Cultivation of 21st-century skills: Creating and implementing rubrics for assessing projects

2019 ◽  
Vol 6 (7) ◽  
pp. 180-188
Author(s):  
Κaterina Κasimatis ◽  
Dionisios Kouloumpis ◽  
Theodora Papageorgiou
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Authentic Assessment ◽  
Structured Interview ◽  
Metacognitive Skills ◽  
Self Assessment ◽  
Educational Work ◽  
Traditional Assessment ◽  
Project Assessment ◽  
Assessment Techniques

The purpose of this study is to highlight the effectiveness of the implementation of the rubric for the project assessment in comparison with other traditional assessment techniques. The development of skills and the improvement of educational work are concerned. This processing tool automatically quantifies the gradient of the criteria and automatically completes the final descriptive evaluation. It has a modern pedagogical scientific approach and flexibility, which gives impetus to creative projects in school. Six teachers of a Greek high school in Athens participated in the study. The data were collected through a semi-structured interview. The results revealed that the rubric can replace any other traditional technique. The tool allowed the students and the teachers to communicate constructively. Teachers assessed the rubric in a positive way as the students were led to self-assessment processes through reflection and feedback and the development of cognitive and metacognitive skills. Keywords: Authentic assessment, project, rubric, assessment criteria, reflection, 21st-century skills.

Promoting educational work using modern educational assessment tools: Creating and implementing rubrics for assessing projects and the cultivation of 21st-century skills

2019 ◽  
Vol 6 (7) ◽  
pp. 189-196
Author(s):  
Dionisios Kouloumpis ◽  
Theodora Papageorgiou ◽  
Κaterina Κasimatis
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Assessment Tool ◽  
Structured Interview ◽  
Study Data ◽  
Assessment Tools ◽  
Metacognitive Skills ◽  
Self Assessment ◽  
Educational Work ◽  
Project Assessment

The purpose of this study is to highlight the effectiveness of the use of rubric as a modern technique for teaching and assessing educational work. More specifically, our purpose is to explore the benefits of the implementation of the rubric for the project assessment in comparison with other traditional assessment techniques as far as the development of skills and the improvement of the educational work is concerned. The analytical rubric that was created and employed in the study included the following criteria (each with pre-determined quality levels): content completeness, structure and organisation, creativity, development of skills and cognitive concepts. This processing tool automatically quantifies the gradient of the criteria and automatically completes the final descriptive evaluation. It has a modern pedagogical scientific approach and flexibility, which gives impetus to creative projects in school. Six teachers of a Greek high school in Athens participated in the study. Data were collected through a semi-structured interview. The nature of the study was qualitative. The results revealed that the rubric can replace any other traditional technique. The tool allowed the students to evaluate their efforts, thus allowing them to realise the usefulness of the rubric as a self-assessment tool. Moreover, by using the rubric the students and the teachers had the chance to communicate constructively. The teachers and the students assessed the rubric in a positive way as the students were led to self-assessment processes through reflection and feedback and the development of cognitive and metacognitive skills. Keywords: Authentic assessment project, rubric, assessment criteria, reflection, 21st-century skills.

scholarly journals Education 4.0: Robotics Projects to Encourage 21st Century Skills

RENOTE ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 450-459
Author(s):  
Deivid Eive dos S. Silva ◽  
Aline De Oliveira Sousa ◽  
Marcela R. Oliveira ◽  
Marialina Corrêa Sobrinho ◽  
Eduardo Todt ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Mobile Robotics ◽  
Project Based Learning ◽  
Self Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Grounded Theory Method ◽  
Creativity And Innovation

Education 4.0 is defined as a student-centered learning model that prepares young for the challenges of the 21st Century, how to deal with emerging technological resources and processes. This case study aimed to encourage 21st Century skills and competencies seen as relevant to Education 4.0, such as teamwork, communication, autonomy, creativity, and innovation. In this study, we analyzed the feedbacks collected to identify which skills were encouraged in undergraduate and graduate students during one semester of the Mobile Robotics discipline, using Project-Based Learning (PBL). Students carried out projects and answered a self-assessment questionnaire about their skills. The qualitative analysis of the case study followed the procedures of the Grounded Theory method. The results indicated that learning based on robotics projects could encourage teamwork, communication, and organization skills.

bASES21: A Model for the Self-assessment of 21st-Century Skills in the Context of Computing Education in K-12

