LEADER 04351nam 22007335 450 001 9910484572003321 005 20200920024519.0 010 $a94-017-9395-6 024 7 $a10.1007/978-94-017-9395-7 035 $a(CKB)3710000000268482 035 $a(EBL)1967645 035 $a(OCoLC)894508834 035 $a(SSID)ssj0001372534 035 $a(PQKBManifestationID)11890737 035 $a(PQKBTitleCode)TC0001372534 035 $a(PQKBWorkID)11304583 035 $a(PQKB)10782081 035 $a(DE-He213)978-94-017-9395-7 035 $a(MiAaPQ)EBC1967645 035 $a(PPN)182097250 035 $a(EXLCZ)993710000000268482 100 $a20141021d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAssessment and Teaching of 21st Century Skills $eMethods and Approach /$fedited by Patrick Griffin, Esther Care 205 $a1st ed. 2015. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2015. 215 $a1 online resource (314 p.) 225 1 $aEducational Assessment in an Information Age,$x2363-5177 300 $aDescription based upon print version of record. 311 08$aPrinted edition: 9789401793940 320 $aIncludes bibliographical references. 327 $aForeword 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. 330 $aThis second volume of papers from the ATC21STM project deals with the development of an assessment and teaching system of 21st century skills. Readers are guided through a detailed description of the  methods used in this process. The first volume was published by Springer in 2012 ( Griffin, P., McGaw, B. & Care, E., Eds., Assessment and Teaching of 21st Century Skills, Dordrecht: Springer). The major elements of this new volume are the identification and description of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. Features of the skills that need to be mirrored in their assessment are identified so that they can be reflected in assessment tasks. The tasks are formulated so that reporting of student performance can guide implementation in the classroom for use in teaching and learning. How simple tasks can act as platforms for development of 21st century skills is demonstrated, with the concurrent technical infrastructure required for its support. How countries with different languages and cultures participated and contributed to the development process is described. The psychometric qualities of the online tasks developed are reported, in the context of the robustness of the automated scoring processes. Finally, technical and educational issues to be resolved in global projects of this nature are outlined. 410 0$aEducational Assessment in an Information Age,$x2363-5177 606 $aAssessment 606 $aLearning 606 $aInstruction 606 $aInternational education  606 $aComparative education 606 $aAssessment, Testing and Evaluation$3https://scigraph.springernature.com/ontologies/product-market-codes/O33000 606 $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000 606 $aInternational and Comparative Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O13000 615 0$aAssessment. 615 0$aLearning. 615 0$aInstruction. 615 0$aInternational education . 615 0$aComparative education. 615 14$aAssessment, Testing and Evaluation. 615 24$aLearning & Instruction. 615 24$aInternational and Comparative Education. 676 $a370 676 $a370.9 676 $a370116 676 $a371.26 702 $aGriffin$b Patrick$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aCare$b Esther$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910484572003321 996 $aAssessment and Teaching of 21st Century Skills$92533096 997 $aUNINA