rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Assessment and Teaching of 21st Century Skills
    sub title: Research and Applications
  name:
    name part: Care, Esther.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: Griffin, Patrick.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: Wilson, Mark.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2018
    edition: 1st ed. 2018.
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XVI, 276 p. 44 illus. online resource.
  abstract: This 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. .
  table of contents: 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.
  note: edited by Esther Care, Patrick Griffin, Mark Wilson.
  subject:
    topic: Assessment
  subject:
    topic: Psychometrics
  subject:
    topic: Educational psychology
  subject:
    topic: Education-Psychology
  subject:
    topic: Teaching
  subject:
    topic: Educational technology
  subject:
    topic: Assessment, Testing and Evaluation
  subject:
    topic: Psychometrics
  subject:
    topic: Educational Psychology
  subject:
    topic: Teaching and Teacher Education
  subject:
    topic: Educational Technology
  classification: LC5225.A75
  classification: LB2822.75
  classification: 371.26
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Educational Assessment in an Information Age
  identifier: 9783319653686
  identifier: https://doi.org/10.1007/978-3-319-65368-6
  record info:
    record creation date: 171108
    record change date: 20191021221631.0
    record identifier: 978-3-319-65368-6