Assessing 21st century skills

ASSESSING 21st

CENTURY SKILLS

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Buckminster Fuller’s knowledge building curve says that new knowledge

that doubled every century shall now double every 18

months!

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If Rip Van Winkle were to wake up today, he would be awestruck by the multimedia messages and the world

around him.But if he were to wake up in a

classroom, the only thing that would have changed is the colour of the

blackboard!!!• Einstein said “ We cannot solve problems using the same kind of thinking that we used when we created them.” Applied to education, we cannot educate today's children using the same methods we used yesterday.

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In education, most of the change has focused on

Teaching-Learning. The focus now is shifting to assessment,

which is believed to be the driving change in education.

• The challenge lies in reformulating curriculum, reformatting standards, developing instructional strategies to deliver them and designing assessments that measure these skills.

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Using the data driven approach towards assessment, teachers and students would

have multiple ways to measure competencies. A balance of formative, summative and

alternate assessment would be the norm. • Tests would be taken over time as students

show readiness and mastery of content. Test scores would show growth rather than merely comparisons to others.

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•Fundamental skills include core skills of Reading,

Writing, Math, Science and Social studies.

Once the foundations are built, 21st century skills

support, enable and facilitate the fundamental

skills.

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WHAT THEN ARE THESE 21st CENTURY SKILS?

1) THINKING Critical thinkingProblem solving

CreatingMetacognition

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2) ACTINGCommunicatingcollaborating

Digital literacyTechnology literacyInitiative and self

direction

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3) LIVING IN THE WORLDCivic responsibility and

CitizenshipGlobal understanding

Leadership and Responsibility

College and career readiness

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21st CENTURY ASSESSMENT

FUNDAMENTALS• 21st century assessment will be part

of a larger system that supports student learning, and is incorporated at all levels.

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ASSESSMENT SHOULD BE RESPONSIVE

• Visible performance based work generates data that can inform curriculum and instruction.

• Assessments are developed keeping incorporating best practices in feedback and formative assessment.

• Feedback is to be targeted to the goal and outcome.

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ASSESSMENT SHOULD BE FLEXIBLE

• Lesson design, curriculum and assessment require flexibility.

• Assessment needs to be adaptable to students and settings.

• Students’ decisions, actions, applications vary, thus making assessment flexible too.

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ASSESSMENT SHOULD BE INTEGRATED

• Assessment needs to be incorporated on a day to day basis, rather than a once a year activity.

• Assessments are informed by awareness of meta cognition. Students consider their choices, identify alternative strategies and represent knowledge through different means.

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ASSESSMENT SHOULD BE INFORMATIVE

• The desired 21st Century goals and objectives should be clearly stated and explicitly taught.

• Learning objectives, Instructional strategies and assessment methods should be clearly aligned.

• Students build on prior learning in a logical sequence.

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ASSESSMENT SHOULD BE USING MULTIPLE

METHODS.• Assessment continuum should include a spectrum of strategies.

• Students should be able to demonstrate knowledge and skills through relevant tasks, projects and performances.

• Authentic performance based assessment should be emphasized.

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ASSESSMET SHOULD BE COMMUNICATED

• Results should be routinely posted on a database along with standard based commentary.

• Students receive routine feedback of their progress

• Educational community recognizes achievement of students beyond standardized tests.

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ASSESSMENT SHOULD BE TECHNICALLY SOUND.

• It should be precise and technically sound, so that use are consistent with their administration and interpretation.

• It should measure stated objectives and 21st century skills with legitimacy and integrity.

• Assessment should be fair to all.

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BLENDING OF FORMATIVE AND SUMMATIVE ASSESSMENTS• Formative assessment requires a

systematic and planned approach. Evidence is gathered throughout the instructional process and teaching is responsive to that evidence.

• Summative assessments are administered at the end of the instruction. It provides a snapshot of a student’s knowledge at that particular time.

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CHALLENGES AHEAD• There is little consensus on what 21st century

skills are. • Complex thinking is difficult to express.

Assessing it will require explicit processes and measures.

• Need to alter the perception that 21st century skills are an add on. Instead they need to be integrated into the teaching learning system.

• Intensive professional development is required for students, teachers, school leaders and policy makers.

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THE GRASSHOPPER AND THE ANT

If instruction involves the business of conveying

knowledge, then assessment is sometimes the

languid grasshopper.

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ASSESSMENT OF 21st CENTURY SKILLS IS A LENS THROUGH WHICH TO VIEW CONTENT

KNOWLEDGE.

