Toward an Understanding for Assessing 21st-Century Skills: Based on Literature and National Assessment Practice

Autor/in	Chen, Dandan
Titel	Toward an Understanding for Assessing 21st-Century Skills: Based on Literature and National Assessment Practice
Quelle	(2019), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chen, Dandan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	21st Century Skills; Educational Assessment; Measurement; Taxonomy; Educational Objectives; Benchmarking; Standard Setting; Well Being; Literacy; Productivity; Problem Solving; Interpersonal Competence; Self Efficacy; Ethics; Moral Values; Lifelong Learning; Independent Study + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Messverfahren; Taxonomie; Educational objective; Bildungsziel; Erziehungsziel; Standardisierung; Well-being; Wellness; Wohlbefinden; Alphabetisierung; Schreib- und Lesefähigkeit; Produktivität; Problemlösen; Interpersonale Kompetenz; Self-efficacy; Selbstwirksamkeit; Ethik; Moral value; Ethischer Wert; Life-long learning; Lebenslanges Lernen; Selbststudium
Abstract	While 21st century skills are getting increasing traction in both academia and the professional world, a big challenge today is that there has been no consensus on the unified conceptual framework to define and measure 21st century skills. This consensus is indispensable for understanding, teaching and assessing these skills. Additionally, few frameworks have detailed the standards or benchmarks for the assessment and evaluation of the learning process and the learning outcomes with regard to 21st century skills. This paper argues with supporting evidence that instituting a taxonomy is indispensable to meeting the urging needs of 21st century skill education. Also, it brings up a unique taxonomy, the Taxonomy for Assessing 21st Century Skills (TACS), which is a framework built on all the existing frameworks explicitly on 21st century skills thus far as identified via a systematic review. It is intended to cover the minimum conceptual components, including the minimum educational objectives and benchmarks that must be considered for a dialogue or action undertaken on 21st century skill education. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01