xvi, 276 pages) $cillustrations 225 1 $aEducational Assessment in an Information Age,$x2363-5177 311 $a3-319-65366-0 320 $aIncludes bibliographical references at the end of each chapters. 327 $aPreface -- PART 1: Introduction -- 1. 21st Century Skills: From Theory to Action -- PART 2: Assessment of 21st Century Skills -- 2. Assessment of 21st Century Skills: The Issue of Authenticity -- 3. Competencies for Complexity: Problem Solving in the 21st Century -- 4. Shifts in the Assessment of Problem Solving -- 5. Challenges of Assessing Collaborative Problem-solving -- PART 3: Country Applications and Initiatives -- 6. Collective Creativity and Collaborative Problem-solving among Singapore Secondary School Students -- 7. Collaborative Problem Solving in Finnish Pre-Service Teacher Education: A Case Study -- 8. A 21st Century Lens on the Common Core Standards and the Next Generation Science Standards -- 9. Teaching 21st Century Skills: Implications at System Levels in Australia -- 10. Initiatives and Implementation of 21st Century Skills Teaching and Assessment in Costa Rica -- PART 4: Information Communication Technologies: Their Measurement and Their Uses -- 11. Learning in Digital Networks as a Modern Approach to ICT Literacy -- 12. Intersecting Learning Analytics and Measurement Science in the Context of ICT Literacy Assessment -- 13. How Can Use of Data from Computer-delivered Assessments Improve Measurement? -- 14. Next Wave for Integration of Educational Technology into the Classroom: Collaborative Technology Integration Planning Practices -- PART 5: Transforming Education Systems to Integrate 21st Century Skills.-15. Curricular and Implementation Challenges in Introducing 21st Century Skills Education. 330 $aThis book provides a detailed description of research and application outcomes from the Assessment and Teaching of 21st Century Skills project, which explored a framework for understanding the nature of these skills. The major element of this new volume is the presentation of research information from the global assessment of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. The outcomes presented include evidence to support the validity of assessment of 21st century skills and descriptions of consequent pedagogical approaches which can be used both to teach the skills and to use them to enhance key learning goals in secondary education systems. The sections of the volume are connected through a focus on the degree to which innovative assessment tasks measure the constructs of interest. This focus is informed by conceptual and methodological issues associated with affordances of 21st century computer-based assessment. How understanding of the nature of the skills, as derived from these assessments, can guide approaches to the integration of 21st century skills in the classroom, is informed by initiatives adopted by participating countries. The guiding questions in this volume are: "Do the assessment tasks measure the constructs?" and "What are the implications for assessment and teaching in the classroom?" It is the third volume of papers from this project published by Springer.   . 410 0$aEducational Assessment in an Information Age,$x2363-5177 606 $aAssessment 606 $aPsychometrics 606 $aEducational psychology 606 $aEducation?Psychology 606 $aTeaching 606 $aEducational technology 606 $aAssessment, Testing and Evaluation$3https://scigraph.springernature.com/ontologies/product-market-codes/O33000 606 $aPsychometrics$3https://scigraph.springernature.com/ontologies/product-market-codes/Y43000 606 $aEducational Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/O39000 606 $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000 606 $aEducational Technology$3https://scigraph.springernature.com/ontologies/product-market-codes/O21000 615 0$aAssessment. 615 0$aPsychometrics. 615 0$aEducational psychology. 615 0$aEducation?Psychology. 615 0$aTeaching. 615 0$aEducational technology. 615 14$aAssessment, Testing and Evaluation. 615 24$aPsychometrics. 615 24$aEducational Psychology. 615 24$aTeaching and Teacher Education. 615 24$aEducational Technology. 676 $a379.158 702 $aCare$b Esther$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aGriffin$b Patrick$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aWilson$b Mark$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910299522803321 996 $aAssessment and Teaching of 21st Century Skills$92533096 997 $aUNINA