CONTENT

21st CENTURY LENS

THINKING ACTING LIVING IN THE WORLD

STUDENT

TEACHER

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21st CENTURY ASSESSMENT STRATEGIES• Rubrics

• Checklists• Student Contracts• Self reflection/

assessment• Peer review• Observation

• Logs• Anecdotal records• Concept maps• Journals• Questioning• Conferences• Portfolio review

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RUBRICS

• Rubrics are generally the most specific of the 21st century measures and include explicit indicators of achievement at all levels.

• They are more descriptive than rubrics and can be used by both teachers and students for peer and self evaluation.

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RUBRIC FOR ASSESSMENT OF COMM.SKILL EXEMPLARY PROFICIENT BASIC NOVICE

Conveys message for a selected target

Recognizes purpose, can organize & present info to meet it.

Is aware or the purpose and can organize the info to meet the purpose

Unclear of the purpose, compromises quality of information and presentation.

Confused about the purpose of communicatn Has difficulty focusing on content.

Receptive communicationListens, reads, views purposefully

Distinguishs facts from opinion, recognizes intent of message

Identifies facts, summarizes main ideas.

Can identify some facts in a message. developing skills in interpreting message.

Partially understands the purpose of the message.

Uses a full range of resources to express ideas.

Uses a combination of comm. resources appropriate to the topic.

Regularly selects a few resources that are a good match for the assignment.

Requires support to communicate through additional resources.

Familiar with only a few modalities for expressing ideas, result compromised work.

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CHECKLISTS• Checklists are more functional and contain a list of essential

targets and desired outcomes. They can be used while the students are in the process of learning or on the completion of the activity.

CHECKILST FOR PRESENTATION COMMENTS

Introduction captures attention of audience

Objectives are stated in the introduction

Content is clear and understandable.

Presentation is logically sequenced

Projects voice so all can hear

Uses technology to effectively support message

Summary synthesizes main idea.

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STUDENT CONTRACTS• Learning contracts are agreements between

students and teachers that describe the learning outcomes and strategies for achieving them.

• They give the students a choice over personal goals and strategies to achieve these goals.

• They provide for differentiation of learning and assessing and can be used to hold learners accountable.

• They encourage a blending of core content and 21st century outcomes.

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LEARNING CONTRACTNAME________________________ TOPIC, UNIT OR

GOAL_______________________

Student’s responsibilities: Completion dates and deadlines:

Teacher’s responsibilities Evidence required:

Resources recommended/ required

Assessment of learning ( formative and summative):

Student’s signature_______________

Parent’s signature________________ Teacher’s signature_______________

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SELF ASSESSMENT/ REFLECTION

• Self reflection and assessment are important lifelong skills that can be developed and supported in the classroom.

• Self assessment may be daily or long term, oral or written, done individually or in small groups.

• Elements of self assessment include opportunity for reviewing learning, identifying confusion, providing evidence of learning, evaluating progress, planning and improving outcomes.

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SAMPLE SELF ASSESSMENT

• GENERIC QUESTIONS:• What did I learn?• What worked and what did not?• What’s next?

• SPECIFIC QUESTIONS:• What steps can I take to improve my writing?• What three habits of mind did I use and how did I apply

them?• How well did I listen to the ideas of others and make a

contribution to the group?• If I were to do this again, here is what I would do differently:

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PEER REVIEW• It is important to make students aware of the importance of

non judgmental peer review and to make it a regular part of the learning process.

• A structure such as a checklist can help students stay focused on the learning outcomes.

Peer Assessment of Group Project4=Strongly agree 3=Agree 2=disagree 1=strongly disagree

SCORE

All members contributed equally and fairly to the group.

Members of the group worked together well

When we disagreed , we were able to settle it promptly without hurting each others feelings

Group members encouraged each other towards achievement of goals

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OBSERVATION• Teacher can use formal or informal observation

to assess student understanding to use 21st century skills.

• Observation can be anecdotal or may be combined with a checklist or rubric.

• Teacher can note the use of web based reference material, actively listening to others’ contributions, building on others ideas, adding original ideas to the discussion etc. to the checklist.

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LOGS• Logs help students track their work towards a target. They

can be used by both teachers and students to show progress towards a benchmark.

• Eg, a student assembling an electronic portfolio may track his own progress, set schedules and post messages to other students.

DATE PROGRESS EVIDENCE

What goals have I worked towards?

What have I learned?

What are my next steps? What is the timeframe?

Whom can I collaborate with to improve my work?

How have I used my critical thinking skills?

How would I assess my progress so far?

PROJECT PROGRESS LOGS:

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CONCEPT MAPS• Graphic organizers can be used to assess students’

knowledge, understanding and critical thinking.• A design that contains only partial information can be given

to the students , who can then fill it with teacher support.

