Assessment and Teaching of 21st Century Skills

About this course: This MOOC is designed principally for practicing teachers who are wondering exactly how they can incorporate teaching and assessment of 21st century skills into their classrooms, labs or workshops. It will also be useful to trainee teachers, school leaders, teacher educators and curriculum and assessment specialists, providing them with an understanding of the challenges associated with teaching and assessment of 21st century skills. This course explains the social and cognitive skills that are known as 21st century skills. It reviews how they can be represented in the curriculum, in terms of developmental progressions. It also explores how teachers can recognise these skills in students, how the level of skill of a learner can be assessed, and then how learners can be supported to develop their skill. In this course we work through two detailed examples of 21st century skills. The first is collaborative problem solving, a 21st century skill which combines the capacities of collaboration, problem solving, critical thinking and communication. The second skill is a meta-cognitive skill of knowing how to learn in a MOOC. In each example, you will explore how to understand the nature of each skill from a teaching perspective, how to teach it, and how to assess it. These two examples show how any 21st century skill can be tackled in the classroom. The approach to teaching and assessment in this course derives from the application of a developmental, evidence-based, clinical approach to teaching practice. The course provides a mix of theory and practice, of thinking and doing, and opportunities to share ideas, experience and resources with other participants. Join Emeritus Professor Patrick Griffin and the team from the Assessment Research Centre, University of Melbourne in a Massive Open Online Course (MOOC) on the Assessment and Teaching of 21st Century Skills, hosted on Coursera.

Who is this class for: No background knowledge or skills are required, though we recommend an interest in teaching and learning in schools, curiosity about the future of schooling, and willingness to try out new things.

Created by:  The University of Melbourne

• Taught by:  Patrick Griffin, Professor

  Melbourne Graduate School of Education

Commitment 4 weeks of guided study, plus 2 weeks to complete assignments and evaluations. 2 to 5 hours per week. Language English How To Pass Pass all graded assignments to complete the course. User Ratings 4.6 stars Average User Rating 4.6See what learners said Coursework

Each course is like an interactive textbook, featuring pre-recorded videos, quizzes and projects.

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Connect with thousands of other learners and debate ideas, discuss course material, and get help mastering concepts.

Certificates

Earn official recognition for your work, and share your success with friends, colleagues, and employers.

The University of Melbourne The University of Melbourne is an internationally recognised research intensive University with a strong tradition of excellence in teaching, research, and community engagement. Established in 1853, it is Australia's second oldest University.

Syllabus


WEEK 1


Why do we need 21st century skills, what are they?



During our introduction week, we provide two Modules. Module 1 provides an overview of the course, and how assessment in it is structured. We have introduced some developmental aspects in our approach to assessment, which complements the summative approach used by Coursera, for grading. The Course Progression provides the basis of the self-assessment activities provided throughout the course. These enable you to monitor your progress as you develop your skills in teaching and assessing C21 skills. In Module 2 we turn to the first topics of the course, and discuss the world in terms of technological change and the need for 21st century skills in today’s workforce. We talk about what is meant by 21st century skills and how these skills are increasingly in demand as new technologies change the way we work, learn, live and function in a digital and knowledge-based society. You will have the opportunity to learn about different 21st century skills frameworks that have been created by a variety of institutions. We want to show you what we mean by a developmental approach, and how this approach can be used in assessment and learning and teaching. These lectures will form the foundation for topics to come in later weeks, so please take the time to watch them and to follow up with the suggested readings.


5 videos, 4 readings expand

1. Video: Course introduction
2. Reading: Course outline
3. Reading: Course progression
4. Reading: Your teaching team
5. Reading: Start-of-course survey
6. Video: 2.1 Influence of technology
7. Video: 2.2 21st century skills and frameworks
8. Video: 2.3 The implementation of 21st century skills in education
9. Video: 2.4 Developmental learning

Graded: Module 1 Self-Assessment: Judging what you know about teaching and assessment of C21 skills
Graded: Module 2a: About C21 Skills
Graded: Module 2b: C21 Skills frameworks

WEEK 2


How to teach and assess Collaborative Problem Solving (CPS) as an example of a C21 skill



In Module 3 we introduce collaborative problem solving (CPS), an example of a complex and relevant 21st century skill. We will explain the nature of CPS, describing in depth the underlying competencies involved in this skill. We will explain how we can take a developmental approach to teaching and learning in CPS and how skills progressions can be developed and used for formative assessment and teaching purposes. We deal with it at a relatively deep level, in preparation for taking a more practical approach in Weeks 3 and 4.


