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Cisco-Intel-Microsoft 21st Century Skills Assessment Project

Addressing the need for measurable definitions of 21st-century skills, connecting classroom practices to assessments, and fostering collaboration for educational reform. Key focus on rigor, validity, networking, and policy issues.

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Cisco-Intel-Microsoft 21st Century Skills Assessment Project

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  1. Cisco/Intel/MS Education Sync Meeting The Cisco-Intel-Microsoft 21st Century Skills Assessment Project Robert Kozma, Kozmalone Consulting Project Consultant Barry McGaw, University of Melbourne Executive Director

  2. Why is this project needed? • Profound economic and social changes require new skills • Many initiatives have focused these 21st Century skills BUT: • Lack connection between 21st C classroom practices and national and international assessments. • Growing consensus on what 21st C skills are but little agreement on measurable definitions. • There are many methodological and technological issues that need to be addressed. • Need private-public, international, multi-stake collaboration: • Major national and international assessment agencies that include OECD/PISA and IEA. • National Education Departments and Ministries • Education reform organizations and projects • International researchers • Corporations

  3. Goals of the project • Identify and address issues in five areas: • Connect assessments and 21st century classroom practices and environments to increase scalability. • Define 21st Century skills in measurable ways. • Address methodological issues related to rigor and validity. • Address technological barriers related to networking, security, scale, software applications. • Connect assessment reform and education reform policy • Indicators of success • Acceptance, recognition, and participation by stakeholders • Problems identified, solutions developed, and widely available. • ICT-based assessment of 21st c skills incorporated into national and international assessments.

  4. Project structure • Executive Director: Barry McGaw, University of Melbourne • Management Team and Working Groups • John Bransford (University of Washington) and Marlene Scardamalia (University of Toronto), Connection with learning environments and formative assessment. • Senta Raizen (WestEd), 21st Century skills definition in measurable form. • Mark Wilson (University of California, Berkeley), Methodological and analytic issues. • Beno Csapo (University of Szeged), Technological issues and opportunities. • Linda Darling-Hammond (Stanford University), Policy issues. • Founding Countries: • Australia, Finland, Portugal, Singapore, United Kingdom • Partners: • OECD, IEA

  5. Action Plan • Phase 1 Planning, April-September 2008 • Project conceptualization • Action plan drafted • Corporate commitment • Phase 2 Organization, October 2008-January 2009 • Exec Director on board. Introduced to working groups • Management Team in place • Call to Action and Action Plan finalized • Project announcement at Learning and Technology World Forum, London • Phase 3 Implementation, February 2009-2011 • Building working group teams • Identifying participating countries • First annual working conference: San Diego April 17-19 (80 participants from around the world) • Draft white papers (Summer 2009); Final (Fall 2009) • Fund and implement solutions (2010-2011) • Annual conferences (2009-2011) • Implement in national and international pilot tests (TIMSS 2011 (optional study), PISA 2012, SITES 2013, PISA 2015)

  6. How to get involved http://www.atc21s.org/ Or contact: bob@robertkozma.com

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