Assessment and Teaching of 21st Century Skills - Methods and Approach
von: Patrick Griffin, Esther Care
Springer-Verlag, 2014
ISBN: 9789401793957
Sprache: Englisch
314 Seiten, Download: 8294 KB
Format: PDF, auch als Online-Lesen
geeignet für:
Typ: B (paralleler Zugriff)
| Preface | 6 | ||
| References | 11 | ||
| Contents | 12 | ||
| Part I: Project Method and Overview | 14 | ||
| Chapter 1: The ATC21S Method | 16 | ||
| Background | 16 | ||
| The Framework | 20 | ||
| Selecting the Skills | 20 | ||
| Expert Panels | 20 | ||
| Substantive Expert Panels | 21 | ||
| Learning Through Digital Networks | 21 | ||
| Collaborative Problem Solving | 22 | ||
| Problem Solving | 22 | ||
| Psychometric Panel | 24 | ||
| Teacher Panels | 25 | ||
| Education Context | 25 | ||
| Policy and Expectation | 27 | ||
| Research and Development | 28 | ||
| Formulating Hypotheses About Progressions | 28 | ||
| The Commissioned Task Developers | 29 | ||
| National Project Manager (NPM) Role | 30 | ||
| The Development Process | 31 | ||
| Drafting | 33 | ||
| Panelling | 33 | ||
| Cognitive Laboratories | 34 | ||
| Piloting | 34 | ||
| Trial | 35 | ||
| The Data Capture System | 35 | ||
| Mapping to the Blueprint | 36 | ||
| Coding | 36 | ||
| Conversion and Scoring | 37 | ||
| Calibrating | 38 | ||
| Estimating Student Ability Parameters and Determining the Levels | 41 | ||
| Reports | 44 | ||
| Teaching Twenty-First Century Skills | 44 | ||
| Conclusion | 45 | ||
| References | 45 | ||
| Part II: Conceptual Framework for Internet Based Collaborative Assessment Tasks | 47 | ||
| Chapter 2: A Framework for Teachable Collaborative Problem Solving Skills | 48 | ||
| Collaborative Problem Solving | 49 | ||
| Collaborative Problem Solving Processes | 50 | ||
| Collaborative Problem Solving Skills | 52 | ||
| Social Process Skills | 53 | ||
| Participation Skills | 53 | ||
| Perspective Taking Skills | 55 | ||
| Social Regulation Skills | 56 | ||
| Cognitive Process Skills | 57 | ||
| Task Regulation Skills | 59 | ||
| Learning and Knowledge Building Skills | 61 | ||
| Assessment of Collaborative Problem Solving Skills | 63 | ||
| Summary | 64 | ||
| References | 65 | ||
| Chapter 3: Assessment of Learning in Digital Networks | 68 | ||
| How to Assess Digital Learning | 68 | ||
| Learning in Networks: The Construct Map | 69 | ||
| The Four Strands | 70 | ||
| Learning in Networks: Three Scenarios | 73 | ||
| Arctic Trek | 73 | ||
| Webspiration | 75 | ||
| Second Language Chat | 75 | ||
| Sample Tasks from Arctic Trek | 76 | ||
| The Outcome Space for the Three Scenarios | 80 | ||
| Results from the Pilot Study | 86 | ||
| Conclusion and Next Steps | 89 | ||
| References | 92 | ||
| Part III: Delivery of Collaborative Tasks, Their Scoring, Calibration and Interpretation | 93 | ||
| Chapter 4: Collaborative Problem Solving Tasks | 95 | ||
| Introduction | 95 | ||
| Problem and Task Characteristics | 96 | ||
| Content-Free Collaborative Problem Solving Tasks | 99 | ||
| Laughing Clowns Task | 100 | ||
| Social Skill: Interaction | 100 | ||
| Social Skill: Audience Awareness | 101 | ||
| Cognitive Skill: Resource Management | 101 | ||
| Cognitive Skill: Relationships (Representing and Formulating) | 101 | ||
| Olive Oil Task | 101 | ||
| Social Skill: Interaction | 102 | ||
| Cognitive Skill: Cause and Effect | 103 | ||
| Cognitive Skill: Problem Analysis | 103 | ||
| Cognitive Skill: Solution | 104 | ||
| Content-Dependent Collaborative Problem Solving Tasks | 104 | ||
| Balance Beam Task | 105 | ||
| Social Skill: Responsiveness | 106 | ||
| Cognitive Skill: Systematicity | 107 | ||
| Cognitive Skill: Sets Goals | 107 | ||
| Game of 20 Task | 107 | ||
