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 Why the Optimism Misses? An Analysis on the Gaps and Lags of Teachers’ Perceptions of 21st Century Skills

2021 ◽  
Vol 10 (1) ◽  
pp. 68-75
Author(s):  
Jijo Varghese ◽  
M N Mohamedunni Alias Musthafa
Keyword(s):  
Secondary School ◽  
21St Century ◽  
21St Century Skills ◽  
Secondary School Teachers ◽  
Human Life ◽  
Teaching Experience ◽  
Survey Method ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Level Data

The present century demands transformative competencies in all spheres of human life and this necessitated the evolution of a new civil right in the modern era. Inevitably, this demands for new sets of skills and competencies in the learners to meet the challenges and competitions of the knowledge economy, labor market and information settings. To build the 21st century skills and competencies in the learners, teachers need to have awareness and knowledge about these skills and apply them in their daily classroom activities. In order to execute the strategies for promoting 21st century skills among learners, a clear perception on the same is highly essential. It is interesting to analyze the perception of the teachers and the missing gaps. This study was conducted to examine the gap between the actual and ideal perception of 21st century skills among secondary school teachers of Kerala. It also examined to what extent their age, teaching experience and subjects have been related to perception level. Data has been collected from secondary school teachers (N=350) through survey method. The result of the study showed that there was gap between actual and ideal perceptions of 21st century skills among the secondary school teachers and also positive correlation between age, teaching experience and the actual perception of 21st century skills.

scholarly journals Investigating 21st Century Skills Level among Youth

2021 ◽  
Vol 1 (2) ◽  
pp. 99-107
Author(s):  
Jijo Varghese ◽  
Mohamedunni Alias Musthafa
Keyword(s):  
College Students ◽  
21St Century ◽  
21St Century Skills ◽  
Demographic Variables ◽  
First Century ◽  
Survey Method ◽  
Significant Difference ◽  
Males And Females ◽  
High Level ◽  
Descriptive Survey

Twenty-first century skills are a set of capabilities and competencies that students need to cultivate and develop to succeed in the age of information and technology. The success and growth of today's youth in the labour market and the knowledge economy depend on the level of 21st century skills they possess. Hence the key objective of this study was to answer the questions: to what extent do the youth possess 21st century skills? Is there a difference between levels of 21st century skills on account of various demographic variables? The researchers used the descriptive survey method and selected 160 college students randomly from various higher education institutions of Kerala, the southern part of India, for the study. The significant findings of this study revealed that 15.6% have a Low level, 68.1% have an Average level, 16.3% have a high level of 21st-century skills. No significant difference exists between males and females and stream of subjects of college students with respect to the level of 21st century skills, but there is a substantial difference between the youth who belong to the urban and rural locality.

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.

scholarly journals Project Based Learning dengan Desain Flipped Classroom Tipe Peer Instruction Flipped untuk Meningkatkan Ketrampilan Berpikir Kritis Dan Literasi Sains

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Wilyati Agustina Bangun ◽  
Siti Naphiah
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Scientific Literacy ◽  
Flipped Classroom ◽  
Biology Education ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Peer Instruction ◽  
Education Students

The 21st century is an era of globalization in which humans are required to have 21st century skills including critical thinking skills and scientific literacy in order to solve problems and make the right decisions. Both skills must be prepared including biology education students. A number of research reports have shown low levels of both skills in biology students. The solution that can overcome these problems is to apply learning in accordance with the demands of the 21st century, student-centered, collaboration. This study aims to analyze the effect of Project Based Learning with the Peer Instruction Flipped Type Flipped Classroom design on critical thinking skills and scientific literacy. The research subjects were Biology Education students of IKIP Budi Utomo Malang, which consisted of two classes, namely class A which implemented project based learning with the design of the Flipped Classroom, Peer Instruction Flipped, Experiment and Class B, which applied the Flipped Classroom with the Peer Instruction Flipped Type. The research instrument was in the form of pretest-posttest questions, critical thinking skills, and scientific literacy. Data analysis of the total value of each strategy using paired t-test. The results showed that the Flipped Classroom Peer Instruction Flipped Type in improving thinking skills and scientific literacy.

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