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Getting and Assessing 21st Century Knowledge and Skills
Getting and Assessing 21st Century
Knowledge and Skills
PowerPoint Slides at http://www.bobpearlman.org/BLC2007.htm
Bob Pearlman
6th Annual Building Learning Communities Conference
Boston, MA
July 19, 2007
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“Results That Matter: 21st Century Skills and High School Reform”
http://www.21stcenturyskills.org/
Improving high schools requires the nation to redefine “rigor” to encompass not just mastery of core academic subjects, but also mastery of 21st century skills and content. Rigor must reflect all the results that matter for all high school graduates today. Today’s graduates need to be critical thinkers, problem solvers and effective communicators who are proficient in both core subjects and new, 21st century content and skills. These 21st century skills include learning and thinking skills, information and communications technology literacy skills, and life skills.
-- March 24, 2006
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What knowledge and skills do students need for the 21st Century?
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SCANS U.S. Department of Labor Secretary's Commission on Achieving Necessary Skills
COMPETENCIES - Effective workers can productively use:
Resources - allocating time, money, materials, space and staff.
Interpersonal Skills - working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds.
Information - acquiring and evaluating data, organizing and maintaining files, interpreting and communication, and using computers to process information.
Systems - understanding social, organizational and technological systems, monitoring and correcting performance, and designing or improving systems.
Technology - selecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies.
FOUNDATIONS - Competence requires:
Basic Skills - reading, writing, arithmetic and mathematics, speaking and listening.
Thinking Skills - thinking creatively, making decisions, solving problems, seeing things in the mind's eye, knowing how to learn, and reasoning.
Personal Qualities - individual responsibilities, self-esteem, sociability, self-management, and integrity.
1992
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Getting and Assessing 21st Century Knowledge and Skills
http://www.21stcenturyskills.org
Released June 21, 2004 at NECC, New Orleans
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So what does learning look like where students get 21st Century Knowledge and Skills?
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Project- and Problem-Based LearningKeys to 21st Century Learning
To learn collaboration, work in teams.
To learn critical thinking, take on complex problems.
To learn oral communication, present.
To learn written communication, write.
To learn technology, use technology.
To develop citizenship, take on civic and global issues.
To learn about careers, do internships.
To learn content, research and do all of the above.
Teachers start each unit by throwing students into a realistic or real-world project that both engages interest and generates a list of things the student need to know. Projects are designed to tackle complex problems, requiring critical thinking. The strategy for 21st Century Learning is simple:
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Each unit begins when students are presented with a complex, standards-based problem
Students form a team, develop a work contract and build a work plan
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Students get to work!
Students are provided an online briefcase specific to the project with information, resources, links and
assessment criteria that help guide them.
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Students Need To Know
Student questions and “need to knows” drive classroom lectures and activities. Sometimes for the whole class … sometime for just
one student
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Students experiment and apply learning
Students test their ideas and experiment to find solutions and breakthroughs while receiving ongoing
feedback from instructors.
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Students get back to work!
Students work and collaborate in a business-like environment, where they know their deliverables and
have the technology tools to do their jobs.
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Students prepare to present
Students work on building presentations to repre-sent their work and defend their solutions
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Students present their solutions!
Students present ideas through debates, skits, panels, presentations, etc… where their work is evaluated by peers,
teachers, parents, and community
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PBL EXAMPLE
PRESIDENT’S DILEMMA
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MORE PBL EXAMPLES
Moongames
Students are commissioned by TOYCO and NASA to create or modify games played on earth to work on Lunar colonies. Using Newton’s three laws and a lot of math, students consider issues like the height of a basketball hoop in low gravity conditions.
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MORE PBL EXAMPLES
Together We Stand
Welcome new interns! As you may already know, the Solano, Napa and Partners Library Consortium is organizing a major exhibit on the Great Depression. It will be called Together We Stand. Our goal is to show in words and pictures that the 1930s provided America with its greatest test of character. Up to one-third of all Americans were out of work by the early part of the decade. Different groups were especially hard hit, including women, children and minorities. Because we live in such a diverse area, both racially and economically, we want to create an exhibit that touches the hearts and minds of all people.
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PBL SUMMARY
The project drives the curriculum by creating a need for the students to know the content. Students work more autonomously on real or realistic work that has high stakes. Evaluation is made more authentic with performance based measurements and is often conducted with the help of non-teachers.
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The Buck Institute for EducationNovato, California
www.bie.org
TRAINING DEVELOPMENT RESEARCH
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Project Management
Teamwork
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Oral Communication/Presentation
Exhibition
Assessment and Feedback
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PLAN THE ASSESSMENT
What student product(s) could demonstrate that the student’s have learned what you
wanted them to learn?
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PLAN THE ASSESSMENT
FINAL PRODUCTS
SUB-ASSIGNMENTS
PROCESS DOCUMENTS
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THE FINAL PRODUCT
Final Products Should… require students to understand, synthesize, and apply the
project’s outcomes.
• exemplify project outcomes in an authentic way.
• be relevant and interesting to students.
• give students the opportunity to demonstrate and reflect on their learning.
• require craftsmanship and artful composition.
• be relatively easy to assess. Be sure the product can actually demonstrate that the student mastered the skills and content required.
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PLAN THE ASSESSMENT
FINAL PRODUCTS
SUB-ASSIGNMENTS
PROCESS DOCUMENTS
SCAFFOLDING
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SUB ASSIGNMENTS - Scaffolding
REMINDER…
PBL methodology does not exclude the use of traditional assignments like homework, journals, research, or event note taking.
BUT…these traditional assignments should have context within the larger project. Students should see a clear connection between the assignment and the project.