6 videos, 1 reading expand

1. Video: 3.1 Collaborative Problem Solving: An example of a 21st century skill
2. Video: 3.2 The nature of collaborative problem solving
3. Video: 3.3 Social skills for collaborative problem solving
4. Video: 3.4 Cognitive skills for collaborative problem solving
5. Video: 3.5 A developmental approach to teaching and learning collaborative problem solving
6. Video: 3.6 Empirical progressions
7. Reading: Assignment 1: Developing a professional learning asset

Graded: Module 3a: Developmental progressions
Graded: Module 3b: Interpreting the CPS Progression

WEEK 3


Assessing and reporting on the development of collaborative problem solving skills



This week, in Module 4, you will be reviewing aspects of assessing students’ collaborative problem solving skills using a developmental approach. You will review a video of ICT tasks that the ATC21S team have created; and you will be prompted to think of ways these approaches may be used in the classroom or in professional, to teach and assess CPS. Work in Week 3 of the course combines with work in Weeks 2 and 4 to support development of the learning outcomes described in Strand 3 of the course progression.


7 videos, 1 practice quiz expand

1. Video: 4.1 Collecting evidence
2. Video: 4.2 Using developmental progressions for assessment
3. Video: 4.3a Case Study: Laughing Clowns
4. Video: 4.3b Case Study: Olive Oil
5. Video: 4.3c Case Study: Balance
6. Video: 4.3d Case Study: Game of 20
7. Video: 4.4 A look at reporting
8. Practice Quiz: Module 4: Self-assessment against the Course Progression

Graded: Module 4: Using progressions to interpret and report on student learning

WEEK 4


Developmental teaching of collaborative problem solving



In Week 4, Module 5 we discuss how individual and group differences can be managed in teaching CPS. We conduct interviews with a teacher, school leader and researcher on implementing the assessment and teaching of 21st century skills in schools. We also discuss, in interview format, the complexities of assessing sophisticated CPS skills using seemingly uncomplicated tasks. How can we assist students to develop their skills from their current level of social and cognitive CPS skill levels, to progress towards more advanced expertise? This week, too you should begin work on your major course assignment.


5 videos, 1 reading expand

1. Video: 5.1 Collaborative problem solving and group work
2. Video: 5.2 Individual and group differences
3. Video: 5.3 Interview: Patrick Griffin and Esther Care discuss CPS
4. Video: 5.4 Interview: A researcher’s perspective on teaching CPS
5. Video: 5.5 School Planning
6. Reading: Hints for Assignment 2

Graded: Module 5: A case study of teaching CPS

WEEK 5


Knowing how to learn in a MOOC: another example of a C21 skill



This week, in Module 6 we explore a further example of a C21 skill, and one that has particular relevance to participants in this course: the skill of knowing how to learn in a MOOC. We review the nature of MOOCs as a teaching environment, and why a MOOC demands particular learning skill to generate higher learning. We examine an empirical progression for the skill, and review how to assess the level of skill any participant in a MOOC. Module 7 is focussed on your major assignment, which is is due this week.


3 videos, 3 readings expand

1. Video: 6.1 The 21st century skill of 'knowing how to learn'
2. Video: 6.2 Knowing how to learn in a MOOC
3. Video: 6.3 Embedded assessments in digital environments
4. Reading: Progression and self-assessment rubric for the C21skill of 'knowing how to learn in a MOOC'
5. Reading: Your automated assessment for 'knowing how to learn in a MOOC'
6. Reading: Academic Integrity

Graded: Module 6: Knowing how to learn in a MOOC
Graded: Assignment 2 - Designing a teaching activity to develop CPS skills of learners

WEEK 6


Reflection and looking forward



In this final week in Module 8, we ask you to reflect on your learning in the course, and particularly on the use of progressions and developmental thinking in the way C21 skills are taught and assessed. If you submitted an Assignment in Week 5, you will assess the work of your peers in the major Assignment.


2 videos, 2 readings expand

1. Video: 8.1 Looking forward
2. Video: 8.2 The story so far
3. Reading: Graduate Online - The University of Melbourne
4. Reading: End-of-course survey

Graded: Module 8: Self-assessment and reflection and critical evaluation exercise