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Innovative Assessment for the 21st Century

Innovative Assessment for the 21st Century Author Valerie J. Shute
ISBN-10 1441965300
Release 2010-09-08
Pages 257
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In today’s rapidly changing and information-rich world, students are not acquiring adequate knowledge and skills to prepare them for careers in mathematics, science, and technology with the traditional approach to assessment and instruction. New competencies (e.g., information communication and technology skills) are needed to deal successfully with the deluge of data. In order to accomplish this, new "educationally valuable" skills must be acknowledged and assessed. Toward this end, the skills we value and support for a society producing knowledge workers, not simply service workers, must be identified, together with methods for their measurement. Innovative Assessment for the 21st Century explores the faces of future assessment—and ask hard questions, such as: What would an assessment that captures all of the above attributes look like? Should it be standardized? What is the role of the professional teacher?



Technology Enhanced Innovative Assessment

Technology Enhanced Innovative Assessment Author Hong Jiao
ISBN-10 9781681239316
Release 2017-11-01
Pages 307
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Assessment innovation tied to technology is greatly needed in a wide variety of assessment applications. This book adopts an interdisciplinary perspective to learn from advances in developing technology enhanced innovative assessments from multiple fields. The book chapters address the development of virtual assessments including game?based assessment, simulation?based assessment, and narrative based assessment as well as how simulation and game based assessments serve both formative and summative purposes. Further, chapters address the critical challenge of integrating assessment directly into the learning process so that teacher effectiveness and student learning can be enhanced. Two chapters specifically address the psychometric challenges related to innovative items. One chapter talks about evaluating the psychometric properties of innovative items while the other chapter presents a new psychometric model for calibrating innovative items embedded in multiple contexts. In addition, validity issues are addressed related to technology enhanced innovative assessment. It is hoped that the book provides readers with rich and useful information about the development of several types of virtual assessments from multiple perspectives. The authors include experts from industry where innovative items have been used for many years and experts from research institutes and universities who have done pioneering work related to developing innovative items with formative applications to facilitate learning. In addition, expert advice has been provided on validating such work.



Virtual Augmented and Mixed Realities in Education

Virtual  Augmented  and Mixed Realities in Education Author Dejian Liu
ISBN-10 9789811054907
Release 2017-11-13
Pages 247
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This book describes the current state of the art of various types of immersive learning: in research, in practice, and in the marketplace. It discusses advanced approaches in the design and development for various forms of immersive learning environments, and also the emerging innovations in assessment and research in the field. In addition, it demonstrates the opportunities and challenges in implementing advances in VR and immersion at scale in formal and informal learning. We are living in a time of rapid advances in terms of both the capabilities and the cost of virtual reality, multi-user virtual environments, and various forms of mixed reality. These new media potentially offer extraordinary opportunities for enhancing both motivation and learning across a range of subject areas, student developmental levels, and educational settings. With the development of practical and affordable virtual reality and mixed reality, people now have the chance to experience immersive learning both in classrooms and informally in homes, libraries, and community centers. The book appeals to a broad readership including teachers, administrators, scholars, policy makers, instructional designers, evaluators and industry leaders.



TechnologyBased Assessments for 21st Century Skills

TechnologyBased Assessments for 21st Century Skills Author Gregory Schraw
ISBN-10 9781617356346
Release 2012-03-01
Pages 399
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Creative problem solving, collaboration, and technology fluency are core skills requisite of any nation’s workforce that strives to be competitive in the 21st Century. Teaching these types of skills is an economic imperative, and assessment is a fundamental component of any pedagogical program. Yet, measurement of these skills is complex due to the interacting factors associated with higher order thinking and multifaceted communication. Advances in assessment theory, educational psychology, and technology create an opportunity to innovate new methods of measuring students’ 21st Century Skills with validity, reliability, and scalability. In this book, leading scholars from multiple disciplines present their latest research on how to best measure complex knowledge, skills, and abilities using technologybased assessments. All authors discuss theoretical and practical implications from their research and outline their visions for the future of technologybased assessments.



Assessment in Game Based Learning

Assessment in Game Based Learning Author Dirk Ifenthaler
ISBN-10 9781461435464
Release 2012-06-13
Pages 464
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The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning that is taking place in the virtual worlds or informal settings. accordingly, aligning learning and assessment is the core for creating a favorable and effective learning environment. The edited volume will cover the current state of research, methodology, assessment, and technology of game-based learning. There will be contributions from international distinguished researchers which will present innovative work in the areas of educational psychology, educational diagnostics, educational technology, and learning sciences. The edited volume will be divided into four major parts.



