Session Information
09 SES 09 B, National and Regional Large-Scale Assessments: Methods and Findings (Part 1)
Paper Session
Contribution
The international research and development project Assessment and Teaching of 21st Century Skills (ATC21S) has taken assessment into new territory. The project explores new ways of assessing 21st century skills and linking them to teaching interventions aimed at deepening learning and moving student to higher levels of skill (Griffin, Care & McGaw, 2012). A computer based assessment portal including tasks to assess collaborative problem solving (CPS) was developed at the Assessment Research Centre in the University of Melbourne. In the ATC21S project, collaborative problem solving has been conceptualized as consisting of five broad strands 1. recognizing the perspectives of other persons in a group; 2. participating as a member of the group; 3. recognizing the need for contributions and how to manage them; 4. identifying structure and procedure involved in resolving a problem and; 5. as a member of a collaborative group, building and developing knowledge and understanding (Griffin et al., 2012).
Research has shown that school leaders and teachers in Finnish comprehensive schools do not consider 21st century skills as well established in their teaching, find teaching of them difficult, and think they do not have a clear enough role in the school curriculum (Kartovaara, 2009; Niemi, 2012). Finland has participated in the project as a founder country since 2010. Between 2010-2013 ten Finnish basic education schools participated in the research and development; CPS tasks were piloted in four phases, namely concept checking, cognitive laboratories, classroom pilots and a trial. All tasks were translated into Finnish and localized to suit the national purposes. The development and localization of the tasks required intensive collaborative work with the students and teachers in the participating schools. Along with collection of student data, a study for participating teachers was conducted. The research was designed to answer following questions.
- What are the students’ abilities in the areas of collaborative problem solving?
- How does the assessment and reporting from the ATC21S study describe this knowledge?
- How can the assessment information from ATC21S study be used in teaching and learning?
Method
Expected Outcomes
References
Binkley M., Erstad, O., Herman J., Raizen, S. Ripley, M., Miller-Ricci, M., Rumble, M. (2012). Defining Twenty-First Century Skills. In P. Griffin, B. McGaw & E. Care (Eds.) Assessment and Teaching of 21st Century Skills. (pp. 17–66). New York: Springer Csapo, P., Ainley, J., Bennett, R.E., Latour, T. Law, N. (2012). Technological issues for Computer-Based Assessment. In P. Griffin, B. McGaw & E. Care (Eds.) Assessment and teaching of 21st century skills. (pp. 143–230). New York: Springer. Griffin, P., Care, & E McGaw, B. 2012. The Changing role of Education and Schools. In P. Griffin, B. McGaw & E. Care (Eds.) Assessment and Teaching of 21st Century Skills. (pp. 1–16). New York: Springer. Kartovaara, E. (2009). Opetuksen järjestäjien ja rehtoreiden näkemyksiä ja kokemuksia perusopetuksen vuoden 2004 opetussuunnitelmauudistuksesta [Experiences from curriculum change in 2004]. Helsinki: Opetushallitus. Niemi, E. K. (2012). Opettajakysely. In E. K. Niemi (Ed.), Aihekokonaisuuksien tavoitteiden toteutumisen seuranta-arviointi 2010 [Evaluation of the fulfillment of cross-curricular themes]. (pp. 19–39). Koulutuksen seurantaraportit 2012:1. Helsinki: Opetushallitus.
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