2021 ◽  
pp. 366-391
Author(s):  
Christiane Gresse von Wangenheim ◽  
Leonardo P. Degering ◽  
Fernanda Mioto ◽  
Lúcia H. Martins-Pacheco ◽  
Adriano F. Borgatto ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
The Self ◽  
Self Assessment ◽  
Computing Education ◽  
K 12

scholarly journals THEORETICAL FRAMEWORK FOR TEACHERS SELF- ASSESSMENT TO TEACH 21ST CENTURY SKILLS

2021 ◽  
Vol 2 ◽  
pp. 402-429
Author(s):  
Dace Namsone ◽  
Līga Čakāne ◽  
Dace Eriņa
Keyword(s):  
Education Reform ◽  
Performance Appraisal ◽  
Professional Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Good Practice ◽  
Theoretical Framework ◽  
Assessment Tools ◽  
Learning Progressions ◽  
Self Assessment

The context of educational reforms taking place in many countries gives special relevance, as the curriculum enters the 21st century skills or so-called transversal skills. It is necessary to ascertain how successful the teaching of these skills is already so that the school management together with teachers develop evidence-based or data-driven professional development solutions. The aim of the research is to create a theoretical framework and corresponding self-assessment tools, how the teacher can assess for himself to what extent he has succeeded in achieving the competence to teach students in the 21st century skills required to achieve the goals set by the school in the context of the ongoing education reform in the country. For the self-assessment of teachers’ competencies, performance appraisal is used, comparing to what extent does teaching in a particular case correspond to good practice using performance level descriptors as tools - a set of teachers' learning progressions and tests. The developed set of teachers' professional learning progressions is based on data-based and field-tested analytical descriptions of performance levels from expert work. It includes 17 progressions developed within the framework of categories and criteria, the practical testing of which in school practice is planned in the authors' further research.

scholarly journals PENGEMBANGAN PERANGKAT PENILAIAN AUTENTIK MATA PELAJARAN PRAKARYA DAN KEWIRAUSAHAAN DI SMK

2016 ◽  
Vol 6 (2) ◽  
pp. 184
Author(s):  
Kustitik Kustitik ◽  
Samsul Hadi
Keyword(s):  
High School ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Field Testing ◽  
Vocational High School ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Project Assessment ◽  
Assessment Sheet ◽  
Spiritual Attitude

Penelitian ini bertujuan untuk: (1) menghasilkan perangkat penilaian autentik mata pelajaran prakarya dan kewirausahaan di SMK, dan (2) mengetahui karakteristik perangkat penilaian autentik mata pelajaran prakarya dan kewirausahaan dari segi validitas, reliabilitas, dan kepraktisan perangkat penilaian yang dihasilkan. Penelitian pengembangan ini mengacu langkah yang dikembangkan oleh Borg & Gall yang dimodifikasi menjadi delapan langkah pengembangan. Langkah pengembangan tersebut yaitu studi pendahuluan, perencanaan produk, pengembangan produk, uji coba terbatas, revisi, uji coba lapangan, revisi akhir, dan diseminasi produk. Hasil penelitian menunjukan bahwa (1) perangkat penilaian autentik terdiri dari perangkat penilaian kompetensi sikap berupa lembar penilaian observasi sikap spiritual, lembar penilaian observasi sikap sosial, lembar penilaian diri, dan lembar penilaian teman sebaya, perangkat penilaian kompetensi pengetahuan berupa lembar penilaian tes tertulis dan lembar penilaian penugasan, dan perangkat penilaian kompetensi keterampilan berupa lembar penilaian unjuk kerja; (2) perangkat penilaian autentik yang dikembangkan dinyatakan memenuhi kriteria valid, reliabel, dan praktis. Kata kunci: penilaian autentik, prakarya dan kewirausahaan, SMK DEVELOPING AUTHENTIC ASSESSMENT KIT FOR HANDICRAFT AND ENTREPRENEURSHIP SUBJECTS AT VOCATIONAL HIGH SCHOOL Abstract This study aimed to: (1) produce an authentic assessment kit for Handicraft and Entrepreneurship subjects at vocational high school and (2) investigate the characteristics of the authentic assessment kit developed for Handicratf and Entrepreneurship subjects from the points of vie of its validity, reliability, and practicality. This research and development adapted the model by Borg and Gall which modified the procedures into eight development stages. The stages were exploration, product planning, product development, preliminary testing, revisions, field testing, final revision, and dissemination. The results were: (1) the authentic assessment kit consisted of the attitude assessment set in the form of observation sheets, self-assessment and peer assessment for attitude competence assessment in the form of spiritual attitude observation sheet, social attitude observation sheet, self-assessment sheet, peer assessment sheet, knowledge assessment kit in the form of written tests and project assessment sheets, and skils assessment kit in the form of performance assessment sheet; and (2) the authentic assessment kit developed was considered fulfilling the criteria of validity, reliability, and practicality. Keywords: authentic assessment, handicraft and entrepreneurship, vocational high school

scholarly journals The Effect of the Augmented Reality Applications in Science Class on Students’ 21st Century Skills and Basic Skills

