Defining Twenty-First Century Skills
Marilyn Binkley, Ola Erstad, Joan Herman, Senta Raizen, Martin Ripley, May Miller-Ricci, Mike Rumble
Zu finden in: Assessment and Teaching of 21st Century Skills, 2011
Research during the last decade has shown how new social practices evolve due to increased use of new digital technologies, especially among young people (Buckingham and Willett 2006 ) . Such practices create reconceptions of key competencies and skills, not defi ned from a systems level but from the everyday lives of people in our societies. One example is research done on computer games and online communities (Gee 2007 ) , where problem solving is defi ned as a key component of such practices. Such experiences of problem solving among young people need to inform us in the way we design assessment tasks and defi ne key competencies. Hence, new standards for what students should be able to do must replace the basic skills and knowledge expectations of the past. To meet this challenge, schools must be transformed in ways that will enable students to acquire the sophisticated thinking, fl exible problem solving, and collaboration and communication skills they will need to be successful in work and life. New conceptions of educational standards and assessment, the subject of this chapter, are a key strategy for accomplishing the necessary transformation. Such standards and assessment can both focus attention on necessary capacities and provide data to leverage and evaluate system change. Technology too serves as both a driver and lever for the transformation.
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