measuring 21st century skills: guidance for educators
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MEASURING 21st-CENTURY SKILLS Guidance for Educators
Brian Stecher, Laura Hamilton, Jim Soland
October 2013 !
The educator’s challenge is to
that students need to succeed
FIND WAYS TO TEACH
21st-CENTURY SKILLS
The educator’s challenge is to
SEEK WAYS TO ASSESS
21st-CENTURY SKILLS
and students’ progress in mastering them
The educator’s challenge is to
in assessing 21st
- century skills
DETERMINE WHICH TOOLS
ARE EFFECTIVE
21st-CENTURY SKILLS? What are
ASSESSMENT TOOLS
There are many
from which to choose
Theory of Mind
Global Empathy Scale
Watson-Glaser
Formulating Hypotheses
SimScientists
Graduation Portfolio System
World Savvy Challenge
College and Career Ready School Diagnostic
Queensland Performance Assessment
Work Extrinsic Intrinsic Motivation Scale Advanced Placement
Grit Scale
PARCC & SBAC
Alelo Language & Culture Simulator
Singapore Elementary Portfolios
EcoMUVE
Mission Skills Assessment
PISA
Published on PARCC (http://www.parcconline.org)
Home > Grade 3 > Grade 3 Mathematics (The Field)
Grade 3 Mathematics (The Field)Sample Item
[1] [1]
Part AA farmer plants 3/4 of the field with soybeans.
Drag the soybean to the field as many times as needed to show the fraction of the field that is planted with soybeans.
Farmer's Field
Soybean
Reset [1]
.For More Item Specific Information PARCC Math Sample Problems_GR3_The Field_PartAV2.pdf[2]
Grade3MathTypeIISampleItem-TheFieldPartB.pdf[3]
..Source URL: http://www.parcconline.org/samples/mathematics/grade-3-mathematics-field
Links:[1] http://www.parcconline.org/javascript%3Avoid%280%29[2] http://www.parcconline.org/sites/parcc/files/PARCC%20Math%20Sample%20Problems_GR3_The%20Field_PartAV2.pdf[3] http://www.parcconline.org/sites/parcc/files/Grade3MathTypeIISampleItem-TheFieldPartB.pdf
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CPS skill(s) assessed (A1) Discovering perspectives and abilities of team members; (A2) Discovering the type of collaborative interaction to solve the problem, along with goals; (C1) Communicating with team members about the actions to be/being performed; (B1) Building a shared representation and negotiating the meaning of the problem (common ground) The following figure illustrates Task 2:
PISA 2015
Task 3 of 7
CHAT
?Unit name: The Aquarium Time remaining: 13 minutes
Tryout conditions
Bad GreatOKResults: these conditions are suitable, but they can be better.
Results
Abby
Its not great. What should we do now?
Let’s change the temperatureYou
You and Abby have 5 trials to find the best conditions for the fish to live in the aquarium.
Abby
Wait. I’m not sure that this is the right strategy
Water type:
Scenery:
Lightning:
Fresh Sea
Rocky Plants
Low High
Control panel Abby’s control panelFood type:
Fish:
Temperature:
Dry Food blocks
Few Many
Low High
o Why do you think that?o Let’s change theo I know that this is the right thing to do
You
scenery
Task 3: Monitoring and repairing the shared understanding Activity Item 1: TT implements the plan as discussed with Abby. TT monitors if Abby followed the plan as discussed. Abby’s controls show that she is following the plan. Item 2: TT shares his/her understanding of the result (fish conditions). Item 3: TT repairs Abby’s misunderstanding of the result. Item 4: TT has to offer a plan of how to proceed (e.g. "let’s change this variable to start"). If the TT doesn’t offer an idea then Abby can prompt. If still no idea is offered then Abby will suggest an idea herself. Item 5: TT asks Abby for her point of view before implementing the plan. If the TT doesn’t then Abby shares her perspective with the TT. Convergence There is a change in the aquarium variables. The results of the trial are presented.
doi: 10.1037/t07896-‐000
Pathway
Academic behaviors
Goal-‐driven behaviors
Persistence
Self-‐monitoring
Study skills
Goal-‐driven behaviors
i17. I take complete, organized, and accurate notes during class
i23. I am able to identify resources needed to complete a task or project
i32. I have researched educational option(s) that match my strengths or interests
i9. I participate in study groups outside of class
i3. I discussed with my guidance counselor the plans I have for after graduation
i1. I can identify steps I need to take to reach my career goals
i2. I can identify steps I need to take to reach my educational goals
Persistence
i42. I allow enough time to complete multiple drafts of an assignment if necessary
i56. I refer to the syllabus or class website to prepare for and complete course assignments
i29. I talk to adults when I have concerns about school
i43. I balance schoolwork with my other activities and commitments
Study skills
i10. I work in small groups during class time
i33. I have identified specific classes in high school that are a good match to my strengths
i34. I journal or blog about what I learn
i39. I analyze the questions on a test to plan my approach prior to answering
i37. I spend enough time studying for exams to learn the material well
i36. I try to predict the possible test questions in preparation for exams
i41. I use unstructured time during the school day to complete assignments
Self-‐monitoring
i53. I know the best environment and time of day for me to study
i51. I complete my projects and assignments without being reminded
i6. I figure out what score I need on tests or assignments in order to get the grade I want in a class
i18. I enjoy challenging myself in school
i28. I review materials ahead of time that will be discussed in class
i30. I find out what I missed on exams to make improvements
College & Career Ready School Diagnostic
CCRSD
GPS Performance Outcomes and Rubrics
Portfolio of Student Work
College-‐Ready and Globally Competent Graduate
Module and Task Implementation
Assessment and Rating of
Student Work
Student Feedback and Teacher Reflection
Module and Task Design
How do you
CHOOSE
the best tool for your needs?
What
PURPOSE
are you trying to achieve?
Guidance for
SELECTING
the best assessment tools
start with
purpose
overall assessment
strategy
complex skills, complicated assessments
cost vs. value
measurement fosters
improvement
high stakes need
high quality
interactive tools can be
costly
well-defined before
well-measured
need learning progressions
partnerships help
development
local context and culture
unintended consequences
A thoughtful approach means
SUCCESS
in selecting assessment that fits your needs
!
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