Assessing 21st Century Skills in Students
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The document discusses the importance of informal collaboration, shared responsibility, and interdependent learning in achieving meaningful knowledge construction among students. It emphasizes the necessity for learners to engage with real-world issues, apply knowledge through inquiry, and utilize ICT for authentic purposes while maintaining ethical protocols. Additionally, it highlights the significance of coherent, multi-modal communication tailored for specific audiences and encourages self-reflection to improve learning outcomes.
Assessing 21st Century Skills in Students
- 9. Informal Collaboration Shared responsibility Substantive Decision Making Interdependent learning
- 10. Are able to work diligently together in pairs or groups They understand and work together to achieve shared responsibility for achieving a joint outcome or product They regularly make substantive decisions together about daily goals, worksflow and processes related to the purpose, process or product of their work They understand that knowledge and creation of products are reliant on interdependency with other students.
- 12. Meaningful knowledge construction Significant ideas and concepts Make connections and identify patterns Apply knowledge in a new concept
- 13. Learners engage in meaningful knowledge construction: learners see and articulate relevance, purpose, connect new ideas to prior knowledge and access learning in diverse ways Work with significant ideas, topics, questions and thinking processes choosing to delve into higher order tasks as provided. Engage in the search for learning connections or identifying patterns and relationships among inquiry focus topics. Are excited to demonstrate and apply their new knowledge to a new context as expected.
- 15. Substantive Time Learning Intentions and Criteria Plan own work Feedback to Improve
- 16. Learning activities are provided that offer substantive time and opportunity for students to develop self-regulation skills Learners are able and/or willing to articulate learning intentions and associated success criteria in advance of the learning work When presented with opportunity to plan their work, learners understand the importance of engaging with this aspect of learning. Learners seek our and regularly refer to feedback to improve learning before handing in final products.
- 18. Real World issues, problems, challenges for authentic purposes Active Inquiry Generate Possibilities, design and test Evaluate, reflect and take action on their ideas
- 19. Search out opportunities to work with real-worls issues, opportunities, challenges and problems for authentic audiences and real life benefits Ask lots of questions, and inquire in order to solve these questions. The are able to define problems and identify the needs of possible solutions. The generate multiple possibilities, design and test the possibilities. Actively take up the opportunity to take action on their ideas in the real world, then evaluate their idea once they have taken action.
- 21. Opportunity for Student Use Required for Knowledge Construction ICT product creation for authentic audience Appropriate ethical and social use of ICT
- 22. Use ICT regularly to construct knowledge in ways that add value to learning Enjoy using ICT to design and create new ideas, products and solutions for authentic audiences and users Their ICT work demonstrates ethical use with strong application of social-ethical protocols AND ICT use demonstrates one or more additional 21C skill dimensions
- 24. Coherent communication Authentic and specific Audience Substantive, Multi-Modal Communication Reflect on process in order to improve
- 25. Can create coherent communication using a range of communication modes can design and create their communication for the specific needs of an audience Learners can produce substantive, multi-modal communication without support Learners naturally reflect on and use the process of their learning to develop and improve their communication.