| Social Skill: Responsiveness | 109 | ||
| Social Skill: Responsibility Initiative | 109 | ||
| Cognitive Skill: Cause and Effect | 109 | ||
| Cognitive Skill: Reflects and Monitors (Testing Hypothesis) | 110 | ||
| Conclusion | 111 | ||
| Appendix: Collaborative Problem Solving Tasks | 111 | ||
| References | 114 | ||
| Chapter 5: Platforms for Delivery of Collaborative Tasks | 115 | ||
| Overview and Design Rationale | 115 | ||
| Delivery of CPS Tasks | 116 | ||
| Delivery of LDN-ICT Tasks | 119 | ||
| Lessons for an Integrated Collaborative Assessment Platform | 121 | ||
| Implications and Future | 122 | ||
| References | 123 | ||
| Chapter 6: Automatic Coding Procedures for Collaborative Problem Solving | 124 | ||
| Existing Approaches to Autoscoring | 125 | ||
| Design of Process Data Stream – Capturing and Identifying the Data | 126 | ||
| Defining the Indicators | 128 | ||
| Coding | 129 | ||
| Mapping | 130 | ||
| Scoring | 133 | ||
| Dichotomously Scored Indicators | 133 | ||
| Frequency-Based Indicators – Partial Credit Scoring | 133 | ||
| Evidence of Collaboration Within Indicators | 135 | ||
| Defining the Skills Progression | 137 | ||
| Challenges and Future Directions | 138 | ||
| References | 140 | ||
| Chapter 7: Task Characteristics and Calibration | 142 | ||
| Introduction | 142 | ||
| Concept and Construct Mapping | 143 | ||
| Specification and Blueprints | 144 | ||
| The Trial Samples | 145 | ||
| Task Calibration | 145 | ||
| Fit to the Model | 148 | ||
| Reliability Estimates | 149 | ||
| Establishing Validity Using Rasch Modelling | 149 | ||
| Calibration of the Tasks and Interpretation of the Data | 150 | ||
| Olive Oil | 150 | ||
| Laughing Clowns | 151 | ||
| Balance | 153 | ||
| Game of 20 | 155 | ||
| Joint Calibration | 157 | ||
| Ability and Difficulty Estimates | 157 | ||
| One Dimension – One Parameter | 159 | ||
| Two Dimensions – One Parameter | 161 | ||
| Five Dimensions – One Parameter | 161 | ||
| Sets Analysis | 164 | ||
| Checking for Assessment Bias | 165 | ||
| Independence of Dyad Partners | 165 | ||
| Differential Item Functioning | 167 | ||
| Task Sets by Country | 169 | ||
| All Task Indicator Difficulties Compared with Australian Estimates | 170 | ||
| Interpreting and Reporting for Student Outcomes | 173 | ||
| Developing a Skills Progression | 173 | ||
| Assumptions | 174 | ||
| Standards and Benchmarks | 175 | ||
| Cognitive and Social Competence Levels | 176 | ||
| References | 186 | ||
| Part IV: Participating Countries in the Field Work | 188 | ||
| Chapter 8: Australia in the Context of the ATC21S Project | 191 | ||
| Context | 192 | ||
| ATC21S Development in Australia | 193 | ||
| Method | 194 | ||
| Task Concept Check | 194 | ||
| Cognitive Laboratory | 196 | ||
| Responses from the Task Concept Checks and Cognitive Laboratories | 198 | ||
| Pilot | 200 | ||
| Trials | 200 | ||
| Responses from the Pilot and Trials | 202 | ||
| Challenges | 203 | ||
| Conclusion | 204 | ||
| References | 205 | ||
| Chapter 9: Student and Teacher Responses to Collaborative Problem Solving and Learning Through Digital Networks in Singapore | 206 | ||
| Context | 207 | ||
| ATC21S Development in Singapore | 208 | ||
| Method | 209 | ||
| Responses to the ATC21S Tasks | 210 | ||
| Relevance to the Teaching, Learning and Assessment of 21st Century Competencies | 210 | ||
| Engagement with Tasks | 211 | ||
| Seeking Meaning in Content-Rich and Content-Free Tasks | 212 | ||
| Collaboration | 213 | ||
| Introducing Ambiguity in Tasks | 215 | ||
| Tools and Technical Issues | 216 | ||
| Challenges | 217 | ||
| Conclusion | 217 | ||
| References | 218 | ||
