Assessment and Teaching of 21st Century Skills

  • Patrick Griffin
  • Barry McGaw
  • Esther Care

Table of contents

  1. Front Matter
    Pages i-xv
  2. Patrick Griffin, Esther Care, Barry McGaw
    Pages 1-15
  3. Marilyn Binkley, Ola Erstad, Joan Herman, Senta Raizen, Martin Ripley, May Miller-Ricci et al.
    Pages 17-66
  4. Mark Wilson, Isaac Bejar, Kathleen Scalise, Jonathan Templin, Dylan Wiliam, David Torres Irribarra
    Pages 67-141
  5. Benő Csapó, John Ainley, Randy E. Bennett, Thibaud Latour, Nancy Law
    Pages 143-230
  6. Marlene Scardamalia, John Bransford, Bob Kozma, Edys Quellmalz
    Pages 231-300
  7. Linda Darling-Hammond
    Pages 301-339
  8. Back Matter
    Pages 341-345

About this book

Introduction

Rapid—and seemingly accelerating—changes in the economies of developed nations are having a proportional effect on the skill sets required of workers in many new jobs. Work environments are often technology-heavy, while problems are frequently ill-defined and tackled by multidisciplinary teams. This book contains insights based on research  conducted as part of a major international project supported by Cisco, Intel and Microsoft. It faces these new working environments head-on, delineating new ways of thinking about ‘21st-century’ skills and including operational definitions of those skills. The authors focus too on fresh approaches to educational assessment, and present methodological and technological solutions to the barriers that hinder ICT-based assessments of these skills, whether in large-scale surveys or classrooms. Equally committed to defining its terms and providing practical solutions, and including international perspectives and comparative evaluations of assessment methodology and policy, this volume tackles an issue at the top of most educationalists’ agendas.

Keywords

21st century skills ICT-based assessment Linda Darling-Hammond asessment systems computer-based assessment educational assessment formative and summative assessment innovative Assessment and Teaching international education perspectives knowledge building large-scale assessment skill development

Editors and affiliations

  • Patrick Griffin
    • 1
  • Barry McGaw
    • 2
  • Esther Care
    • 3
  1. 1., Melbourne Graduate School of EducationUniversity of MelbourneParkvilleAustralia
  2. 2., Melbourne Graduate School of EducationUniversity of MelbourneParkvilleAustralia
  3. 3., Melbourne Graduate School of EducationUniversity of MelbourneParkvilleAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-007-2324-5
  • Copyright Information Springer Science+Business Media B.V. 2012
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-94-007-2323-8
  • Online ISBN 978-94-007-2324-5
  • About this book