Bayesian Networks in Educational Assessment

Bayesian Networks in Educational Assessment Author Russell G. Almond
ISBN-10 9781493921256
Release 2015-03-10
Pages 662
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Bayesian inference networks, a synthesis of statistics and expert systems, have advanced reasoning under uncertainty in medicine, business, and social sciences. This innovative volume is the first comprehensive treatment exploring how they can be applied to design and analyze innovative educational assessments. Part I develops Bayes nets’ foundations in assessment, statistics, and graph theory, and works through the real-time updating algorithm. Part II addresses parametric forms for use with assessment, model-checking techniques, and estimation with the EM algorithm and Markov chain Monte Carlo (MCMC). A unique feature is the volume’s grounding in Evidence-Centered Design (ECD) framework for assessment design. This “design forward” approach enables designers to take full advantage of Bayes nets’ modularity and ability to model complex evidentiary relationships that arise from performance in interactive, technology-rich assessments such as simulations. Part III describes ECD, situates Bayes nets as an integral component of a principled design process, and illustrates the ideas with an in-depth look at the BioMass project: An interactive, standards-based, web-delivered demonstration assessment of science inquiry in genetics. This book is both a resource for professionals interested in assessment and advanced students. Its clear exposition, worked-through numerical examples, and demonstrations from real and didactic applications provide invaluable illustrations of how to use Bayes nets in educational assessment. Exercises follow each chapter, and the online companion site provides a glossary, data sets and problem setups, and links to computational resources.



Online Teaching and Learning

Online Teaching and Learning Author Carla Meskill
ISBN-10 9781441175786
Release 2013-08-15
Pages 256
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Online Teaching and Learning shows how learning through the internet depends on complex human interactions for success. The text uses sociocultural theory as its foundational stance to empirically examine the dynamics of these interactions. It seeks to understand meaning making in all of its social, linguistic and cultural complexity. Each chapter examines how it is that culturally and historically situated meanings get negotiated through social mediation in online instructional venues. It extends the ways we think and talk about online teaching and learning.



How People Learn

How People Learn Author National Research Council
ISBN-10 9780309131971
Release 2000-08-11
Pages 384
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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.



Next Generation Assessment

Next Generation Assessment Author Linda Darling-Hammond
ISBN-10 1118456173
Release 2014-08-18
Pages 144
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This book examines performance assessment as an alternative or addition to the current high stakes accountability system in the Unites States. This book will be a must have resource for those interested in a summary of the current research of performance assessment in the 21st century. The need for this resource comes from the fact that the United States performs significantly lower than other developed countries. Educators are unhappy with the current assessments and their focus on low-level skills like recalling and restating facts rather than higher-order skills such as problem-solving and analyzing and synthesizing information. This book will help educators accurately assess the benefits and possibilities for adopting performance assessments nationally.



OECD Reviews of Evaluation and Assessment in Education OECD Reviews of Evaluation and Assessment in Education Netherlands 2014

OECD Reviews of Evaluation and Assessment in Education OECD Reviews of Evaluation and Assessment in Education  Netherlands 2014 Author Nusche Deborah
ISBN-10 9789264211940
Release 2014-07-15
Pages 218
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This review report for the Netherlands provides, from an international perspective, an independent analysis of major issues facing the Dutch evaluation and assessment framework in education, current policy initiatives and possible future approaches.



Education for Life and Work

Education for Life and Work Author Committee on Defining Deeper Learning and 21st Century Skills
ISBN-10 9780309256506
Release 2013-01-01
Pages 229
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Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.



Educational Assessment in the 21st Century

Educational Assessment in the 21st Century Author Claire Wyatt-Smith
ISBN-10 9781402099649
Release 2009-08-05
Pages 310
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Signs of Change: Assessment Past, Present and Future Another Time, Another Place...Examinations Then and Now In the Temple of Literature in Hanoi, Vietnam, a series of stone stelae records the names of the handful of illustrious examination candidates who, in each century, passed the national examination to become a Doctor of Literature. Beginning in the 11thcentury,theexamswereconductedpersonallybysuccessivekingswhopursued Confucian ideals that found expression in the enormous value placed on the pursuit of wisdom and learning. In the 21st century we are both puzzled and impressed by this tradition. Puzzled by such an explicit commitment to a meritocracy in an essentially feudal society; impressed by this enthusiasm for learning and the pursuit of wisdom at the highest level of society. Yet, there are also important similarities between the 11th and 21st centuries. Then, as now, assessment was associated with excellence, high standards, pr- tige and competition—success for the chosen few; disappointment for the majority. Then, as now, the pursuit of excellence was embedded in a social context that favoured the elite and determined success in terms of the predilections of the p- erful. Then, as now, the purpose of the assessment, the way it was conducted and its impact on society all re ected the social and economic priorities of the day.



