Assessment of Technology-Based Collaborative Skills: Transforming Assessment for the 21st Century

• In Event: Roundtable Session 60

Session Submission Type: Roundtable Session

Abstract

This symposium presents the conduct and outcomes of an international, multi-year project that defined, assessed and developed teaching strategies for collaborative skills. It addresses the use and sustainability of skills for the 21st century. The methodological barriers to assessing these skills and the issue of large scale assessment being linked to classroom practice are also examined. The three companies that sponsored the project set out to transform education for the 21st century. This is a global issue requiring a partnership between governments, educators, academics and industries to make a real and sustainable difference. The project defined 21st century skills and demonstrated how they can be measured to influence classroom practice. The symposium describes the definition of the skills; the methodological and technological developments required for their development and calibration; the analysis of classroom discourse resulting in automated coding; and the provision of feedback to teachers and students in ways that integrate learning and assessment. The project involved academics in a number of countries. It developed approaches to technology-based assessment, the calibration of collaborative problem-solving, and learning from digital networks. The study had five phases: conceptual definition, hypothesis formation, materials development, field trials and dissemination.

Sub Unit

• Division D - Measurement and Research Methodologies / Section 1: Educational Measurement, Psychometrics, and Assessment

Chair

• Seamus F. Hegarty, International Association for the Evaluation of Educational Achievement

Papers

• Definitions and Development of Assessments of Collaborative Skills - Patrick E. Griffin, University of Melbourne; Esther Care, University of Melbourne

• Measurement of Collaborative Problem-Solving Skills - Patrick E. Griffin, University of Melbourne; Esther Care, University of Melbourne

• Assessment of Learning in Digital Social Networks - Mark R. Wilson, University of California - Berkeley; Kathleen Scalise, University of Oregon

• Government and Corporation Collaboration in Large-Scale Assessment - Horn Mun Cheah, Singapore Ministry of Education