Assessment and Teaching of 21st Century Skills

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Course Date: 30 June 2014 to 04 August 2014 (5 weeks)

Price: free

Course Summary

Did you miss the course when it ran in 2014? Now you can join up for the next offering. Learn about ways to assess and teach new and emerging 21st century skills: we cover the nature of these skills, methods of assessment, interpretation and reporting of assessments, and their implications for teaching.


Estimated Workload: 4-5 hours/week

Course Instructors

Esther Care

Associate Professor Esther Care is the Deputy Director of the Assessment Research Centre in the Graduate School of Education at the University of Melbourne. Following her early work in the measurement of vocational interests and in vocational guidance with adolescents, her interests include psycho-educational assessment, assessment of early literacy, and assessment and teaching of collaborative problem solving.


Esther is the International Research Coordinator for the Assessment and Teaching of 21st Century Skills (ATC21S™) project, and leads a joint Assessment, Curriculum and Technology Research Centre with the University of the Philippines. She is a qualified psychologist, a fellow of the Australian Psychological Association and teaches and supervises students in the field of educational psychology. She is a consultant to the World Bank in programs based in Vietnam.

Patrick Griffin

Professor Patrick Griffin holds the Chair of Education (Assessment) and is Director of the Assessment Research Centre in the Melbourne Graduate School of Education at the University of Melbourne. Patrick was a high school mathematics and chemistry teacher. His interests are in working with teachers and schools to ensure that assessment and teaching are productively aligned. He has published widely on assessment topics that include the development and calibration of instruments to measure collaborative problem solving and other 21st century skills as well as literacy, numeracy and problem solving proficiency, through online interactive assessment and calibration.


He is currently Associate Dean of the Graduate School and the Executive Director of the Assessment and Teaching of 21st Century Skills Project (ATC21S™). He is a fellow of the International Academy of Education, the Australian College of Education and the Australian College of Education Leadership. He has been a consultant to the World Bank, AusAid and UNESCO for almost 20 years.

Patrick Griffin

Professor Patrick Griffin holds the Chair of Education (Assessment) and is Director of the Assessment Research Centre in the Melbourne Graduate School of Education at the University of Melbourne. Patrick was a high school mathematics and chemistry teacher. His interests are in working with teachers and schools to ensure that assessment and teaching are productively aligned. He has published widely on assessment topics that include the development and calibration of instruments to measure collaborative problem solving and other 21st century skills as well as literacy, numeracy and problem solving proficiency, through online interactive assessment and calibration.


He is currently Associate Dean of the Graduate School and the Executive Director of the Assessment and Teaching of 21st Century Skills Project (ATC21S™). He is a fellow of the International Academy of Education, the Australian College of Education and the Australian College of Education Leadership. He has been a consultant to the World Bank, AusAid and UNESCO for almost 20 years.

Course Description

Education and work are changing as a result of technology and its influence in the workplace. We now have new ways of working, new tools for working, new ways of living and even new ways of thinking as a result of the influence of technology on life, work and leisure.

In the workplace, more workers are needed in multi-tasking, information and communications-based employment. Entrants to workplaces need skills to function effectively in this environment that have not traditionally been taught in our schools and universities. In this course, we identify some of these complex skills, and select one to examine in detail - collaborative problem solving - that combines both cognitive and social aspects and requires the ability to use and build knowledge. It is widely regarded by industry as one of the skills lacking in young people and graduates as they struggle to secure stable employment. In some countries the unemployment rates of graduates exceeds 50%. The new skills - often erroneously called soft skills - are not being developed in schools or universities and in many cases when they are, there is uncertainty regarding how to assess and teach them.

In times of great change, when uncertainties dominate thinking about education and work, the result is often a paralysis in education and a reversion to rudimentary approaches to assessment that fail to inform directed learning and teaching. In this course we will focus on the nature of 21st century skills and their assessment, with a link to teaching styles and approaches suitable for a classroom in the 21st century.

FAQ

What resources will I need?
An internet connection is necessary. There are no prescribed texts for the course - materials will be linked to each session as appropriate.

Can I conduct live online assessments of my own students as part of the course?
This won't be feasible during the course. Because of the potential load on the server for the MOOC we will not be able to support participants undertaking live assessments with their own students. However, participants can access resources and the materials after the MOOC.

Will I get a certificate after completing this course?
Yes. Students who successfully complete the class will receive a Statement of Accomplishment signed by the instructors.

Do I earn University of Melbourne credits upon completion of this class?
No. The Statement of Accomplishment is not part of a formal qualification from the University. However, it may be useful to demonstrate prior learning and interest in your subject to a higher education institution or potential employer.

Do I need teaching experience?
No teaching experience is necessary. An interest in and concern for schooling is all that is needed. We anticipate that practising teachers will find this class rewarding.

Syllabus

This course will cover the following;
  • The influence of technology on the workplace and its potential impact on education
  • 21st century skills defined and a framework of these skills
  • Assessment methodology for 21st century skills
  • Developmental approach to assessment and learning
  • An emphasis on collaborative problem solving (CPS)
  • Assessment tasks for assessing CPS
  • Developing skills in peer and self-assessment for CPS
  • Scoring and interpreting student performance when acting as a member of a group
  • Linking assessment and teaching in a developmental approach
  • The ATC21S project and its products
  • Interpreting reports and linking to teaching
  • Design principles for assessing collaborative problem solving
  • Access to the ATC21S materials

Format

This course will run for 5 weeks. Each week, participants will be able to watch short videos, undertake further reading, participate in discussion forums and other social media activities and work on suggested professional activities relating to teaching and assessing 21C skills. There will be weekly reviews and assessments, including self and peer-assessed assignments.

Suggested Reading

This link provides a brief overview of 21C skills for teachers
http://atc21s.org/index.php/about/what-are-21st-century-skills/

A framework for thinking about collaborative decision-
http://atc21s.org/wp-content/uploads/2014/01/white-paper7-Framework-for-Teachable-Collaborative-Prob...

Course Workload

4-5 hours/week

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