MEASURING 21st-CENTURY SKILLS Guidance for Educators

Brian Stecher, Laura Hamilton, Jim Soland

October 2013 !

The educator’s challenge is to  

that students need to succeed  

FIND WAYS TO TEACH

21st-CENTURY SKILLS  

The educator’s challenge is to  

SEEK WAYS TO ASSESS

21st-CENTURY SKILLS  

and students’ progress in mastering them  

The educator’s challenge is to  

in assessing 21st

- century skills  

DETERMINE WHICH TOOLS

ARE EFFECTIVE  

21st-CENTURY SKILLS?  What are  

ASSESSMENT TOOLS  

There are many  

from which to choose  

Theory of Mind

Global Empathy Scale

Watson-Glaser

Formulating Hypotheses

SimScientists

Graduation Portfolio System

World Savvy Challenge

College and Career Ready School Diagnostic

Queensland Performance Assessment

Work Extrinsic Intrinsic Motivation Scale Advanced Placement

Grit Scale

PARCC & SBAC

Alelo Language & Culture Simulator

Singapore Elementary Portfolios

EcoMUVE

Mission Skills Assessment

PISA

Published on PARCC (http://www.parcconline.org)

Home > Grade 3 > Grade 3 Mathematics (The Field)

Grade 3 Mathematics (The Field)Sample Item

[1] [1]

Part AA farmer plants 3/4 of the field with soybeans.

Drag the soybean to the field as many times as needed to show the fraction of the field that is planted with soybeans.

Farmer's Field

Soybean

Reset [1]

.For More Item Specific Information PARCC Math Sample Problems_GR3_The Field_PartAV2.pdf[2]

Grade3MathTypeIISampleItem-TheFieldPartB.pdf[3]

..Source URL: http://www.parcconline.org/samples/mathematics/grade-3-mathematics-field

Links:[1] http://www.parcconline.org/javascript%3Avoid%280%29[2] http://www.parcconline.org/sites/parcc/files/PARCC%20Math%20Sample%20Problems_GR3_The%20Field_PartAV2.pdf[3] http://www.parcconline.org/sites/parcc/files/Grade3MathTypeIISampleItem-TheFieldPartB.pdf

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CPS skill(s) assessed (A1) Discovering perspectives and abilities of team members; (A2) Discovering the type of collaborative interaction to solve the problem, along with goals; (C1) Communicating with team members about the actions to be/being performed; (B1) Building a shared representation and negotiating the meaning of the problem (common ground) The following figure illustrates Task 2:

PISA 2015

Task    3  of  7

CHAT

?Unit name: The Aquarium Time remaining: 13 minutes

Tryout conditions

Bad GreatOKResults: these conditions are suitable, but they can be better.

Results

Abby

Its not great. What should we do now?

Let’s change the temperatureYou

You and Abby have 5 trials to find the best conditions for the fish to live in the aquarium.

Abby

Wait. I’m not sure that this is the right strategy

Water type:

Scenery:

Lightning:

Fresh Sea

Rocky Plants

Low High

Control panel Abby’s control panelFood type:

Fish:

Temperature:

Dry Food blocks

Few Many

Low High

o Why do you think that?o Let’s change theo I know that this is the right thing to do

You

scenery

Task 3: Monitoring and repairing the shared understanding Activity Item 1: TT implements the plan as discussed with Abby. TT monitors if Abby followed the plan as discussed. Abby’s controls show that she is following the plan. Item 2: TT shares his/her understanding of the result (fish conditions). Item 3: TT repairs Abby’s misunderstanding of the result. Item 4: TT has to offer a plan of how to proceed (e.g. "let’s change this variable to start"). If the TT doesn’t offer an idea then Abby can prompt. If still no idea is offered then Abby will suggest an idea herself. Item 5: TT asks Abby for her point of view before implementing the plan. If the TT doesn’t then Abby shares her perspective with the TT. Convergence There is a change in the aquarium variables. The results of the trial are presented.

doi:  10.1037/t07896-­‐000

Pathway

Academic  behaviors

Goal-­‐driven  behaviors

Persistence

Self-­‐monitoring

Study  skills

Goal-­‐driven  behaviors

i17.    I  take  complete,  organized,  and  accurate  notes  during  class

i23.    I  am  able  to  identify  resources  needed  to  complete  a  task  or  project

i32.    I  have  researched  educational  option(s)  that  match  my  strengths  or  interests

i9.    I  participate  in  study  groups  outside  of  class

i3.    I  discussed  with  my  guidance  counselor  the  plans  I  have  for  after  graduation

i1.    I  can  identify  steps  I  need  to  take  to  reach  my  career  goals

i2.    I  can  identify  steps  I  need  to  take  to  reach  my  educational  goals

Persistence

i42.    I  allow  enough  time  to  complete  multiple  drafts  of  an  assignment  if  necessary

i56.    I  refer  to  the  syllabus  or  class  website  to  prepare  for  and  complete  course  assignments

i29.    I  talk  to  adults  when  I  have  concerns  about  school

i43.    I  balance  schoolwork  with  my  other  activities  and  commitments

Study  skills

i10.    I  work  in  small  groups  during  class  time

i33.    I  have  identified  specific  classes  in  high  school  that  are  a  good  match  to  my  strengths

i34.    I  journal  or  blog  about  what  I  learn

i39.    I  analyze  the  questions  on  a  test  to  plan  my  approach  prior  to  answering

i37.    I  spend  enough  time  studying  for  exams  to  learn  the  material  well

i36.    I  try  to  predict  the  possible  test  questions  in  preparation  for  exams

i41.    I  use  unstructured  time  during  the  school  day  to  complete  assignments

Self-­‐monitoring

i53.    I  know  the  best  environment  and  time  of  day  for  me  to  study

i51.    I  complete  my  projects  and  assignments  without  being  reminded

i6.    I  figure  out  what  score  I  need  on  tests  or  assignments  in  order  to  get  the  grade  I  want  in  a  class

i18.    I  enjoy  challenging  myself  in  school

i28.    I  review  materials  ahead  of  time  that  will  be  discussed  in  class

i30.    I  find  out  what  I  missed  on  exams  to  make  improvements

College  &  Career  Ready  School  Diagnostic

CCRSD

GPS  Performance    Outcomes  and    Rubrics  

Portfolio  of  Student  Work  

College-­‐Ready    and  Globally    Competent    Graduate  

Module  and  Task    Implementation  

Assessment  and    Rating  of    

Student  Work  

Student  Feedback    and  Teacher  Reflection  

Module  and    Task  Design  

How do you  

CHOOSE  

the best tool for your needs?  

What  

PURPOSE  

are you trying to achieve?  

Guidance for  

SELECTING  

the best assessment tools  

start with

purpose

overall assessment

strategy

complex skills, complicated assessments

cost vs. value

measurement fosters

improvement

high stakes need

high quality

interactive tools can be

costly

well-defined before

well-measured

need learning progressions

partnerships help

development

local context and culture

unintended consequences

A thoughtful approach means  

SUCCESS  

in selecting assessment that fits your needs  

!