Video

• You tube

• Movie maker

• Digital storytelling

Web 2.0

• Blog• Twitt

er• Face

book

Sims

• Xtranormal

• Secondlife

Education Technology

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JOURNALS• They provide a window into a student’s thinking

and learning.• A journal entry begins with a response to a

question. “Compare a decision you had to make to the one made by the character in the story”. Or “How will you use your new knowledge in your next blog posting?”

• They help students assimilate new content, describe points of confusion or reflect on controversial issues.

• They can be supported with wikis and other supporting software.

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QUESTIONNING• Formal and informal questioning can be used to

move students forward with their learning. • Formally they can be used to assess previous

knowledge in the beginning of a lesson or for closure of a lesson.

• A series of questions ranging in cognitive complexity from understanding to application, analysis and synthesis can add depth to the lesson.

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PORTFOLIO REVIEW• Portfolios can be used to demonstrate processes

and growth in relation to selected Learning Objectives.

• They can be used to display 21st century skills such as Problem solving, creativity and information literacy and reflect strengths and weaknesses.

• To be objective and comprehensive, assessment of student portfolios should be based on contracts, rubrics, peer/self assessment.

• E- portfolios are becoming increasingly popular.

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21ST CENTURY SKILLS

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CRITICAL THINKING

• Definitions of Critical Thinking include concepts of analyzing information, applying strategies for deciding, readiness to consider ideas ,using logical enquiry, making inferences, appraising evidence, testing conclusions, making accurate judgments and analyzing assumptions.

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IN PRACTICE: Mrs GREENLY’S

CLASSROOM• Mrs Greenly is covering an interdisciplinary unit on

Genetically modified food.• Begins with an introductory KWL activity, wherein students

write on sticky notes and paste them on the KWL chart.• She determines their knowledge level and presents them

with core knowledge and vocabulary needed along with a self assessment rubric where students can track their progress.

• After a quick formative assessment she decides which resources and strategies to use.

• She puts the students in groups to read two opposing articles on GM food.

• Groups are then reformulated with student choice. They can choose to be a scientist, farmer, nutritionist, politician etc.

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• Using previously acquired digital literacy skills, they complete a web quest for in depth information on GM foods.

• A world forum is set up with representatives from each interest group. Some students present the groups’ findings while others become part of the evaluation panel.

• All students participate in peer review, using a specially designed rubric.

• Finally, the groups prepare a product that can be a brochure, power point presentation, prezi, video, website, blog, poster or any other platform.

• Each group presents 5 important facts for the others to know.

• The desired critical thinking skills are woven into the assignment and are clear to the students.

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ASSESSMENT• Student friendly rubrics• Checklists• Self assessment• Peer reflection• Journaling • Learning logs

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PROBLEM SOLVING

• Problem solving is the basic process of identifying problems, considering options and making informed choices.

• It is used when an easy answer to problem does not exist.

It involves the following Knowledge and Skills:

• Describing the problem with depth and clarity.

• Evaluating alternatives and considering multiple perspectives.

• Gathering information to make informed choices.

• Implementing and monitoring.

• Evaluating the problem. If required, revisit it.

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STEPS IN PROBLEM SOLVING

• Understand the problem• Brainstorm possible solutions• Devise a plan• Carry out the plan• Evaluate the resultBeyond the classroom, Problem solving has

global, local and personal applications. Those of us who develop problem solving skills are better equipped at solving conflicts in the real world.

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IN PRACTICE• Create a pretend scenario for students that

requires them to think creatively to make it through. An example might be getting stranded on an island, knowing that help will not arrive for three days. The group has a limited amount of food and water and must create shelter from items around the island. Encourage working together as a group and hearing out every child that has an idea about how to make it through the three days as safely and comfortably as possible.

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PROBLEM SOLVING RUBRICEXPERT COMPETEN

TAPPRENTICE

NOVICE

IDENTIFIES THE PROBLEM

Clearly describes the problem including details and supporting information.

Describes the basics of the problem with some details & supporting information.

Explains a part of the problem but has trouble understanding all parts of the problem.

Has difficulty recognizing and defining parts of the problem.

IDENTIFIES MULTIPLE SOLUTIONS

Comes up with a number of feasible and clearly defined solutions. Say four.

Described three possible solutions.

Described 1 or 2 possible solutions.

Had no solution or is not sure of his solution.

DEFENDS SOLUTIONS

Analyzes all the possible solutions and picks up one that shows his understanding of the problem.

