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Assessment and Teaching of 21st Century Skills : Research and Applications / / edited by Esther Care, Patrick Griffin, Mark Wilson
| Assessment and Teaching of 21st Century Skills : Research and Applications / / edited by Esther Care, Patrick Griffin, Mark Wilson |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (xvi, 276 pages) : illustrations |
| Disciplina | 379.158 |
| Collana | Educational Assessment in an Information Age |
| Soggetto topico |
Educational tests and measurements
Psychometrics Educational psychology Teachers - Training of Educational technology Assessment and Testing Educational Psychology Teaching and Teacher Education Digital Education and Educational Technology |
| ISBN |
9783319653686
3319653687 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preface -- 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. |
| Record Nr. | UNINA-9910299522803321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Assessment and Teaching of 21st Century Skills : Methods and Approach / / edited by Patrick Griffin, Esther Care
| Assessment and Teaching of 21st Century Skills : Methods and Approach / / edited by Patrick Griffin, Esther Care |
| Edizione | [1st ed. 2015.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2015 |
| Descrizione fisica | 1 online resource (314 p.) |
| Disciplina |
370
370.9 370116 371.26 |
| Collana | Educational Assessment in an Information Age |
| Soggetto topico |
Educational tests and measurements
Learning, Psychology of International education Comparative education Assessment and Testing Instructional Psychology International and Comparative Education |
| ISBN |
9789401793957
9401793956 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 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. |
| Record Nr. | UNINA-9910484572003321 |
| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||