Professional Documents
Culture Documents
Assessing 21st C - Skills PDF
Assessing 21st C - Skills PDF
Assessing 21st C - Skills PDF
edu
P-21
U. Melbourne
CPE
OECD
Metiri/NCREL
And earlier…
Costa and Kallick
Benjamin Bloom
Edward Glaser
C OMPLEXITY S IMPLIFIED
Thinking
Acting
Living
Care2.com
21 ST C ENTURY T HINKING
CRITICAL THINKING
PROBLEM SOLVING
CREATIVITY
Curiosity, Innovation
METACOGNITION
Allergyassist.com
Reflection, Mindfulness
Students use
critical
thinking,
creativity, and
problem
solving skills
every day.
Tundra.com
21 ST C ENTURY A CTIONS
COMMUNICATION
COLLABORATION
DIGITAL LITERACY
TECHNOLOGY PROFICIENCY
Greenhouse.lotus.com
Visual Literacy
Students communicate and
collaborate every day.
21 ST C ENTURY LIVING IN THE
W ORLD
CIVIC RESPONSIBILITY
GLOBAL UNDERSTANDING
Tzdek.org
G LOBAL AWARENESS
GAPMINDER
(2:35 min)
A positive
work ethic
contributes
to success
CHECK-IN
Collaboratively build a one sentence
summary of 21st century skills.
Washington: 41,888
23.35
23.42
23.21
23.18
Hannah makes 6 cups of cake batter. She pours all the batter
into a rectangular cake pan with a length of 11 inches, a
width of 7 inches, and a depth of 2 inches. One cubic
inch is approximately 0.069 cup.
What is the depth of the batter in the pan to the nearest 1/8
of an inch. (Empty pan is illustrated)
G RADE 3 ELA Q UESTIONS
Item Prompt:
In this story, the fox’s character can be described as
mischievous. Write a paragraph explaining why the fox’s
character is mischievous. Use details from the story to support
your answer.
Writing Assignment:
You have read three articles about child philanthropists. Think
about their causes and choose which one you would most like to
support. Write an opinion essay explaining why you chose that
cause and what you could do to help support it.
ELA M IDDLE S CHOOL
Blog.builddirect.com
PARADIGM:
L ESSONS W ORTH L EARNING
20th and 21st century knowledge and skills are not mutually exclusive
Multi-century skills have been learned since before millennium were counted
Tundra.com
21 ST C ENTURY
D EMONSTRATIONS OF L EARNING
• Performances,
Demonstrations
• Publishing: Script, Blog,
Reviews
• Products: Games, Inventions
• Presentations
• Simulations/Case Studies
• Original Designs: Print,
Petfinder.com
Graphic, and Multimedia
S PECTRUM OF 21 ST C ENTURY
A SSESSMENT S
• Rubrics
• Checklists
Jproc.ca
• Observations
• Project Logs
• Contracts
• Formal/Informal
Questions
A SSESSMENT IN THE
21 ST C ENTURY
Granby.k12.ct.us
Core Knowledge is aligned with 21st Century skills
Integrated with instruction: Embedded formative assessment
guides teaching and learning, curriculum and planning
Multiple measures provide numerical data and support
informed judgment
Feedback to help students progress towards targets; Flexible
and responsive to students
Skills and application are emphasized in the context of content
knowledge.
Embed knowledge and skills into demonstrations of learning:
assess both
Fair (without bias), Valid (measures intended targets), Reliable
(consistent & error free)
PROGRESSIONS
CORE 21st CENTURY STRATEGY ASSESSMENT
Next Slide:
Complete your
own progression
PROGRESSIONS: 20th to 21st Century
20th Century 21st Century Strategy Assessment
REFLECTION FEEDBACK
Content:
Main ideas are clearly described ____
Information is fully accurate ____
Creative elements:
Original ideas ____
Fluency: multiple ideas ____
Reliable Research:
Multiple sources are used ____
Sources are accurately cited ____
Information is synthesized into
a cohesive summary ____
Presentation:
Logical sequence ____
Stays focused on topic ____
Meets required length ____
All members participate ____
P ROBLEM S OLVING R UBRIC
Standard: 4 EXPERT 3 COMPETENT 2 APPRENTICE 1 NOVICE Score
Identifies the I clearly described I described the I explained parts I had difficulty
problem the problem in basics of the of the problem recognizing and
relation to the problem with some but don’t think I defining the
situation and clarifying got it all problem
included information
supporting details
Identifies I came up with at I offered 2-3 I described one or I couldn’t think of
multiple least 4 plausible solutions two possible any solutions
solutions feasible and clearly solutions
described solutions
Defends I analyzed all the I evaluated the I gave a simple I wasn’t able to
solution solutions and solutions and explanation for explain my solution
picked one that picked one that is one choice and wasn’t sure it
shows my feasible would work
understanding of
the problem and
the outcomes
Metacognition
THINKING ABOUT WRITING
Rate/Explain Each: EASY …………………………………………………………..HARD
•Coming up with an idea ________________________________________
•Writing an outline ________________________________________
•Searching for more info ________________________________________
•Reading more about it ________________________________________
•Taking notes ________________________________________
•Synthesizing my ideas ________________________________________
•Writing a draft ________________________________________