21st Century Skills And 21st Century Skills And Assessment In Global Assessment In Global Economy Economy

Kiev, May 26, 2010Dr. Mark Zelman

“The illiterate of the 21st century will not be those who cannot read or write, but those who cannot learn, unlearn and relearn.”

--Alvin Toffler, American writer and futurist (1928- )

21st Century Skills…

1. Better Education or Lower Pay? What are they?

2.Why do we need them?

3.Who decides what comprises “21st Century Skills”?

21st Century Skills for a 21st Century Skills for a globalglobal economy…economy…

Flattening of the Flattening of the worldworld

GlobalizationGlobalization CompetitionCompetition Shift in work Shift in work

patterns and patterns and careerscareers

How our students will compete in a new global economy?

Source: PISA 2000, 2003, 2006

30th

25th

20th

15th

10th

5th

1st

2000 2003

OECDRanking

MathScience ReadingProblem Solving

24th

18th

24th

14th

18th

15th 15th

29th

35th2006 2000 2003 2000 2003 2006

35th

2003

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The skills that are easiest to teach and test are also the ones that are easiest to:

automatedigitize and outsource

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What Skills Are Now What Skills Are Now Required?Required?

Routine ManualRoutine Manual: Physical tasks that follow a set of rules: Physical tasks that follow a set of rules

Example: installing windshields on new vehicles in automobile assembly plants Example: installing windshields on new vehicles in automobile assembly plants

Non-Routine ManualNon-Routine Manual: Physical tasks that do not follow set rules or if-then do : Physical tasks that do not follow set rules or if-then do statementsstatements

Example: cleaning a buildingExample: cleaning a building

Routine CognitiveRoutine Cognitive: Simple mental tasks that follow a set of rules: Simple mental tasks that follow a set of rules

Example: maintaining expense reportsExample: maintaining expense reports

Non-Routine AnalyticNon-Routine Analytic: Solving problems for which there are no rule-based : Solving problems for which there are no rule-based solutionssolutions

Example: diagnosing a strange, unknown illnessExample: diagnosing a strange, unknown illness

Non-Routine InteractiveNon-Routine Interactive: Interacting with humans to acquire information: Interacting with humans to acquire information, , to explain it, or to persuade others of its implications for action to explain it, or to persuade others of its implications for action

Example: a manager motivating the people whose work she supervises Example: a manager motivating the people whose work she supervises

What do these skills look What do these skills look like?like?

Gathering, synthesizing, and analyzing information.Gathering, synthesizing, and analyzing information.

Working autonomously to a high standard with minimal Working autonomously to a high standard with minimal supervision.supervision.

Leading other autonomous workers through influence.Leading other autonomous workers through influence.

Being creative and turning that creativity into action.Being creative and turning that creativity into action.

Thinking critically and asking the right questions.Thinking critically and asking the right questions.

Striving to understand others’ perspectives and to Striving to understand others’ perspectives and to understand the entirety of an issue. understand the entirety of an issue.

Communicating effectively, often using technology.Communicating effectively, often using technology.

Working ethically, firmly based in both your own society and Working ethically, firmly based in both your own society and the planet as a whole. (“the planet as a whole. (“21st century skills”21st century skills”))

Work Ethic 80%

Collaboration 75%

Good Communication 70%

Social Responsibility 63%

Critical Thinking & Problem Solving 58%

Source: Partnership for 21st Century Skills. (2006). “Workforce Survey: Are They Really Ready to Work.” 28

What skills are most important for job success when hiring a high school and university graduate?

Written Communication 81%

Leadership 73%

Work Ethic 70%

Critical Thinking & Problem Solving 70%

Self-Direction 58%

Source: Partnership for 21st Century Skills. (2006). “Workforce Survey: Are They Really Ready to Work.” 29

Of the high school and university students that you recently hired, what were theirdeficiencies?

Critical Thinking 78%

Information Technology 77%

Health & Wellness 76%

Collaboration 74%

Innovation 74%

Personal Financial Responsibility 72%

Source: Partnership for 21st Century Skills. (2006). “Workforce Survey: Are They Really Ready to Work.” 30

What skills and content areas will be growing in importance in the next five years?

