PROJECT GOVERNANCE

1. Internet based assessments via collaborative problem solving: The Assessment and Teaching of 21st Century Skills (ATC21S™) Project Patrick Griffin Executive Director, ATC21S

2. PROJECT GOVERNANCE Patrick Griffin, University of Melbourne, Executive DirectorATC21S Michael Stevenson, Cisco Vice President - Global Education, Former ATC21S Board Chair (2009–2010) Shelly Esque, Intel Vice President - Legal and Corporate Affairs , Current ATC21S Board Chair (2011–2012) Anthony Salcito, Microsoft Vice President - Education, Former ATC21S Board Chair (2010–2011) Esther Care, University of Melbourne, ATC21S International Research Coordinator Ministerial representatives from… • Australia: • Finland: • Singapore • USA: • Costa Rica: • Netherlands: EXECUTIVE BOARD

3. PROJECT GOVERNANCE ADVISORY BOARD • Patrick Griffin, University of Melbourne, Executive Director ATC21S (Chair) • Andreas Schleicher, Organization for Economic Co-operation and Development (OECD) • Seamus Hegarty, International Association for the Evaluation of Educational Achievement (IEA) • Irina Bokova (Director General UNESCO) • Ray Adams, Technical Director PISA 2003-2012 • Marc Durando, European Schoolnet • Esther Care, University of Melbourne, ATC21S International Research Coordinator • Stuart Elliott, National Academy of Sciences • David Forster, International Testing Commission • Robin Horn, World Bank • Eugenio Eduardo Severin, Inter-American Development Bank • National project managers from each founder country and associate country • Task force member from each company: • Katrina Reynan, Director, Cisco • Martina Roth, Director, Intel • Greg Butler, Director, Microsoft

4. Focus: the Assessment and Teaching of 21st Century Skills • Traditional assessments may not be suited to measure many 21st century skills • Goal is to develop new assessment approaches matched to new C21 skills and to advise systems, schools and teachers on the use of assessment data to help students develop higher order performances

5. CONCEPTUALIZING THE SKILLS • Assemble experts • Define methods • Explore practical and technical needs in the classroom • Create a new framework • Five working groups were established: • Defining 21st-century skills: Ms.SentaRaizen, WestEd • Methodological issues: Dr. Mark Wilson, University of California, Berkeley • Technological issues: Dr.BenoCsapo, University of Szeged, Hungary • Classrooms and formative evaluation: Dr. John Bransford, University of Washington, and Dr. Marlene Scardamalia, University of Toronto • Policy frameworks and new assessments: Dr. Linda Darling-Hammond, Stanford University

6. 21ST-CENTURY SKILLS DEFINED ATC21S started by internationally defining 21st-century skills as four broad categories.

9. Collaborative problem-solving ATC21S Assessment and Teaching of 21st Century Skills The University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.org

10. Components

12. Participation skills over levels

13. Perspective taking skills

14. Social regulation skills

15. Task regulation skills

16. Knowledge building skills

18. Developin assessment Tasks for ATC21S Founder countries Associate and founder countries • Draft -- Concept check for reality • Panel – cognitive laboratory for codes • Pilot – for administration • Trials – for calibration

20. Poetry (Graphic Organizers, Creating and Listening to Audio and video) Arctic Trek (Collaborative Notebook, Information Foraging) Tasks and Assignments to assess ICT Literacy

22. ATC21S Twenty first century skills

23. Collecting the Data

24. Coding and scoring

27. Cognitive Behaviour Social Behaviour U2L001A = presence of chat before any action U2L00 4A = All positions hav been covered (providing player had access to 3 balls) U2L006A = sewuential placement of balls -6 combinations LMRLMR RMPRML RMLLMR LMRRML LLMMRR RRMMLL

29. Calibration and Interpretation

36. Dimensionality

37. - cognitive

38. social

39. Developmental Progressions

40. Feedback and Reporting

42. Reports

43. Reporting to StudentsLearning Readiness Real time reports will be available, based on empirically developed learning progressions. They will identify a point of readiness to learn for each student. This type of report will be linked to teaching interventions associated with readiness to learn as indicated by the black bar in the spine of the chart.

44. Instructional groups

45. Teacher development

46. Professional development modules Defining and Assessing 21st Century Skills Using a Developmental Model ATC21S Assessments: Getting Started Interpreting Reports Teaching and Learning 21st Century Skills

47. The System An integrated system • Developmental progressions – standards referenced • Assessment tasks with automatic scoring • Teaching intervention and professional development • Reports for students, teachers and systems Next steps Access and Use Validation studies Expanded resources – mainstream curriculum Other 21st century skills ATC21S Assessment and Teaching of 21st Century Skills The University of Melbourne • Cisco • Intel • Microsoft • www.atc21s.org

48. Transfer and Utility To what degree will 21st century skills such as collaborative problem solving or ICT Literacy in Learning Networks facilitate student learning? • Are these skills teachable and learnable? • Will the skills enhance learning in the classroom? To what degree might enhanced 21st century skills contribute to adaptiveness of graduate students to the workforce?

49. ATC21s New Users?

50. Follow up! Volume 2: The methods Volume 3: The research