Assessment and Teaching of 21st Century Skills

Research and Applications

  • Esther Care
  • Patrick Griffin
  • Mark Wilson

Part of the Educational Assessment in an Information Age book series (EAIA)

Table of contents

  1. Front Matter
    Pages i-xvi
  2. Introduction

    1. Front Matter
      Pages 1-1
  3. Assessment of Twenty-First Century Skills

    1. Front Matter
      Pages 19-19
    2. Joachim Funke, Andreas Fischer, Daniel V. Holt
      Pages 41-53
    3. Katarina Krkovic, Maida Mustafic, Sascha Wüstenberg, Samuel Greiff
      Pages 55-73
    4. Arthur C. Graesser, Peter W. Foltz, Yigal Rosen, David Williamson Shaffer, Carol Forsyth, Mae-Lynn Germany
      Pages 75-91
  4. Country Applications and Initiatives

    1. Front Matter
      Pages 93-93
    2. Arto K. Ahonen, Päivi Häkkinen, Johanna Pöysä-Tarhonen
      Pages 119-130
    3. María Eugenia Bujanda, Leda Muñoz, Magaly Zúñiga
      Pages 163-178
  5. Information Communication Technologies: Their Measurement and Their Uses

  6. Transforming Education Systems to Integrate Twenty-First Century Skills

    1. Front Matter
      Pages 257-257

About this book


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.   


Assessment of 21st century skills Collaborative problem solving Learning in digital networks ICT literacy Assessment, curriculum and pedagogy Problem solving competency Teacher education Process data Computer-based assessments Educational technology Curriculum change Curriculum implementation

Editors and affiliations

  1. 1.Brookings InstitutionWashington DCUSA
  2. 2.Melbourne Graduate School of EducationUniversity of MelbourneParkvilleAustralia
  3. 3.University of CaliforniaBerkeleyUSA

Bibliographic information

  • DOI
  • Copyright Information Springer International Publishing AG 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-319-65366-2
  • Online ISBN 978-3-319-65368-6
  • Series Print ISSN 2363-5177
  • Series Online ISSN 2363-6025
  • Buy this book on publisher's site