000			02846cam a22004095i 4500
001			21819282
003			BD-DhUL
005			20211013140645.0
006			m |o d |
007			cr |||||||||||
008			171108s2018 sz a||| |b |||| 0|eng
010			_a 2019765010
020			_a9783319653662 (hbk)
024	7		_a10.1007/978-3-319-65368-6 _2doi
035			_a(DE-He213)978-3-319-65368-6
040			_aDLC _beng _epn _erda _cDLC _dBD-DhUL
072		7	_aEDU011000 _2bisacsh
072		7	_aJNDH _2thema
072		7	_aJNKD _2bicssc
082			_a371.262 _bASS
245	1	0	_aAssessment and teaching of 21st century skills : _bresearch and applications / _cedited by Esther Care, Patrick Griffin, Mark Wilson.
260			_aCham, Switzerland : _bSpringer, _c2018.
300			_axvi, 276 p. : _bill. ; _c24 cm.
365			_aEuro _b119.99
490	0		_aEducational assessment in an information age.
504			_aIncludes bibliographical references.
520			_aThis book provides a detailed description of research and application outcomes from the Assessment and Teaching of 21st Century Skills project, which explored a framework for understanding the nature of these skills. The major element of this new volume is the presentation of research information from the global assessment of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. The outcomes presented include evidence to support the validity of assessment of 21st century skills and descriptions of consequent pedagogical approaches which can be used both to teach the skills and to use them to enhance key learning goals in secondary education systems. The sections of the volume are connected through a focus on the degree to which innovative assessment tasks measure the constructs of interest. This focus is informed by conceptual and methodological issues associated with affordances of 21st century computer-based assessment. How understanding of the nature of the skills, as derived from these assessments, can guide approaches to the integration of 21st century skills in the classroom, is informed by initiatives adopted by participating countries. The guiding questions in this volume are: "Do the assessment tasks measure the constructs?" and "What are the implications for assessment and teaching in the classroom?" It is the third volume of papers from this project published by Springer. .
588			_aDescription based on publisher-supplied MARC data.
650		0	_aAssessment.
650		0	_aEducational psychology.
650		0	_aEducational technology.
700	1		_aCare, Esther. _eed.
700	1		_aGriffin, Patrick. _eed.
700	1		_aWilson, Mark. _eed.
830		0	_aEducational Assessment in an Information Age, _x2363-5177
942			_2ddc _cBK
999			_c254324 _d254324