Education Sector: Research and Reports: Measuring Skills for the 21st Century - The Diigo Meta page

• 30 May 10
  

  mcrossen
  • But leaders in business, government, and higher education are increasingly emphatic in saying that such tests don’t do enough. The intellectual demands of 21st century work, today's leaders say, require assessments that measure more advanced skills, 21st century skills. Today, they say, college students, workers, and citizens must be able to solve multifaceted problems by thinking creatively and generating original ideas from multiple sources of information—and tests must measure students' capacity to do such work.
  • But leaders in business, government, and higher education are increasingly emphatic in saying that such tests don’t do enough. The intellectual demands of 21st century work, today's leaders say, require assessments that measure more advanced skills, 21st century skills. Today, they say, college students, workers, and citizens must be able to solve multifaceted problems by thinking creatively and generating original ideas from multiple sources of information—and tests must measure students' capacity to do such work.
  • But leaders in business, government, and higher education are increasingly emphatic in saying that such tests don’t do enough. The intellectual demands of 21st century work, today's leaders say, require assessments that measure more advanced skills, 21st century skills. Today, they say, college students, workers, and citizens must be able to solve multifaceted problems by thinking creatively and generating original ideas from multiple sources of information—and tests must measure students' capacity to do such work.
  • But leaders in business, government, and higher education are increasingly emphatic in saying that such tests don’t do enough. The intellectual demands of 21st century work, today's leaders say, require assessments that measure more advanced skills, 21st century skills. Today, they say, college students, workers, and citizens must be able to solve multifaceted problems by thinking creatively and generating original ideas from multiple sources of information—and tests must measure students' capacity to do such work.
  • hen ninth-gra
  • hen ninth-gra
  • But leaders in business, government, and higher education are increasingly emphatic in s
  • multiple sources of information—and tests
  • But leaders in business, government, and higher education are increasingly emphatic in saying that such tests don’t do enough. The intellectual demands of 21st century work, today's leaders say, require assessments that measure more advanced skills, 21st century skills. Today, they say, college students, workers, and citizens must be able to solve multifaceted problems by thinking creatively and generating original ideas from multiple sources of information—and tests must measure students' capacity to do such work.
  • But leaders in business, government, and higher education are increasingly emphatic in saying that such tests don’t do enough. The intellectual demands of 21st century work, today's leaders say, require assessments that measure more advanced skills, 21st century skills. Today, they say, college students, workers, and citizens must be able to solve multifaceted problems by thinking creatively and generating original ideas from multiple sources of information—and tests must measure students' capacity to do such work.
  • suggests that the best learning occurs when basic skills are taught in combination with complex thinking skills. Decades of research reveals that there is, in fact, no reason to separate the acquisition of learning core content and basic skills like reading and computation from more advanced analytical and thinking skills, even in the earliest grades.
  • These emergent models also demonstrate the potential to measure these complex thinking skills at the same time that we measure a student's mastery of core content or basic skills and knowledge. There is, then, no need for more tests to measure advanced skills. Rather, there is a need for better tests that measure more of the skills students' need to succeed today.

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• 14 Jan 10
  

  Maggie Tsai

  21stcenturyskills 21st education

  • Students were given research reports, budgets, and other documents to help draft their answers, and they were expected to demonstrate proficiency in subjects like reading and math as well as mastery of broader and more sophisticated skills like evaluating and analyzing information and thinking creatively about how to apply information to real-world problems
  • The intellectual demands of 21st century work, today's leaders say, require assessments that measure more advanced skills, 21st century skills. Today, they say, college students, workers, and citizens must be able to solve multifaceted problems by thinking creatively and generating original ideas from multiple sources of information—and tests must measure students' capacity to do such work.
  • best learning occurs when basic skills are taught in combination with complex thinking skills. Decades of research reveals that there is, in fact, no reason to separate the acquisition of learning core content and basic skills like reading and computation from more advanced analytical and thinking skills, even in the earliest grades.
  • the skills that really matter for the 21st century—the ability to think creatively and to evaluate and analyze information—can be measured accurately and in a common and comparable way. These emergent models also demonstrate the potential to measure these complex thinking skills at the same time that we measure a student's mastery of core content or basic skills and knowledge. There is, then, no need for more tests to measure advanced skills. Rather, there is a need for better tests that measure more of the skills students' need to succeed today. …

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• 12 Dec 09
  

  Julie Elkan

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• 19 Nov 09
  

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• 05 Nov 09
  

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• 23 Oct 09
  

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• 30 Sep 09
  

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• 23 Aug 09
  

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• 26 Mar 09
  

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• 18 Mar 09
  

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• 10 Mar 09
  

  Bill McAninch

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  Sheryl A. McCoy

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• 16 Feb 09
  

  Patricia Chin

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• 15 Feb 09
  

  Phil Taylor

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• 13 Feb 09
  

  J Black

  New assessments like the CWRA, however, illustrate that the skills that really matter for the 21st century—the ability to think creatively and to evaluate and analyze information—can be measured accurately and in a common and comparable way. These emergent models also demonstrate the potential to measure these complex thinking skills at the same time that we measure a student's mastery of core content or basic skills and knowledge. There is, then, no need for more tests to measure advanced skills. Rather, there is a need for better tests that measure more of the skills students' need to succeed today. … Read the full report: Measuring Skills for the 21st Century

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• 11 Feb 09
  

  Tony Searl

  Not many public school students take assessments like the CWRA. Instead, most students take tests that are primarily multiple-choice measures of lower-level skills in reading and math, such as the ability to recall or restate facts from reading passages a

