Abstract
This chapter presents an approach to teaching 21st century skills on the basis of results from the assessment tasks described in Chaps. 3 and 4. Teachers’ understanding of the skills being assessed and described in the developmental progressions is essential if they are to implement learning and teaching activities in their classrooms across the curriculum. In this chapter the interpretation of three report formats for the formative assessment of 21st century skills is explained in the context of a developmental learning framework. A teaching approach is outlined and examples of teaching and learning sequences are presented. The activities and tasks in the examples are adapted for students at different stages on the progressions, and suggestions are given for targeting teaching and learning to the stages of students on a combination of progressions.
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Notes
- 1.
The acronym ATC21STM has been globally trademarked. For purposes of simplicity the acronym is presented throughout the chapter as ATC21S.
- 2.
Please refer to Definition of Terms at the end of the chapter.
- 3.
Please refer to Definition of Terms at the end of the chapter.
- 4.
Please refer to Definition of Terms at the end of the chapter.
- 5.
Please refer to Definition of Terms at the end of the chapter.
- 6.
Please refer to Definition of Terms at the end of the chapter.
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Woods, K., Mountain, R., Griffin, P. (2015). Linking Developmental Progressions to Teaching. In: Griffin, P., Care, E. (eds) Assessment and Teaching of 21st Century Skills. Educational Assessment in an Information Age. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9395-7_14
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DOI: https://doi.org/10.1007/978-94-017-9395-7_14
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