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Principled Assessments Principled Assessments of 21st Century Skills of 21st Century Skills
across Disciplines in a across Disciplines in a Community College Community College
CurriculumCurriculum Louise YarnallLouise Yarnall
SRI InternationalSRI InternationalJane OstranderJane Ostrander
Foothill-DeAnza Community College DistrictFoothill-DeAnza Community College District
Project briefProject brief
National Science Foundation’s National Science Foundation’s Advanced Technological Education Advanced Technological Education programprogram
Designing and testing instructional Designing and testing instructional and assessment materials focused and assessment materials focused on 21st century workforce skillson 21st century workforce skills
Pedagogy represented a departure Pedagogy represented a departure from pure technical content-focusfrom pure technical content-focus
Definition of 21Definition of 21stst Century Skills Century Skills
Applying content knowledge and Applying content knowledge and skills to solving real world problemsskills to solving real world problems• More than a dozen Web-based More than a dozen Web-based
workplace scenarios in different workplace scenarios in different disciplinesdisciplines
• Programming, network security, Programming, network security, bioinformatics, engineering, bioinformatics, engineering, environmental studiesenvironmental studies
Assessment Design Assessment Design Linking content knowledge to soft skillsLinking content knowledge to soft skills
Instructional context: multi-step, Instructional context: multi-step, branching, self-pacedbranching, self-paced
Instructors: we’re not going to assess!Instructors: we’re not going to assess! We want them to assess; they’ll take the We want them to assess; they’ll take the
instruction more seriously!instruction more seriously! Let’s make assessments: But how? Not just Let’s make assessments: But how? Not just
technical; it’s soft skills tootechnical; it’s soft skills too Evidence-centered designEvidence-centered design
• Specifies knowledge to be measured and forms Specifies knowledge to be measured and forms of evidence that demonstrate such knowledge of evidence that demonstrate such knowledge (Pellegrino, Chudowsky, & Glaser, 2001)(Pellegrino, Chudowsky, & Glaser, 2001)
Assessment Design Assessment Design
• We documented our design decisions so We documented our design decisions so instructors could do this too; co-designed with instructors could do this too; co-designed with instructorsinstructors
• Form: Design patternsForm: Design patterns NotNot the assessments, but the assessments, but blueprintsblueprints for developing for developing
assessmentsassessments Design patterns have attributes that we specify and that Design patterns have attributes that we specify and that
can be re-used: knowledge and skills, work products, can be re-used: knowledge and skills, work products, rubrics, task features rubrics, task features
• This approach gave us a chance to see common This approach gave us a chance to see common skills across disciplines—and differencesskills across disciplines—and differences
• Principled Assessments for Design in Inquiry Principled Assessments for Design in Inquiry (PADI) (Mislevy & Haertel, 2006). (PADI) (Mislevy & Haertel, 2006).
SummarySummary In this design pattern, a student is presented In this design pattern, a student is presented with a hypothetical user’s specific Web site with a hypothetical user’s specific Web site development needs. Can students integrate development needs. Can students integrate the user’s needs into a practical software the user’s needs into a practical software
development process?development process? RationaleRationale It is important for students to have an It is important for students to have an
opportunity to practice Web site development opportunity to practice Web site development in a realistic, user-informed way because it in a realistic, user-informed way because it helps students apply programming in the helps students apply programming in the
service of actual users.service of actual users. KSAsKSAs Skill of identifying and asking appropriate questions Skill of identifying and asking appropriate questions
to specify user requirementsto specify user requirementsSkill of generating use cases based on user Skill of generating use cases based on user requirementsrequirementsSkill of addressing user needs in specifying system Skill of addressing user needs in specifying system
requirementsrequirements
Potential Potential observationsobservations
Identifying users’ primary needs for Web site Identifying users’ primary needs for Web site useuseDefine the user’s complete range of possible Define the user’s complete range of possible uses for the Web siteuses for the Web siteIdentifying appropriate Web development tools Identifying appropriate Web development tools
Potential Potential work work productsproducts
Generate a list of written questions to ask of a Generate a list of written questions to ask of a user to identify and understand Web site needs user to identify and understand Web site needs Write a use caseWrite a use caseProvide a written rationale for user interface Provide a written rationale for user interface decisions and selection of Web development decisions and selection of Web development toolstoolsSketch or electronic mockup of user interface Sketch or electronic mockup of user interface designdesign
Lessons LearnedLessons Learned
Interdisciplinary insightsInterdisciplinary insights Definitions of school learning Definitions of school learning
outcomesoutcomes
Interdisciplinary insightsInterdisciplinary insightsAssessment design for scenario-based Assessment design for scenario-based curricula revealed commonalities among curricula revealed commonalities among disciplinesdisciplines
Research & analysisResearch & analysis Problem framing & design constraintsProblem framing & design constraints Generating a solutionGenerating a solution Applying toolsApplying tools Communicating & working on teamsCommunicating & working on teams
Interdisciplinary insightsInterdisciplinary insightsAnd also revealed distinctions of…And also revealed distinctions of…
• PrinciplesPrinciples Bioinformatics involves biology, engineering Bioinformatics involves biology, engineering
involves physics, and programming involves involves physics, and programming involves logic logic
• ToolsTools Bioinformatics involves databases, Bioinformatics involves databases,
engineering involves spreadsheets and engineering involves spreadsheets and experiment, and programming involves experiment, and programming involves compilers and languagecompilers and language
Definitions of learning outcomesDefinitions of learning outcomes21st century skills involve learning:21st century skills involve learning: technical content knowledge and skillstechnical content knowledge and skills common ways of applying that knowledge in the common ways of applying that knowledge in the real worldreal world
Engaging in knowledge application builds Engaging in knowledge application builds other, deeper forms of knowledge:other, deeper forms of knowledge: blending content with application gives students a blending content with application gives students a chance to develop mastery and expert knowledgechance to develop mastery and expert knowledge
• schematic knowledge -- “knowing why”schematic knowledge -- “knowing why”• strategic knowledge – “knowing when”strategic knowledge – “knowing when”