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• 10 Feb 09
  

  Joe Wood

  When ninth-graders at St. Andrew's School, a private boarding school in Middletown, Delaware, sat down last year to take the school's College Work and Readiness Assessment (CWRA), they faced the sort of problems that often stump city officials and adminis

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  When ninth-graders at St. Andrew's School, a private boarding school in Middletown, Delaware, sat down last year to take the school's College Work and Readiness Assessment (CWRA), they faced the sort of problems that often stump city officials and adminis

  21stcenturyskills assessment ITMCNING

• 22 Jan 09
  

  Pat Sine

  When ninth-graders at St. Andrew's School, a private boarding school in Middletown, Delaware, sat down last year to take the school's College Work and Readiness Assessment (CWRA)

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• 08 Jan 09
  

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• 17 Dec 08
  

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• 03 Dec 08
  

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• 02 Dec 08
  

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  New assessments like the CWRA, however, illustrate that the skills that really matter for the 21st century—the ability to think creatively and to evaluate and analyze information—can be measured accurately and in a common and comparable way. These emergen

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• 01 Dec 08
  

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  There is, then, no need for more tests to measure advanced skills. Rather, there is a need for better tests that measure more of the skills students' need to succeed today.

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• 30 Nov 08
  

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  When ninth-graders at St. Andrew's School, a private boarding school in Middletown, Delaware, sat down last year to take the school's College Work and Readiness Assessment (CWRA), they faced the sort of problems that often stump city officials and adminis

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  New assessments like the CWRA, however, illustrate that the skills that really matter for the 21st century—the ability to think creatively and to evaluate and analyze information—can be measured accurately and in a common and comparable way.

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• 29 Nov 08
  

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• 28 Nov 08
  

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• 27 Nov 08
  

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• 24 Nov 08
  

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• 23 Nov 08
  

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  When ninth-graders at St. Andrew's School, a private boarding school in Middletown, Delaware, sat down last year to take the school's College Work and Readiness Assessment (CWRA), they faced the sort of problems that often stump city officials and administrators, but rarely show up on standardized tests, such as how to manage traffic congestion caused by population growth. "I proposed a new transportation system for the city," said one student describing his answer. "It's expensive, but it will cut pollution."

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• 22 Nov 08
  

  Jeremy Zweiacker

  When ninth-graders at St. Andrew's School, a private boarding school in Middletown, Delaware, sat down last year to take the school's College Work and Readiness Assessment (CWRA), they faced the sort of problems that often stump city officials and adminis

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  • College Work and Readiness Assessment
  • no reason to separate the acquisition of learning core content and basic skills like reading and computation from more advanced analytical and thinking skills, even in the earliest grades.
  • the skills that really matter for the 21st century—the ability to think creatively and to evaluate and analyze information

  1 more annotation...

• 21 Nov 08
  

  Jim Julius

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• 

  Kathy Lawrence
  • • After tutoring my friends kid for the OGT, I really get the difference between how our kids are tested in the real world and the assessment of the 21st century skills that we profess to be committed to teaching
    Add Sticky Note
  • and they were expected to demonstrate proficiency in subjects like reading and math as well as mastery of broader and more sophisticated skills like evaluating and analyzing information and thinking creatively
  • The intellectual demands of 21st century work, today's leaders say, require assessments that measure more advanced skills, 21st century skills. Today, they say, college students, workers, and citizens must be able to solve multifaceted problems by thinking creatively and generating original ideas from multiple sources of information
  • concerns among civil rights advocates that these tests would erode progress toward ensuring common standards of learning for all students.
  • • I don't understand how this erodes progress -- is it because it is so costly?

    • NCLB? Accountability? obsession with league tables and statistics?
    Add Sticky Note

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• 20 Nov 08
  

  Barbara Reid

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• 19 Nov 08
  

  Debra Hicks

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  Julie Lindsay

  New assessments like the CWRA, however, illustrate that the skills that really matter for the 21st century—the ability to think creatively and to evaluate and analyze information—can be measured accurately and in a common and comparable way. These emergent models also demonstrate the potential to measure these complex thinking skills at the same time that we measure a student's mastery of core content or basic skills and knowledge. There is, then, no need for more tests to measure advanced skills. Rather, there is a need for better tests that measure more of the skills students' need to succeed today. …

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• 18 Nov 08
  

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• 12 Nov 08
  

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  When ninth-graders at St. Andrew's School, a private boarding school in Middletown, Delaware, sat down last year to take the school’s College Work and Readiness Assessment (CWRA), they faced the sort of problems that often stump city officials and administrators, but rarely show up on standardized tests, such as how to manage traffic congestion caused by population growth. "I proposed a new transportation system for the city," said one student describing his answer. "It's expensive, but it will cut pollution."

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• 11 Nov 08
  

  Alice Barr

  When ninth-graders at St. Andrew's School, a private boarding school in Middletown, Delaware, sat down last year to take the school’s College Work and Readiness Assessment (CWRA), they faced the sort of problems that often stump city officials and administrators, but rarely show up on standardized tests, such as how to manage traffic congestion caused by population growth. "I proposed a new transportation system for the city," said one student describing his answer. "It's expensive, but it will cut pollution."

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Public Stiky Notes

• 
  Kathy Lawrence on 2008-11-21
  After tutoring my friends kid for the OGT, I really get the difference between how our kids are tested in the real world and the assessment of the 21st century skills that we profess to be committed to teaching
• 
  Lee Mowbray on 2008-11-25
  NCLB? Accountability? obsession with league tables and statistics?
• 
  Kathy Lawrence on 2008-11-21
  I don't understand how this erodes progress -- is it because it is so costly?

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