Educational Assessment in an Information Age Esther Care Patrick Griffin Mark Wilson Editors Assessment and Teaching of 21st Century Skills Research and Applications Educational Assessment in an Information Age Series Editors Patrick Griffin Esther Care This series introduces, defines, describes and explores methods of developing new assessment tools in educational and work environments which are increasingly characterised by use of digital technologies. Digital technologies simultaneously demand, reflect, and build student skills in many areas of learning, old and new. They can and will continue to adapt and facilitate the assessment of both traditional academic disciplines as well as those known as 21st century skills. These skills include creativity, critical thinking and problem solving, collaborative skills, information technology skills, and new forms of literacy, and social, cultural, and metacognitive awareness. The capacity of digital technologies to capture student learning as a process as well as student achievement is vast. New methods need to be developed to harness this capacity in a manner that can produce useful and accurate information to teachers for classroom interventions, and to education systems for policy development. The series includes innovative approaches to assessment in terms of their psychometrics and technology platforms; outcomes of implementation of assessments of generic skills at large scale in the classroom; and use of large scale assessment data to inform policy in education. The series explores the assessment of new and emerging skills required of graduates and how new forms of assessment inform teaching; it projects into the future the kinds of assessment possibility associated with technology and explores the assessment links between education and the workplace. More information about this series at http://www.springer.com/series/13475 Esther Care • Patrick Griffin • Mark Wilson Editors Assessment and Teaching of 21st Century Skills Research and Applications Editors Esther Care Patrick Griffin Brookings Institution Melbourne Graduate School of Education Washington DC, Washington, USA University of Melbourne Parkville, VIC, Australia University of Melbourne Parkville, VIC, Australia Mark Wilson University of California Berkeley, CA, USA University of Melbourne Parkville, VIC, Australia ISSN 2363-5177 ISSN 2363-6025 (electronic) Educational Assessment in an Information Age ISBN 978-3-319-65366-2 ISBN 978-3-319-65368-6 (eBook) DOI 10.1007/978-3-319-65368-6 Library of Congress Control Number: 2017954919 © Springer International Publishing AG 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Preface Over the past 8 years, I have had the privilege of leading a truly innovative project. Two previous volumes have reported on the conceptual framework and the research methodology used in this project to develop and calibrate collaborative problem solving and digital literacy tasks engaged in by human beings interacting on the Internet. The international research programme was led by Professor Esther Care, while I had the privilege of leading and directing the project overall. In this volume Professor Care has gathered together a group of researchers who have been explor- ing areas related to our first two volumes, bringing some closure to the ATC21S research. However, the work in this volume also opens the door to a large group of researchers to make contributions as we achieve a better understanding of the future of education and work within a digital environment. This volume explores the impact of the global shift towards information- and technology-driven economies and the digital revolution demanding unprecedented shifts in education and learning systems. These shifts impact on curriculum for early childhood, school and further and higher education. Education and learning systems are under pressure to change and to emphasise lifelong learning approaches to education. This change expands upon education provision that occurs within the boundaries of formal age- and profession-related educational institutions that have historically been responsible for the transmission of bodies of knowledge. The Internet has become a major source of knowledge and is rapidly becoming accessible to all. Information is now available faster than a teacher can tell, more broadly than an encyclopaedia can present and more comprehensively than a com- munity library can provide. Educators want to respond to this change, but their training and employment are based on how much they know and can impart to stu- dents; governments want to respond too, but the pace of government policy change is at times debilitating; teacher education will need to review its role, but the loss of esteem and celebrated expertise associated with changing direction is difficult to overcome; parents are bewildered by the changes in schools and cannot recognise their own style of education in their children’s classrooms; employers are reorganis- ing their workplaces to alter manufacturing from products to information, but the new positions created by these changes are not being filled with first-job work-ready v vi Preface employees. Relentless waves of change are producing the equivalent of an assault on learning, living and work that is transforming workplaces as we know them. We are moving into an era with new forms of work and new kinds of workplaces that require new training to induct people into them. Yet vocational education is, in many countries, locked into a model that treats workplace competence as a comprehensive set of discrete skills that are rehearsed in training but that struggle to remain relevant in the changing workplace. In this rapidly changing world, education is, on the one hand, a cause of wide- spread consternation because of its apparent inertia; on the other hand, it offers salvation through its potential to prepare societies for economic changes in work, life and learning. But can education deliver through a different approach? Modern education, both formal and informal, needs to prepare citizens for jobs that have not yet been created and for the fact that many jobs will disappear under the wave of technology-based change brought about by robotics and digitisation of the workplace. In the future, there will be technologies that have not yet been invented, and there will be ways of living, thinking and learning that have not yet emerged. Because of the digital revolution, people will leave school and universities with competencies, attitudes and values commensurate with a digital information age. Education must now focus on the preparation of a workforce demanding new ways of thinking and working that involve creativity, critical analysis, problem solv- ing and decision making. Citizens need to be prepared for new ways of working that