20th Century Education Model

English

Reading or Language Arts

Mathematics

Science

Foreign Languages

Civics

Government

Economics

Arts

History

Geography

Core Subjects

20th Century Skills

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21st Century Skills

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Learning and Innovation Skills

21st Century Skills

Critical ThinkingCritical Thinking

CreativityCreativity

CommunicationCommunication

Problem SolvingProblem Solving

InnovationInnovation

CollaborationCollaboration

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Learning and Innovation Skills

21st Century Skills

Critical ThinkingCritical Thinking• Acquiring, analyzing and evaluating information to reach Acquiring, analyzing and evaluating information to reach a conclusiona conclusion

CommunicationCommunication• Using spoken, written or non-verbal language to obtain Using spoken, written or non-verbal language to obtain information information or express ideas and argumentsor express ideas and arguments

ResearchResearch• Planning and conducting an investigationPlanning and conducting an investigation• Includes defining information needs, using appropriate Includes defining information needs, using appropriate tools to collect tools to collect relevant information, and comparing data to develop relevant information, and comparing data to develop explanationsexplanations

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Academic Content Standards Common Processes

Learning and Innovation Skills

21st Century Skills

Problem Solving/DesignProblem Solving/Design• Performance-based process involves framing, analyzing and Performance-based process involves framing, analyzing and synthesizing informationsynthesizing information

CollaborationCollaboration• Interacting effectively with a diverse range of people to come up with Interacting effectively with a diverse range of people to come up with news ways of thinkingnews ways of thinking

Meta-cognitionMeta-cognition• Developing the awareness and the ability to control one’s thinking Developing the awareness and the ability to control one’s thinking processes, in particular the use of problem-solving strategiesprocesses, in particular the use of problem-solving strategies

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Academic Content Standards Common Processes

Learning and Innovation Skills

21st Century Skills

Critical ThinkingCritical Thinking• Understanding logical connections between ideasUnderstanding logical connections between ideas• Ability to solve problems systematicallyAbility to solve problems systematically

CreativityCreativity• The capacity to make or express things that didn’t exist before or to The capacity to make or express things that didn’t exist before or to solve problems in new wayssolve problems in new ways

InnovationInnovation• The creation, development and implementation of a new product, The creation, development and implementation of a new product, process or service, with the aim of improving efficiency, process or service, with the aim of improving efficiency, effectiveness or competitive advantageeffectiveness or competitive advantage

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Education in the Global Economy (EDGE) Committee

21st Century Skills

Information, Media and Technology Skills Information Literacy

• Accessing information efficiently and effectively

• Critically evaluating information

Media Literacy• Understanding how media messages are constructed

• Examining how individuals interpret messages differently

Information, Communications and Technology Literacy

• Using digital technology and communication tools to access, manage, integrate, evaluate, and create information

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Life and Career Skills

Leadership & Responsibility• Using interpersonal and problem-solving skills to influence and

guide others toward a goal

Productivity & Accountability• Meeting and high standards for delivering quality work on time

• Demonstrating diligence and a positive work ethic

Flexibility & Adaptability• Adapting to varied roles and responsibilities• Working effectively in a climate of changing priorities

21st Century Skills

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Creativity: Creativity: The capacity to make or The capacity to make or express things that didn’t exist before or to express things that didn’t exist before or to

solve problems in new ways solve problems in new ways

40Source: The Christian Science Monitor (2009).

More More Questions…Questions…

How can 21st Century skills be assessed?How can 21st Century skills be assessed?Who is responsible for assessment?Who is responsible for assessment?To whom will the assessment results be To whom will the assessment results be

meaningful?meaningful?How will assessment results be How will assessment results be

communicated?communicated?

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Task 3 Task 3 –– Interpret and Synthesize Interpret and Synthesize Information from Graphs and Text Information from Graphs and Text

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This task asks examinees to evaluate and analyze a set of various materials related to the same topic — a brief reading passage and two charts or graphs.