Evaluates the solutions and picks one that seems feasible.

Gave a simple explanation for one choice.

Is not able to explain a solution.

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CREATIVITY• Creativity is the ability

or power to create, to produce through imaginative skill and to bring into existence something new.

• Originality, uniqueness, imagination, flexibility, fluency, making connections and forming new patterns are the core of Creativity.

• Creativity is the process of making something that hasn't been made before - be it a painting, an idea, a solution, a relationship or a new dance move. It is a set of beliefs and attitudes as much as it is a toolbox of skills and knowledge.

http://www.thinkingclassroom.co.uk/ThinkingClassroom/Creativity.aspx

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PODUCTS THAT STUDENTS HAVE

DESIGNED• A dog leash/collar that carries the dog’s water bottle.

• A twirling spaghetti fork and an automatic coffee stirrer.

• A car seat for a pet.• A sleeve sneeze catcher.• An educational twister game.• A new musical instrument with both

percussion and wind.

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IN PRACTICE• In my Physics class (VIII) at the end of the session

when the students are familiar with the concepts of air resistance, buoyant force, Newton’s laws, they are given to design an Egg Lander that would land an egg from a height without breaking.

• Students are divided into groups of 4 or 5 and work collectively to create an Egg Lander, that they research, design, test their design, modify if needed and finally launch the Lander.

• Each group then prepares a product like a ppt, video, prezi etc.

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METACOGNITION• Metacognition is an expensive way of

saying “Thinking about one’s own Thinking”.

• It requires taking active control over thinking and learning and using strategies for enhancing learning and performance.

• It considers how learners take in, store and retrieve information.

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• Darwin observed that “Ignorance more frequently begets confidence than does knowledge”

• In classrooms, ignorance cannot be bliss.• When an athletic team loses a game, they

go back and review the tapes. They analyze errors and device strategies to improve their performance in the next game. This is Metacognition.

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SELF ASSESSMENT CAN HELP STUDENTS UNCOVER THEIR

THINKING PROCESS• Assessment strategies can be wrapped into

other assessments:• Think aloud: Students talk, think and record

their processes.• Written responses to writing prompts.• Graphic organizers while the work is in

progress• Anecdotal records.• Questionnaires that give students insight

into their work.

09/04/2023 copyright www.brainybetty.com 2006 All Rights Reserved

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METACOGNITIVE REFLECTION

PLANNING:•What do you know about this topic?•What do you want to know about this topic?•What resources are you considering exploring?•Where did you start? What did you do first? Why?

ACTING:•Describe your steps.•Which resources seem worthwhile? Why?•How did you know you were doing along? What did you ask yourself?•What problems did you run into? How did you adjust your process in response?•How did you know you reached your goal?

EVALUATING:•What worked to produce a high quality product?•Describe any new strategies you used.•What would you do differently if you were starting over?•How did you do in relation to the requirements of the assignment?

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COMMUNICATION SKILLS• Communication involves creating meaning,

imparting knowledge, skills and beliefs to others and receiving inputs from multiple sources.

• Learning in school and in the outside world is based on effective communication. Today’s teacher has a vast array of resources like audio, video, digital images and technologies that connect students in real time, even to remote areas.

• Students can record their learning and explain their thinking, share with others, display their work, thus increasing the relevance and meaning of knowledge.

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COMMUNICATION SKILLS FOR THE 21ST CENTURY

CLASSROOM.• Verbal communication such as conversation,

debate, persuasion, constructive dialogue etc.• Receptive communication skills: Paying

attention, listening and comprehending.• Reading, viewing and listening to multiple types

of media.• Producing effective communication through oral,

written, visual, non verbal and technical media.• Expressing views and preferences in a neutral

manner.

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ACTIVITIES THAT INVOLVE COMM. SKILLS

• Reading• Multicultural understanding• Math• Games• Summarizing• Teach another• Debates They can be integrated with other instruction or

used as a stand alone.Communication skills can be assessed using

checklists and Rubrics.

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COLLABORATION• Collaboration is learning to plan and work

together, to consider diverse perspectives, to participate in discourse by contributing, listening and supporting others. It is about recognizing and valuing individual contributions towards the group’s productivity and improvement.

• Collaborative learning is based on the idea of synergy-That the whole equals more than the individual parts.

• A brilliant example: Facebook was created from the collaborated ideas of many people

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ESSENTIAL 21st CENTURY COLLABORATION SKILLS

• Balance listening and speaking, leading and following in a group.

• Demonstrate flexibility, compromise, empathy.• Consider, prioritize and advance the needs of

the larger group.• Work together to create new ideas and new

products.• Share responsibility for completing work.• Work respectfully with others to make decisions

that include the views of multiple individuals.