will call upon their communication and collaboration skills. They will need to be familiar with new tools that include the capacity to recognise and exploit the poten- tial of new technologies. In addition, they will need to learn to live in this multifac- eted new world as active and responsible global citizens. For many countries, it is a formidable economic problem to prepare graduates for the new kind of workforce. Those wishing to be highly rewarded in the workforce of the future will need to be expert at interacting with people to acquire information and to understand what that information means and how to critically evaluate both the sources and the information. They will need to be able to persuade others of implica- tions of information for action. As the world becomes more complex and integrated across national boundaries, individuals will need to be able to cross workplace and national boundaries to collaborate on shared information and emerging knowledge. The more complex the world becomes, the more individuals will need these compe- tencies. The more content knowledge that can be accessed and researched, the more important filters and explainers will become: individuals need to be able to build problem solutions by identifying components and linking these together in ways that make sense to themselves and others. In this volume, Professor Care and colleagues explore the implications of this digital world and today’s dynamic environment for the education issues surrounding assessment and teaching of twenty-first-century skills: a timely and necessary under- taking as the world begins to face the implications of the fourth Industrial Revolution. Melbourne, VIC, Australia Patrick Griffin Contents Part I Introduction 1 T wenty-First Century Skills: From Theory to Action . . . . . . . . . . . . . 3 Esther Care Part II Assessment of Twenty-First Century Skills 2 A ssessment of Twenty-First Century Skills: The Issue of Authenticity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Esther Care and Helyn Kim 3 C ompetencies for Complexity: Problem Solving in the Twenty-First Century. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Joachim Funke, Andreas Fischer, and Daniel V. Holt 4 S hifts in the Assessment of Problem Solving . . . . . . . . . . . . . . . . . . . . 55 Katarina Krkovic, Maida Mustafic, Sascha Wüstenberg, and Samuel Greiff 5 C hallenges of Assessing Collaborative Problem Solving . . . . . . . . . . . 75 Arthur C. Graesser, Peter W. Foltz, Yigal Rosen, David Williamson Shaffer, Carol Forsyth, and Mae-Lynn Germany Part III Country Applications and Initiatives 6 C ollective Creativity Competencies and Collaborative Problem-Solving Outcomes: Insights from the Dialogic Interactions of Singapore Student Teams . . . . . . . . . . . . . . . . . . . . . . . 95 Jennifer Pei-Ling Tan, Imelda Caleon, Hui Leng Ng, Chew Leng Poon, and Elizabeth Koh 7 C ollaborative Problem Solving in Finnish Pre-s ervice Teacher Education: A Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Arto K. Ahonen, Päivi Häkkinen, and Johanna Pöysä-Tarhonen vii viii Contents 8 A Twenty-First Century Skills Lens on the Common Core State Standards and the Next Generation Science Standards . . . . . . . . . . . 131 Kathleen B. Comfort and Michael Timms 9 T eaching Twenty-First Century Skills: Implications at System Levels in Australia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Claire Scoular and Esther Care 10 Initiatives and Implementation of Twenty- First Century Skills Teaching and Assessment in Costa Rica . . . . . . . . . . . . . . . . . . . . . . . . 163 María Eugenia Bujanda, Leda Muñoz, and Magaly Zúñiga Part IV I nformation Communication Technologies: Their Measurement and Their Uses 11 Learning in Digital Networks as a Modern Approach to ICT Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Mark Wilson, Kathleen Scalise, and Perman Gochyyev 12 Intersecting Learning Analytics and Measurement Science in the Context of ICT Literacy Assessment . . . . . . . . . . . . . . . . . . . . . 211 Mark Wilson, Kathleen Scalise, and Perman Gochyyev 13 How Can the Use of Data from Computer- Delivered Assessments Improve the Measurement of Twenty-First Century Skills? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Dara Ramalingam and Raymond J. Adams 14 Next Wave for Integration of Educational Technology into the Classroom: Collaborative Technology Integration Planning Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 Kathleen Scalise Part V T ransforming Education Systems to Integrate Twenty-First Century Skills 15 Curricular and Implementation Challenges in Introducing Twenty-First Century Skills in Education . . . . . . . . . . . . . . . . . . . . . . 259 Nienke Nieveen and Tjeerd Plomp About the Editors and Contributors Editors Esther  Care is a Professor at the University of Melbourne and directs the Assessment, Curriculum and Technology Research Centre, funded by the Australian Government to undertake research in the Philippines to inform that country’s major K-12 education reform. Esther is also Senior Fellow with the Brookings Institution, Washington, DC, and there leads the Skills for a Changing World project which draws on countries’ experiences as they integrate twenty-first-century skills into their education policy and practice and which works with countries to support teaching and assessment of skills in the classroom. From 2017, Esther is leading an initiative with regional centres in Africa and Asia to build assessment capacity in the context of countries monitoring their education progress against the Sustainable Development Goals. Patrick Griffin held the Chair of education (assessment) at the University of Melbourne for more than 20 years. He was Associate Dean of the Graduate School of Education and the Foundation Director of the Assessment Research Centre as well as the Executive Director of the Assessment and Teaching of 21st Century Skills (ATC21S) project. As Lead Consultant for the UNESCO Future Competencies project, he led the development of competency curriculum and assessment. Mark Wilson is Professor of education and Director of the Berkeley Evaluation and Assessment Research Center at the University of California and Professor of assessment at the University of Melbourne. He teaches courses on measurement in the social sciences, especially as applied to assessment in education. In 2016, he was elected President of the National Council on Measurement in Education, and in 2012 president of the Psychometric Society. His research interests focus on the development and application of approaches for measurement in education and the social sciences, the development of statistical models suitable for measurement con- texts, the creation of instruments to measure new constructs and scholarship on the philosophy of measurement. ix