Examinees are asked to state the main claims of the reading passage and then to discuss the extent to which the data in the charts support or challenge those claims. [30 minutes]

Task (Interpret and Synthesize Task (Interpret and Synthesize Information) Information)

– Skills Assessed– Skills Assessed

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•Construct a well-reasoned, logically compelling, and well-organized summary of information presented verbally and visually 

•Identify, analyze, and synthesize complementary and contradictory data and assertions

•Express ideas clearly and precisely, avoiding vague or fuzzy thinking

 

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Task 3Interpret and Synthesize InformationDirections: Read the following passage and analyze the two accompanying graphs. Write a brief essay in which you state the main claims of the passage and then discuss what information in the graphs supports and what information in the graphs challenges the main claims of the passage. When you are finished, click Done.

PassageMost citizens of the country of “Alta” like to consider themselves environmentalists. They rank the environment among the top ten election year issues, and nine out of ten say that their concerns about protecting the environment will influence their vote for president. But at this point in the election cycle, voters also admit that they are not poring over candidates’ specific proposals. Rather, they are judging candidates’ environmental proposals in context with their character and leadership skills. When voters are asked to pick a label that best summarizes their intended vote, only 14 percent of Altans choose “the environment,” while 23 percent choose “strong leadership in economic matters,” and 29 percent choose “keep Alta on a steady course,” according to a recent poll. It’s unclear how concern for the environment will play out when voters seem to care—at least for now, anyway—more about the economy and stability. Although worry about environmental problems has declined in the past decade, Altans still have many environmental concerns ranging from the safety of drinking water to global overpopulation. The environment has not yet emerged as a central campaign issue, but most Altans are deeply troubled, saying that they are running out of time to save the planet from permanent damage. Most Altans claim that they recycle, that they avoid products suspected of causing environmental problems, and that they would pay more for such things as cleaner gasoline and autos with greater fuel efficiency. But very few of these people in fact are willing to carpool. To complicate matters, the current economic recession in Alta makes it likely that economic issues will play an important role in the election. Although the majority of voters do not believe that protecting the environment necessarily involves economic tradeoffs, if a choice were required, voters could possibly tend to side with the environment.

Very Important

Somewhat Important

Not too important

Not at all important

Very important

Somewhat important

Not too important

Not at all important

No trade-off needed

Sacrifice economy forenvironment

Sacrifice environment foreconomy

Don't know

0 10 20 30 40 50 60 70 80

Global warming

Beach and ocean pollution

Air pollution

Toxic waste

Water pollution

2000

1990

Importance of Environmental versus Economic Concerns inDeciding How to Vote in the Presidential Election

Percent who answer “A great deal” when asked how much they worry about the following environmental problems:

Increase size

1.

2.

Increase size

How important are environmental concerns?

Importance of environmental versus economic concerns in deciding how to vote in the presidential election

Figure1.

Very Important

Somewhat Important

Not too important

Not at all important

How important are economic concerns?

Economy versus environment

Very important

Somewhat important

Not too important

Not at all important

No trade-off needed

Sacrifice economy forenvironment

Sacrifice environment foreconomy

Don't know

Close

Percent who answer “A great deal” when asked how much they worry about the following environmental problems:

Figure2.

Close

0 10 20 30 40 50 60 70 80

Global warming

Beach and ocean pollution

Air pollution

Toxic waste

Water pollution

2000

1990

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Notes for Readers Task 3Interpret and Synthesize Information

Main claims of the passage: Although most Altans (nine out of ten) say that they are concerned about the environment, they do not seem to consider environmental issues the most significant issue in the upcoming political election (compared to economic issues).

 Data in the graphs that could be used to support the passage’s claims: Figure 1: The survey indicates that the clear majority consider “environmental concerns” very important, which supports the claim that Altans are concerned about the environment. The data showing the importance of the economy supports the passage’s assertion that economics will play a major role in the election. Figure 2: The data suggest that worry about the environment has declined during the past decade, although many Altans still have concerns about the environment.