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ASSESSMENT OF COLLABORATION SKILLS

• Rubric• Contracts• Narratives• Portfolios• Graphic Organizers• Checklist / rating

scale

• Self and peer evaluation and reflection

• Teacher observation

• Student logs and journals

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VISUAL LITERACY• Visual literacy refers to both

understanding (interpretation, analysis, evaluation) and production ( creativity and synthesis of ideas) of digital images.

• Methods and modes include pictures, photographs, comics, symbols, maps, graphic organizers, infographics, graphs, timelines, flowcharts.

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IN PRACTICE• Students of class 8 of my School worked in

groups to research on topics of their choice and prepared infographics as the end product, to illustrate what they have learnt.

• A checklist or a rubric to assess Visual literacy should include organization, labelling, use of colour etc. This will help the students to understand the grading criteria and it will also ensure consistency on the part of the teacher.

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A CHECKLIST OR RUBRIC FOR ASSESING STUDENT WORK

• Interprets symbols used in the imagery.• Understands meanings and draws inferences.• Compares source to other resources on the topic• Draws on previous knowledge to make meaning.• Critically analyzes the work.• Translates images into written language in one’s

own words.• Creates a visual response to the work.

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TECHNOLOGY LITERACY• 8 to 18 year olds are spending 8 to 10 hours a

day interfacing with media in the form of TV, music, computer, smart phones, video games.

• Nicholas Carr states that deep reading is being replaced by superficial and cursory learning, die to the bombardment of the brain with constant stimuli.

• In his research found that digital natives are better at multitasking and short term decision making and less capable of complex reasoning and emotional aptitudes like empathy.

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THE CHANGING ROLE OF THE TEACHER

• The teacher’s role has changed from a deliverer of information to that of a conductor of learning who helps the students to reflect and apply what they have learnt.

• Thus, assessment too must be flexible. Multiple methods using multiple modalities will help students demonstrate their skills and knowledge in many ways.

• Technology will both guide and track learning and support assessment.

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ASSESSMENT • Rubrics and checklists• Student contracts• Learning logs• Thinking and acting logs and journals• Peer and self assessment• Observation, student conferences• Portfolio work• Storytelling

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CIVIC & CITIZENSHIP SKILLS

• These are the skills that we need to live in a world that we cannot visualize today.

• Studies have shown that these skills can be explicitly taught.(www.civicyouth.org)

• Value of civic engagement has shown to improve with participation, increased understanding, tolerance and respect for others.

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IN PRACTICE• Prepare a skit on Historical figures

and present them to the elementary/junior school students.

• Topic Day: Students can research topics like ‘Services for seniors’, ‘Health care for the underprivileged children’ prepare and present a product like a ppt, poster, prezi, tweet, infograph, website, blog etc.

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GLOBAL UNDERSTANDING

• Cultural awareness to recognize, respect and accept the interdependence of all cultures and countries.

• Education should empower students to build a knowledge of global issues.

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IN PRACTICE• Student exchange programs provide

both the cultures an opportunity to learn from each other!

• Youth for Understanding is an International Cultural program that my school is participating in.

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COLLEGE AND CAREER / WORKPLACE SKILLS

• Begin with a good foundation in core areas, but academic knowledge alone is not enough.

• Students should be able to rise to higher levels of Blooms Taxonomy, solve problems, draw on their creativity, and are insightful into how they think and learn.

• Communication, Collaboration, Technology expertise build workplace skills that employees value.

• The emphasis on college and career skills to reduce the gap between skills learnt in high school and skills needed in college and the workplace.

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MYTHS AND TRUTHS ABOUT 21ST CENTURY TEACHING, LEARNING &

ASSESSING MYTHS TRUTHS

It is not for everyone Students of all ages, grades, subjects, genders, cultures and achievement levels benefit from it.

It is too hard for some students

When used thoughtfully and appropriately, all level of students benefit.

Classrooms will become chaotic

There may be some messiness, but learning occurs in a non linear fashion

It is more important to teach core content

Core content must be integrated with 21st century skills, as they support each other. They must be assessed together

It makes more work for the teachers

It is a change that requires a different approach to teaching and assessing.

It will replace tests It will increase the spectrum of assessment that are used to determine learning.

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REFERENCES• Assessing 21st century skills by Laura

Greenstein.• http://homepage.usask.ca/~dln136/files/873%20

-%20prototype2.pdf• http://education.cu-portland.edu/blog/teaching-s

trategies/5-problem-solving-activities-for-the-classroom/