This paper appears in the post-proceedings of The International Symposium on Computers in Education (SIIE 2012) in IEEE Xplore.
The evolution of new technology and its increasing use, have for some years been making the existence of informal learning more and more transparent, especially among young and older adults in both Higher Education and workplace contexts.
However, the nature of formal and non-formal, course-based, approaches to learning has made it hard to accommodate these informal processes satisfactorily, and although technology bring us near to the solution, it has not yet achieved.
TRAILER project aims to address this problem by developing a tool for the management of competences and skills acquired through informal learning experiences, both from the perspective of the user and the institution or company. This paper describes the research and development main lines of this project.
This paper summarizes ATC21S assessments for ICT Literacy, including a description of data (collected in Fall 2011 studies in Australia, Finland, Singapore and the U.S.) and discussion on how assessment outcomes can be reported. ATC21S aims to help educators around the world equip students with 21st century skills to succeed in career and college goals, including problem-solving, digital literacy and working together in learning communities.
The ultimate goal of the project is to move from small marginal pilot projects to implementing new forms of assessment within a coherent teaching and learning system. This paper focuses on the reform needed in school and government systems to achieve this shift.
This paper looks at innovative ways to improve the development of 21st-century skills in students both individually and in groups, considering both formal and informal learning opportunities.
This paper identifies and analyzes various technological problems in computer-based assessment of 21st-century skills, with suggested solutions.
This paper reviews the contribution of new information-communication technologies to the advancement of educational assessment. Improvements can be described in terms of precision in detecting the actual values of the observed variables, efficiency in collecting and processing information, and speed and frequency of feedback given for the participants and stakeholders. It reviews previous research and development in two ways, describing the main tendencies in four continents (Asia, Australia, Europe and the US) and summarizing research on how technology advances assessment in some crucial dimensions (assessment of established constructs, extension of assessment domains, assessment of new constructs and in dynamic situations).
As there is a great variety of applications of assessment in education, each one requiring different technological solutions, the paper classifies assessment domains, purposes and contexts and identifies the technological needs and solutions for each. The paper reviews the contribution of technology to the advancement of the entire educational evaluation process from authoring and automatic generation and storing items through delivery methods (Internet-based, local server, removable media, mini-computer labs) and forms of task presentation made possible with technology to response capture, scoring and automated feedback and reporting.
The paper also reviews some special cases for which new technologies have enabled significant advances (e.g. assessments of students with special educational needs, assessment of collaborative skills and group achievement) and discusses the validity issues raised by the application of the new technolgies (e.g. factors influencing achievements when working with technological tools, the question of transferability of skills measured in a virtual environment).
Finally, the paper identifies areas where further research and development is needed (migration strategies, security, availability, accessibility, comparability, framework and instrument compliance) and lists themes for research projects feasible in the Assessment and Teaching of 21st Century Skills project.
This paper outlines high-priority 21st-century skills, with examples of how they apply to real-world situations. It also delves into examples of assessment tasks and scoring rubrics that would provide evidence of students’ levels of mastery.
This paper identifies and addresses problems inherent in assessing 21st-century skills, both in tests and in the classroom, focusing particularly on computer-enabled and large-scale assessment.
The Education Competencies represent many of abilities required for successful job performance in education. The competencies were created in in 2006 and adapted for education.
Schools and districts around the country are using these tools in a variety of ways. If you are interested in learning more about the Education Competency Wheel please consider attending the Microsoft Institute.
The Education Competencies represent many of the attributes, behaviors, areas of knowledge, skills, and abilities required for successful job performance. Each Education Competency includes a definition, four levels of proficiency, sample interview questions, activities and resources to develop skills, and examples of overdoing the competency.
The European Commission launched the EU Skills Panorama, a website presenting quantitative and qualitative information on short- and medium-term skills needs, skills supply and skills mismatches.
The Panorama, drawing on data and forecasts compiled at EU and Member State level, will highlight the fastest growing occupations as well as the top 'bottleneck' occupations with high numbers of unfilled vacancies. Currently, there are around 2 million job vacancies across the EU despite high levels of unemployment. The website contains detailed information sector by sector, profession by profession and country by country.
The Skills Panorama shows that the occupations with the most unfilled vacancies in the EU today are those of finance and sales professionals. Other shortages most frequently reported concern biologists, pharmacologists, medical doctors and related professionals, nurses, ICT computing professionals and engineers.
The website indicates that the strongest mismatch between skills and labour market needs exists in Lithuania, Bulgaria, Belgium, Hungary and Ireland, whereas in Portugal, Denmark and the Netherlands the situation is much better.
The EU Skills Panorama will be regularly updated with the latest data.