Development of the Assessment Design and Delivery of Collaborative Problem Solving in the Assessment and Teaching of 21st Century Skills Project

Development of the Assessment Design and Delivery of Collaborative Problem Solving in the Assessment and Teaching of 21st Century Skills Project

Patrick Griffin (The University of Melbourne, Australia), Esther Care (The University of Melbourne, Australia), Myvan Bui (The University of Melbourne, Australia) and Nathan Zoanetti (The University of Melbourne, Australia)
DOI: 10.4018/978-1-4666-3649-1.ch004
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Abstract

This chapter describes an approach to assessment task design and delivery from the Assessment and Teaching of 21st Century Skills project (ATC21S). ATC21S is an example of an innovative, international, multi-stakeholder partnership involving industry, academics, governments, and educators that is aimed at shifting the direction of assessment and teaching towards a model more suited to the development of skills that students need in the 21st century. Within ATC21S, assessment design and delivery is just one component of a holistic framework in which assessment, teaching, resourcing, and policy work in unison to improve student outcomes. This chapter outlines this developmental framework and the impetus for ATC21S and partnerships which drive and support the project, and sets the scene for dealing with performance measurement issues – how can we tell that people have learned anything? The focus of the chapter is on the technology-based design and delivery of assessments of one of the key skill areas of interest in the project - collaborative problem solving.
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Project Background: A Multi-National, Multi-Stakeholder Partnership To Drive Innovation

In response to these changing workforce and education demands, three major companies - Cisco, Intel and Microsoft – commissioned a ‘Call to Action’ paper to prompt political, education, and business leaders to join a multi-national multi-stakeholder project to transform educational assessment and instructional practice. The paper highlighted the urgent need for education systems to respond to changes in technology and its increasing impact on employment, living and social interaction. This led to the creation of the ATC21S project, launched at the London Learning and Technology World Forum in January 2009. The goal of the ATC21S project is to develop ways of assessing 21st century skills, encourage curriculum change, and enable teachers to assess and teach these skills in the classroom.

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