Facilitating Learning in the 21st Century Leading through Technology Diversity and Authenticity

Facilitating Learning in the 21st Century  Leading through Technology  Diversity and Authenticity Author Piet Van den Bossche
ISBN-10 9789400761377
Release 2013-03-29
Pages 163
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This book tackles the latest challenges in education in the business sector, outlining how the students of the future must be taught to adapt to a highly fluid business environment in which their ability to acquire new skills and collaborate with others is more important than possessing facts. Taking its cue from the growing body of theory advocating multi-faceted and often multilingual education, the book focuses on ‘competences’ and collaborative, team-oriented, project-based learning. Beginning with a set of studies on the differences in individual learning and ways of supporting students, the volume moves on to a collection of papers on learning at the level of the group, which include material on team learning, and the sharing of knowledge in problem-based learning. The editors view these factors in education as an inevitable feature of pedagogy, reflecting the fact that knowledge, and its acquisition, is increasingly collaborative in our working lives, and especially in business. A final section applies the principles developed in the first two parts at an organizational level, evaluating the enormous implications these developments in our ideas about learning have for the educational institutions charged with teaching future generations. Combining research and theory with practical factors in business education and training, the volume provides wide-ranging perspectives on developing best practice in the sector.



Design Research on Learning and Thinking in Educational Settings

Design Research on Learning and Thinking in Educational Settings Author David Yun Dai
ISBN-10 9781136956300
Release 2012-04-23
Pages 312
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The key question this book addresses is how to identify and create optimal conditions for the kind of learning and development that is especially important for effectively functioning in the 21st century. Taking a new approach to this long-debated issue, it looks at how a design research-based science of learning (with its practical models and related design research) can provide insights and integrated models of how human beings actually function and grow in the social dynamics of educational settings with all their affordances and constraints. More specifically: How can specific domains or subject matters be taught for broad intellectual development? How can technology be integrated in enhancing human functioning? How can the social organization of classroom learning be optimized to create social norms for promoting deep intellectual engagement and personal growth? Part I is concerned with broad conceptual and technical issues regarding cultivating intellectual potential, with a focus on how design research might fill in an important a niche in addressing these issues. Part II presents specific design work in terms of design principles, models, and prototypes.



The Leader s Guide to 21st Century Education

The Leader s Guide to 21st Century Education Author Ken Kay
ISBN-10 0132117592
Release 2012-06
Pages 192
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In this all-new resource, educational leaders get a 7-Steps guide to moving their schools and districts forward in the quest to prepare students for the challenges of the 21st century teaching and learning of critical thinking, communication, collaboration, and creativity. This guide focuses on presenting an implementation-oriented resource for education leaders at all stages of implementation, from early through advanced.



21st Century Skills

21st Century Skills Author Bernie Trilling
ISBN-10 9780470553626
Release 2009-09-08
Pages 256
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21st Century Skills has been writing in one form or another for most of life. You can find so many inspiration from 21st Century Skills also informative, and entertaining. Click DOWNLOAD or Read Online button to get full 21st Century Skills book for free.



Advancing the STEM Agenda

Advancing the STEM Agenda Author Cindy P. Veenstra
ISBN-10 9780873898393
Release 2012-01-01
Pages 288
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In July 2011, the ASQ Education Division held its first Advancing the STEM (Science, Technology, Engineering, and Mathematics) Agenda in Education, the Workplace, and Society Conference at the University of Wisconsin–Stout. This publication is a selection of papers and workshops from this groundbreaking conference. The ideas presented here will help other educators and policy makers to develop their own innovative high-impact ideas for inspiring student interest in STEM careers, improving the delivery of STEM education at their schools and colleges, and helping STEM college graduates transition to the workplace. The chapters in this book reflect research and best practices, integrating the ideas of continuous improvement in combination with a can-do attitude, to provide a valuable resource that will lead others to consider similar innovative and collaborative educational structures that will drive more interest in STEM majors in college, and provide for our next generation of scientists, technicians, and engineers.