| Chapter 10: Introducing Assessment Tools for 21st Century Skills in Finland | 220 | ||
| Context | 220 | ||
| ATC21S Development in Finland | 221 | ||
| Method | 222 | ||
| Localization and Translation | 222 | ||
| Teacher and Student Responses to the ATC21S Tasks | 224 | ||
| Concept Checking | 224 | ||
| Cognitive Laboratory | 226 | ||
| Pilot and Trial Study | 227 | ||
| Challenges | 228 | ||
| Conclusions | 231 | ||
| References | 231 | ||
| Chapter 11: Case Study on the Implementation of ATC21S in the United States | 233 | ||
| Context | 233 | ||
| ATC21S Development in the U.S. | 234 | ||
| Method | 236 | ||
| Task Concept Review | 236 | ||
| Cognitive Laboratory | 240 | ||
| Pilot | 242 | ||
| Trials | 243 | ||
| Challenges | 246 | ||
| Conclusion | 247 | ||
| References | 248 | ||
| Chapter 12: The Adaptation and Contextualization of ATC21STM by Costa Rica | 251 | ||
| Context | 251 | ||
| ATC21S Development in Costa Rica | 253 | ||
| Localisation | 254 | ||
| The Arctic Trek | 254 | ||
| Webspiration (Poetry) | 255 | ||
| Method | 257 | ||
| Task Concept Checks, Cognitive Laboratories, Pilot Programs and Trials | 257 | ||
| Responses to ATC21S Tasks | 258 | ||
| Challenges | 260 | ||
| Conclusion | 262 | ||
| Chapter 13: ATC21S Trials of Collaborative Problem Solving Tasks in the Netherlands | 263 | ||
| Context | 263 | ||
| ATC21S Development in the Netherlands | 264 | ||
| Localisation | 264 | ||
| Method | 266 | ||
| Trials | 266 | ||
| Responses to the Trials | 267 | ||
| Challenges | 268 | ||
| Conclusion | 269 | ||
| Part V: Implementation at Classroom and System Levels | 270 | ||
| Chapter 14: Linking Developmental Progressions to Teaching | 271 | ||
| A Developmental Approach to Assessment and Learning | 271 | ||
| Using Developmental Frameworks to Describe and Understand Learning | 274 | ||
| Using a Developmental Model to Plan Teaching | 275 | ||
| Report Formats | 276 | ||
| Reviewing Student Progress | 281 | ||
| Generalising Intervention and Differentiating Instruction: Class Reports | 283 | ||
| Teaching 21st Century Skills | 284 | ||
| Teaching and Learning in Mixed Ability Classrooms | 284 | ||
| Application to Teaching and Learning Practice | 285 | ||
| Example: Collaborative Problem Solving – Cognitive Skills | 285 | ||
| Teaching and Learning Intention | 285 | ||
| Differentiation for Each Stage on the Cognitive Skill Progression | 286 | ||
| Variations for Students at Different Stages on the Social Skills Progression | 289 | ||
| Example: Learning in Networks – Building Intellectual Capital | 291 | ||
| Teaching and Learning Intention | 291 | ||
| Differentiation for Stages on the Skill Progression | 292 | ||
| Variations for Students at Different Stages on Other Skills Progressions | 293 | ||
| Summary | 294 | ||
| Definition of Terms | 294 | ||
| Freeze-Frame | 294 | ||
| Y Chart | 294 | ||
| Clock Buddies Strategy | 295 | ||
| References | 296 | ||
| Chapter 15: Policy Pathways for Twenty-First Century Skills | 297 | ||
| Organization of the Analysis | 297 | ||
| Curriculum in National Contexts | 299 | ||
| Incorporating 21st Century Skills into Curriculum | 299 | ||
| Curriculum Challenges | 303 | ||
| Teaching in National Contexts | 303 | ||
| Helping Teachers Enact 21st Century Skills | 303 | ||
| Challenges for Teaching | 305 | ||
| Assessing 21st Century Skills | 305 | ||
| Influences of International Assessment | 305 | ||
| National and State Assessment Programs | 306 | ||
| Local Assessments | 307 | ||
| Pathways for Adopting ATC21S | 308 | ||
| Adoption Challenges | 309 | ||
| ICT Access | 309 | ||
| Task Development | 310 | ||
| Level of Centralization | 310 | ||
| Conclusions | 312 | ||
| References | 313 |
