Assessment Instruments for Twenty-First Century Skills

The study aimed to examine the role of colleges of education in Yemeni universities in developing the twenty-first century skills among students. The skills include critical thinking and problem-solving; creative thinking; effective communication and cooperation with others; flexibility; adaptation and change management; self and continuous learning; leadership and working with a team; taking responsibility and making decisions; using technology efficiently; understanding and interacting with diverse cultures; and work and self-management. The followed the descriptive and analytical method, using a questionnaire that was distributed to a random sample of (408) students selected from the fourth level of the Faculties of Education in four public universities: Sana'a, Hajjah, Amran, and Hodeidah. The study results revealed a medium role that the colleges of education in Yemeni universities play in developing the twenty-first century skills among their students. The skill of effective communication and cooperation with others received the highest attention, while the skills of work, self-management and the skills of using technology efficiently received the lowest level of attention. The study concluded with a number of conclusions, including absence of a vision for the challenges and requirements of the twenty-first century and lack of support provided to colleges to purchase facilities and equipment. The study recommended that the colleges of education should pay more attention to developing the twenty-first century skills, especially work and self-management skills and the efficient use of technology. Keywords: role, education college, skills, twenty-first century, Yemeni universities.

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Twenty-First-Century Skills

Encyclopedia of the Sciences of Learning ◽

10.1007/978-1-4419-1428-6_6085 ◽

2012 ◽

pp. 3353-3353

Keyword(s):

First Century ◽

Twenty First Century ◽

Twenty First Century Skills

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An exploratory study of the achievement of the twenty‐first century skills in higher education

Education + Training ◽

10.1108/00400911011068441 ◽

2010 ◽

Vol 52 (6/7) ◽

pp. 489-498 ◽

Cited By ~ 5

Author(s):

Ghazi Ghaith

Keyword(s):

Higher Education ◽

Exploratory Study ◽

First Century ◽

Twenty First Century ◽

Twenty First Century Skills

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Towards a Paradigm Shift in Education Practice: Developing Twenty-First Century Skills with Design Thinking

Design Thinking Research ◽

10.1007/978-3-642-31991-4_5 ◽

2012 ◽

pp. 71-94 ◽

Cited By ~ 20

Author(s):

Christine Noweski ◽

Andrea Scheer ◽

Nadja Büttner ◽

Julia von Thienen ◽

Johannes Erdmann ◽

...

Keyword(s):

Paradigm Shift ◽

Design Thinking ◽

First Century ◽

Education Practice ◽

Twenty First Century ◽

Twenty First Century Skills

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Classics and Twenty-First-Century Skills

Forward with Classics ◽

10.5040/9781474295987.ch-017 ◽

2018 ◽

pp. 231-242

Author(s):

Arlene Holmes-Henderson

Keyword(s):

First Century ◽

Twenty First Century ◽

Twenty First Century Skills

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Identifying Group Processes and Affect in Learners

Gamification ◽

10.4018/978-1-4666-8200-9.ch075 ◽

2015 ◽

pp. 1479-1505

Author(s):

Kate Thompson ◽

Lina Markauskaite

Keyword(s):

Decision Making ◽

Learning Outcomes ◽

Virtual Worlds ◽

Tertiary Education ◽

Analytical Techniques ◽

Group Processes ◽

First Century ◽

Assessment Of Learning ◽

Twenty First Century ◽

Twenty First Century Skills

In the last five years, the analytical techniques for identifying the processes of online learning have developed to the point where applications for the assessment of learning can be discussed. This would be most appropriate for twenty-first century skills—such as collaboration, decision-making, and teamwork skills—which are the core learning outcomes in immersive learning environments. The state of the art in this field is still at the stage of discovering patterns of the processes of learning, identifying stages, and suggesting their meaning. However, already it is important to consider what technologies can offer and what information teachers need in order to evaluate students' situated performance and to provide useful feedback. This chapter describes an imagined virtual world, one that affords the range of twenty-first century skills, in order to illustrate types of analyes that could be conducted on learning process data. Such analytical methods could provide both descriptive information about the performance of learners and depict structures and patterns of their learning processes. The future assessment of learning in immersive virtual worlds may draw on data about deep embodied processes and multiple senses that usually underpin professional skills, such as affect, visual perception, and movement. This type of assessment could also provide deeper insights into many psychological processes in collaborative learning, decision-making, and problem-solving in virtual worlds, such as motivation, self-efficacy, and engagement. Overall, the view of the assessment presented in this chapter extends beyond the formal learning outcomes that are usually required by tertiary education quality and standards agencies and assessed in traditional courses in higher education to include a range of new capacities that may not be required but are essential for successful performance in contemporary workplaces.

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Towards Realizing Twenty-First Century Skills

Multicultural Instructional Design ◽

10.4018/978-1-5225-9279-2.ch059 ◽

2020 ◽

pp. 1243-1261

Author(s):

Geraldine Torrisi-Steele

Keyword(s):

Formal Education ◽

Modern Society ◽

Good Evidence ◽

First Century ◽

Widening Participation ◽

University Graduates ◽

Effective Learning ◽

Learning Capabilities ◽

Twenty First Century ◽

Twenty First Century Skills

Metacognitive capabilities are the core of the “soft skills” we have come to know as twenty-first century skills. However, there is good evidence, both empirical and anecdotal, that metacognitive capabilities are not well developed even in university graduates. Given the recognition of the necessity of such skills in enabling full participation of individuals in modern society, and in enabling humankind as a whole to continue to move forward in positive ways, the need to better nurture the development of metacognitive capabilities is pressing. The massification of education and the widening participation of people in higher education means that formal education can more greatly influence and shape people's learning capabilities. Given appropriate instructional design of experiences, education has thus great potential for setting people up to continue effective learning throughout their lifespan. Developing metacognition requires designing instructional experiences targeting not only discipline requirements but also deliberately scaffolding the development of metacognitive capabilities as an integral component of the discipline.

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