Development and adoption of project. Cisco, Intel, Microsoft joint contribution to improve education Joint company taskforce – 9 members Dr Robert Kozma as consultant Aim to improve 21st century skills Define them clearly Make them measurable Connect with the classroom - PowerPoint PPT Presentation
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ATC21S Assessment and Teaching of 21st ATC21S Assessment and Teaching of 21st Century Skills Century Skills The University of Melbourne • Cisco • Intel • Microsoft • The University of Melbourne • Cisco • Intel • Microsoft • Development and adoption of project Cisco, Intel, Microsoft joint contribution to improve education Joint company taskforce – 9 members Dr Robert Kozma as consultant Aim to improve 21st century skills Define them clearly Make them measurable Connect with the classroom Cisco, Intel Microsoft now supporting an international team
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ATC21S Assessment and Teaching of 21st Century SkillsATC21S Assessment and Teaching of 21st Century SkillsThe University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.orgThe University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.org
Development and adoption of project
Cisco, Intel, Microsoft joint contribution to improve education Joint company taskforce – 9 members Dr Robert Kozma as consultant
Aim to improve 21st century skills Define them clearly Make them measurable Connect with the classroom
Cisco, Intel Microsoft now supporting an international team
ATC21S Assessment and Teaching of 21st Century SkillsATC21S Assessment and Teaching of 21st Century SkillsThe University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.orgThe University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.org
Development and adoption of project
PROJECT RATIONALE Major Changes in the Economy
and Work Major Changes in Society and
Everyday Life Little Change in Education The Need to Transform
and assessment practices found in classrooms but they are also a key determiner of what students learn in classrooms and how that is taught. Consequently, assessment reform is key to the transformation of the educational system as a whole.”
Existing models of assessment are typically Existing models of assessment are typically at odds with at odds with the the skills, knowledge, attitudes and characteristics of self-directed skills, knowledge, attitudes and characteristics of self-directed and collaborative learning that are increasingly important for our and collaborative learning that are increasingly important for our global economy and fast changing world. global economy and fast changing world. New assessments are neededNew assessments are needed that measure these skills and that measure these skills and provide information that is needed by students, teachers, provide information that is needed by students, teachers, parents, administrators, and policymakers to catalyze and parents, administrators, and policymakers to catalyze and support systemic education reform. support systemic education reform. These assessments should engage students in the use of These assessments should engage students in the use of technology and digital resources and the application of a deep technology and digital resources and the application of a deep understanding of subject knowledge to understanding of subject knowledge to solve complex, real solve complex, real world tasks and create new ideas, content, and knowledgeworld tasks and create new ideas, content, and knowledge. .
Intel, Microsoft, and Cisco Education TaskforceIntel, Microsoft, and Cisco Education TaskforceTransforming Education: Transforming Education: Assessing and Teaching the Skills Needed in the 21Assessing and Teaching the Skills Needed in the 21stst CenturyCenturyA Call to Action A Call to Action
Assessment in 21st Century
ATC21S Assessment and Teaching of 21st Century SkillsATC21S Assessment and Teaching of 21st Century SkillsThe University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.orgThe University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.org
Engagement of countries and other companies
Founder Countries Australia, Finland, Portugal, Singapore, UK, USA
Other countries can join Collaborative electronic space
Other companies can fund work If it fits the project’s program If the company has relevant expertise If the company agrees that
all results will be in the public domain, asCisco, Intel and Microsoft have.
ATC21S Assessment and Teaching of 21st Century SkillsATC21S Assessment and Teaching of 21st Century SkillsThe University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.orgThe University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.org
White papers developed in 2009 by working groups
Defining 21st Century Skills Ms Senta Raizen, WestEd
Methodological Issues Dr Mark Wilson, University of California, Berkeley
Technological Issues Dr Beno Csapo, University of Szeged, Hungary
Classrooms and Formative Evaluation. Dr John Bransford, University of Washington
Dr Marlene Scardamalia, University of Toronto
Policy Frameworks for New Assessments Dr Linda Darling-Hammond, Stanford University
Country/ Region Document(s)
European Union Key Competencies for Lifelong Learning – A European Reference Framework, November 2004
Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning.
Implementation of “Education and Training 2010” Work Programme.
European Union New Millennium Learners Project: Challenging our Views on ICT and LearningSOURCE:http://www.oecd.org/document/10/0,3343,en_2649_35845581_38358154_1_1_1_1,00.html
ISTE National Educational Technology Standards for Students, Second Edition, Global Learning in the Digital Age
USA. National Academies, science for the 21st Century
Exploring the Intersection of Science Education and the Development of 21st Century Skills
USA, Department of Labor
Competency Models:
A Review of the Literature and
The Role of the Employment and Training Administration (ETA), Michelle R. Ennis
Defining 21st Century Skills
ATC21S Assessment and Teaching of 21st Century SkillsATC21S Assessment and Teaching of 21st Century SkillsThe University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.orgThe University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.org
Defining 21st Century Skills
Conceptual structure Ways of thinking
Creativity and innovation Critical thinking, problem solving Learning to learn, metacognition
Ways of working Communication Collaboration (teamwork)
Tools for working Information literacy ICT literacy
Living in the world Citizenship – local and global Life and career Personal, social responsibility
ATC21S Assessment and Teaching of 21st Century SkillsATC21S Assessment and Teaching of 21st Century SkillsThe University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.orgThe University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.org
A framework for 21st century skills
Assessments signal priorities for curriculum and instruction
Teachers model the pedagogical approach
Curriculum developers respond
Schools and teachers tend to focus on what is tested rather than underlying standards or learning goals
May encourage a one-time performance orientation and transmission-type teaching
Instructional/teaching time is diverted to specific test preparation activities
ATC21S Assessment and Teaching of 21st Century SkillsATC21S Assessment and Teaching of 21st Century SkillsThe University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.orgThe University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.org