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SUB ASSIGNMENTS - Scaffolding
Consider developing final products that are built in stages to provide checkpoints…
ProposalsOutlinesPlansBlueprintsDrafts
Edited draftsModelsRevised draftsProduct critiquesProduct tryouts
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PROCESS DOCUMENTATION
Group work contracts
Roles and duties of group members
Student generated task or “to do” lists
Project calendar
Group progress reports
Student time cards
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DEVELOP ASSESSMENT RUBRICS
Design rubrics for content AND broader learning outcomes.
Rubrics should articulate the various performance levels.
Rubrics MUST be handed out in the early stages of the project when they can be used to set expectations.
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New Technology High SchoolNapa, California
http://www.newtechhigh.org/
Integrating technology into every class
Interdisciplinary and project-based
Internship class consisting of classroom curriculum and unpaid work in technology, business or education
Digital Portfolio
http://www.newtechfoundation.org/nthlearning.html
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New Technology HS
LEARNING OUTCOMES
• TECHNOLOGY LITERACY
• COLLABORATION
• CRITICAL THINKING
• ORAL COMMUNICATION
• WRITTEN COMMUNICATION
• CAREER PREPARATION
• CITIZENSHIP AND ETHICS
• CURRICULAR LITERACY (CONTENT STANDARDS)
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THE BIG PICTURE
LEARNING OUTCOMES
EVALUATION RUBRICS
CURRICULAR UNITS (PBL)
REPORTING/STUDENT FEEDBACK
PROFESSIONAL PORTFOLIO
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CHALLENGE
PBL instruction is not as linear as traditional instruction. How canwe organize our project materials for student access, action, self-direction, and project management?
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The Project Briefcase allows teachers to put all project materials in one spot for easy student access and to share with other teachers.
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All items are immediately and dynamically published to the web for access to the curriculum anywhere, anytime.
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They include everything from the entry document that launches the project to the rubrics used to assess the student’s performance.
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Teachers can easily lock items from the student view.
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Teachers can easily lock items from the student view.The Briefcase holds individual
project documents. It can contain text, images, web links, and links to other NTH tools.
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CHALLENGE
How can we help students stay on task and develop self-direction?
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The Course Agenda helps keep complicated projects organized.
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Teachers enter activities for each day including links to resources and homework assignments.
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Like the other tools, this agenda also publishes to the web for students and parents to view anywhere they have a web connection.
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CHALLENGE
How can we better hold students accountable for their collaboration skills while working in a group?
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At the end of each project, students evaluate their group members using this collaboration rubric database.
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Students submit evaluations using a standardized rubric for the whole school.
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Students can view how their peers rated them (although the evaluations are anonymous).
Teachers can view, edit, and delete evaluations as necessary. They can also print a report that averages the evaluations for a given project.
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The evaluations are accessible on the web.
Students have the option to “publish” the evaluations for use as evidence of their collaboration skills.
This is the key to allowing students to demonstrate their performance of our learning outcomes.
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CHALLENGE
How can we capture evidence for skills such as Oral Communication so that students have something to put on their portfolios?
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Students present their solutions!
Students present ideas through debates, skits, panels, presentations, etc… where their work is evaluated by peers,
teachers, parents, and community
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The evaluations are accessible from the web after the student has marked the evaluation “public”.
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The Presentation Database is a place to record and display evaluations of student performance on presentations. Collecting data on our learning outcomes is critical for the student’s Professional Portfolio.
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CHALLENGE
How can we give students and parents clear feedback on student performance that better reflects our authentic assessment practices?
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What do traditional teachers do with a major research paper that has been turned in late?
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More than likely, the teacher will take off points for each day the paper is late.
ASSESSMENT
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More than likely, the teacher will take off points for each day the paper is late.
As soon as the teacher puts that lowered grade in the grade book, we lose important data about the skills and abilities of the student.
ASSESSMENT
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Using the NTH Gradebook, teachers can enter multiple grades for each assignment.
They can accurately record that the paper was late without losing data on how well the student understood the content.
Research Paper 38 50/
/
/
Spelling and Grammar
42 50/
/
/
Content
18 20/
/
/
Critical Thinking
50 100/
/
/
Work Ethic
Sample Student
NTH GRADEBOOK
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CHALLENGE
How can we give students a way to demonstrate their proficiency on the learning outcomes and then how can we assess them?
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Students demonstrate mastery through ….
Products
Presentations
Portfolios
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The Professional Portfolio is the capstone of the NTHS Learning System. NTHS’s entire curriculum serves eight overall learning outcomes. In their portfolios, students demonstrate their proficiency in all eight outcomes.
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These guidelines provide structure around what is otherwise a student-managed collection of projects, evaluations, and documents organized into a web site.
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The portfolios are as diverse as the student body but with similar layouts and organization to aid in evaluation by staff and community members.
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COMMUNICATION TOOLS
STUDENT DATA COLLECTION
CURRICULUM LIBRARY
DIGITAL PORTFOLIO NTHS GRADEBOOK
COLLABORATION EVALUATOR
DISCUSSION BULLETIN BOARDS
What is the Learning System? The NTH Learning System™ is a set of tools and technologies that support a student-centered, project- and problem-based learning environment.
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Key recommendations
Determine the school’s Learning Outcomes (21st Century Skills)
Embed the Learning Outcomes into projects
Design assessments to measure Outcomes
Students prove mastery of Learning Outcomes through Products, Presentations, and Portfolios
Provide students with just-in-time assessment feedback
Learning Outcomes
Projects
Assess 21st Century Skills
Skills-Based Grade Reports
Products Presentations
Portfolios
•Go see 21st Century Learning
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NEW TECHNOLOGY HIGH SCHOOLSNapa and Sacramento
Study Tours and Visits(late September March)
http://www.newtechfoundation.org
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http://www.bobpearlman.org