2021 ◽  
Vol 4 (4) ◽  
pp. 337-346
Author(s):  
Irem Dilmen ◽  
Nurhan Atalay
Keyword(s):  
Elementary School ◽  
Augmented Reality ◽  
Data Collection ◽  
21St Century ◽  
21St Century Skills ◽  
Basic Skills ◽  
Structured Interview ◽  
Control Group ◽  
Science Class ◽  
Data Collection Tool

This study investigates augmented reality (AR) applications on 21st-century skills and basic skills of elementary school students. The research method is determined as a mixed method. The sample group of the research consisted of 62 randomly selected elementary school 4th-grade students. In the experimental group, courses were taught using AR, and in the control group, the lessons were taught with activities included in the science class. In the research, the 21st-century learning and innovation scale and basic skills scale was used as a quantitative data collection tool, and semi-structured interview and researcher's journal were used as a qualitative data collection tool. According to the results, the study of science using augmented reality applications has positively affected the skills of elementary school 4th-grade students. The qualitative results of the research concluded that students' creativity and innovation, critical thinking, making inferences, problem-solving, collaboration, and communication skills developed. During the interviews with students and the classroom teacher, they stated that the AR application makes information more permanent by embodying the information in their minds. The lessons are fun and exciting; their interest in technology is increased and should be used in other lessons.

scholarly journals Classroom Management: How Important is Authentic Assessment of 21st Century Skills in Biology Education Students?

2022 ◽  
Vol 8 (1) ◽  
pp. 188-194
Author(s):  
Anda Juanda
Keyword(s):  
Classroom Management ◽  
21St Century ◽  
21St Century Skills ◽  
Biology Education ◽  
Authentic Assessment ◽  
Survey Method ◽  
Education Students ◽  
Research Participants ◽  
Survey Results

To compete in the 21st century, educators need to equip students with various skills called 21st-century skills. The purpose of this research is to identify and describe the perceptions of biology education lecturers and students regarding the authentic assessment of 21st-century skills. The method used in this research is an internet-based survey method. The research participants consisted of 7 lecturers and 80 students majoring in biology education. The instrument used is a result questionnaire consisting of 11 questions for lecturers and ten questions for students. The survey results show that lecturers and students know about the components and urgency of 21st-century skills. In addition, the assessment of these skills is also quite often done. However, there are still some obstacles in authentically assessing 21st-century skills.

scholarly journals Discrepancy Analysis of Authentic Assessment Implementation Based on Curriculum 2013 in EFL Classroom at SMA Negeri 1 Kuta Utara, Badung

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Luh Suastini
Keyword(s):  
Evaluation Model ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Descriptive Statistics ◽  
Self Assessment ◽  
Project Assessment ◽  
Discrepancy Analysis ◽  
Efl Teachers ◽  
Research Questions ◽  
The Ideal

This study aimed at analyzing the discrepancy between the ideal authentic assessment implementation and the real implementation in a Senior High School EFL class at senior, and describing the teachers’ belief on authentic assessment. The study was conducted in SMAN 1 Kuta Utara, Badung. There are two research questions which become guidelines of this study:  a) the extent of the discrepancy of authentic assessment implementation in EFL classroom of SMAN 1 Kuta Utara based on Curriculum2013; b) the EFL teachers’ belief on the authentic assessment based on Curriculum 2013. The research employed Discrepancy Evaluation Model by Provus modified by Marhaeni (2012). The data were collected through observation sheet, questionnaire and interview. The obtained data were analyzed using descriptive statistics of Ideal Theoretical Reference. The research found that in self-assessment, the discrepancy was big (77,22%); in performance assessment, the discrepancy was kecil (10.04%);in project assessment, the discrepancy was very big  (5.5%), and in portfolio assessment, the discrepancy was big (66.26%). In general it can be concluded that the discrepancy in authentic assessment implementation in EFL classroom at SMAN 1 Kuta Utara was categorized as moderate (46.19%).  In contrast with the finding of discrepancy of authentic assessment, the finding in teachers’ belief is positive (65.56%). These findings indicate that teachers’ belief are positive toward authentic assessment but they did not optimally implement authentic assessment.

Sign in / Sign up

Export Citation Format

Share Document