Assessment and Teaching of 21st Century Skills
Seiten
2011
Springer (Verlag)
978-94-007-2323-8 (ISBN)
Springer (Verlag)
978-94-007-2323-8 (ISBN)
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. It faces these new working environments head-on, delineating new ways of thinking about ‘21st-century’ skills and including operational definitions of those skills.
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.
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.
List of tables.- List of figures.- Abstracts.- Foreword.- Chapter 1: Overview.- Chapter 2: Defining 21st century skills.- Chapter 3: Perspectives on Methodological Issues.- Chapter 4: Technological Issues for Computer-Based Assessment.- Chapter 5: New assessments and environments for knowledge building.- Chapter 6: Policy frameworks for new assessments.- Conclusion.- References.
| Reihe/Serie | Educational Assessment in an Information Age |
|---|---|
| Zusatzinfo | XVI, 348 p. |
| Verlagsort | Dordrecht |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Themenwelt | Schulbuch / Wörterbuch ► Unterrichtsvorbereitung ► Unterrichts-Handreichungen |
| Sozialwissenschaften ► Pädagogik ► Berufspädagogik | |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Schlagworte | 21st century skills • asessment systems • computer-based assessment • formative and summative assessment • ICT-based assessment • innovative Assessment and Teaching • international education perspectives • Knowledge Building • Large-Scale Assessment • Linda Darling-Hammond • Skill Development |
| ISBN-10 | 94-007-2323-7 / 9400723237 |
| ISBN-13 | 978-94-007-2323-8 / 9789400723238 |
| Zustand | Neuware |
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