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- Generic skills (3)
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Articles 1 - 5 of 5
Full-Text Articles in Educational Assessment, Evaluation, and Research
What Can Early Childhood Education And Care Settings Teach Us About Skills For The 21st Century?, Dan Cloney, Kellie Picker
What Can Early Childhood Education And Care Settings Teach Us About Skills For The 21st Century?, Dan Cloney, Kellie Picker
2009 - 2019 ACER Research Conferences
Early childhood education and care (ECEC) settings are naturally oriented towards promoting 21st century skills. This can be seen in Australia, where learning is defined as the development of identity, social and emotional skills, problem-solving, and communication skills. A 21st century orientation is also seen in the playbased pedagogies implemented in ECEC settings. A gap, however, exists in the ability of the ECEC sector to communicate its successes. This gap relates to the lack of measurement tools to quantify the quality of the adult–child interactions in ECEC settings, and children’s growth in these 21 century skills and abilities. This paper …
Assessment In The Interpersonal Domain: Experiences From Empathy Assessment In Medical Education, Neville Chiavaroli
Assessment In The Interpersonal Domain: Experiences From Empathy Assessment In Medical Education, Neville Chiavaroli
2009 - 2019 ACER Research Conferences
Frameworks for the teaching and assessment of 21st-century skills commonly recognise the importance of learning and skill development in the interpersonal domain. They also usually acknowledge the challenge of reliably and validly assessing students in this domain. In the field of medical education and in selecting students for medical courses, the concept of empathy has become central to representing the particular interpersonal understandings and skills expected of students and practising doctors. Attempts to assess these attributes during medical training are just as challenging as in school contexts. This presentation draws on several years’ experience of working with medical educators to …
Assessing And Understanding Social And Emotional Skills: The Oecd Study On Social And Emotional Skills, Sue Thomson
Assessing And Understanding Social And Emotional Skills: The Oecd Study On Social And Emotional Skills, Sue Thomson
2009 - 2019 ACER Research Conferences
In an increasingly fast-changing and diverse world, the importance of developing social and emotional skills is becoming more evident. The large body of accumulated evidence shows that these skills have strong relationships with life outcomes and they have been referred to as a key component of 21st century skills. The Organisation for Economic Co-operation and Development (OECD) Study on Social and Emotional Skills is a new international assessment of these skills in students at primary and secondary schools. This study also gathers information on students’ families, schools and community learning contexts, aiming to provide information about the conditions or practices …
Assessment Standards, ‘Intentional Alignment’, And Dialogic Inquiry, Claire Wyatt-Smith
Assessment Standards, ‘Intentional Alignment’, And Dialogic Inquiry, Claire Wyatt-Smith
2009 - 2019 ACER Research Conferences
Internationally, the policy move towards standards-aligned instruction is gaining momentum. In Australia, standards have assumed unprecedented prominence in education policy relating both to classroom practice and to teacher preparation and career progression. The move is also evident in the United States, where the lure of standards to inform improvement is clear: significant investment has been committed to longitudinal research to examine at state and district levels the desirable conditions for implementing standards, their impact on developing college- and career-ready teachers, and in turn, the impact on teacher instruction and student outcomes. Moves such as this are occurring in the absence …
Improving Assessment For Indigenous Students, Alison Quin
Improving Assessment For Indigenous Students, Alison Quin
2009 - 2019 ACER Research Conferences
This workshop will introduce a teaching scenario and existing unit of work built around Indigenous culturally inclusive practices. Participants will work in small groups to devise assessment items in a scaffolded process. The development of assessment tasks will be informed by clarifying Indigenous education, the process of building relationships between schools and Indigenous communities that contribute to co-developed units of work, and principles of Indigenous culturally inclusive practice such as place-based, community-grounded and group production practices.