 Data in the graphs that could be used to challenge the passage’s claims: Figure 1: Significantly fewer than “nine out of ten” Altans consider the environment as “very important,” calling into question the passage’s claim about their concerns for the environment during the election year. Figure 2: The high percentage of Altans stating they “worry a great deal” about four of the environmental problems listed in the survey suggests that, in fact, the environment may constitute a central political issue. 

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Welcome to the Advanced Mathematical Reasoning Test

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Mathematical Mathematical Reasoning Reasoning

CapabilitiesCapabilities

• Problem Solving Strategies

• Logical Reasoning

• Mathematical Modeling

• Patterns and Similarities

• Estimation and Approximation

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Click on a choice, then click on a box.

Reasoning Capability: Logical ReasoningMathematical Content: Arithmetic (Number Theory)

Question Type: Selection Response

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Correct Answer

Reasoning Capability: Logical ReasoningMathematical Content: Arithmetic (Number Theory)

Question Type: Selection Response

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Score ReportsScore Reports

• Purpose: To assist in assessing the qualifications of applicants for admission and to support admissions decisions

• Score Users:– Admissions officers– Test takers

• Score Uses: – Identifying candidates with strong

reasoning capabilities and adequate mathematical knowledge

– Differentiating between candidates based on the user’s specific requirements

– Providing test takers with diagnostic information

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Welcome to the Medical School Assessment of Non-Cognitive Skills

Purpose of the AssessmentPurpose of the Assessment

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• Purpose: intended for decisions making about admissions to medical school that are based on assessments of the applicants’ non-cognitive traits often assessed by interviewing a candidate such as leadership, organization, cooperation, communication, sensitivity, and creativity

• Potential use: a way of determining the success or failure of social and emotional interventions

• Target Population: medical ad nursing school applicants

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Description of Tasks in the Assessment

Click OK when youare finished.

Candidates will be asked a series of questions based on the interaction of the avatars in the scenario.

At the beginning of the assessment, candidates will choose “avatar” representations to use throughout the test, both for themselves and for classmates who have been assigned certain personality traits and work habits. To increase the realism and enjoyment of the test, avatars may be customized by the candidate.

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Adams Caterers charges $40 per hour to prepare the food for a party and charges a flat fee of $100 to serve the food at the party.

Sample Group of “Classmates”

•Paul is new to the school and a little shy. You don’t know him very well, but you have the impression that he is intelligent and hard-working.

•Carlos is your best friend. He tends to goof off in school and not work very hard. However, you know that he has been lonely since his older brother went to college, and you think that this project might help cheer him up.

•Lauren is better with computers than anyone else in your class, but you know that she can be very opinionated and sometimes hard to work with, even though she often has good ideas. She always hands her work in on time and is never unprepared for tests.

•Hillary is a very good writer, especially when it comes to fiction and poetry. She can be a little messy and disorganized, and often forgets when papers are due even though she does an excellent job when she does hand them in.

•Joe is the most popular kid in your class, and you have always wanted the chance to get to know him better. He’s always making jokes, and you know that working with him would be a lot of fun. But you’re not quite sure what kind of student he is, or how seriously he would take your project.

•Sally is very organized and efficient: she always studies for tests, and her projects are always completed neatly and handed in on time. You don’t think she’s very good with computers, but you like her. You know, however, that she gets impatient with others who are not as organized as she is.

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Sample Question (Leadership)

Your teacher has assigned your class a term project investigating your choice of a controversial issue with the potential to affect the lives of many people. Your project will require close collaboration with your teammates and will involve reading, writing, and effective use of different computer programs. To your surprise, your teacher chooses you as the leader of your team. You need to choose a team that will work well together, and also will have the best chance of producing a good final project. You have never been in charge of a team of people before, and you want to select a group that you can lead effectively.

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Sample Question (Leadership)

Drag the three students to the team room who would be the LEAST RISKY choices to produce the best final project and deliver it on time.

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Sample Question (Cooperation)

Click on the two students most likely to have problems working together effectively.

Sample Score ReportSample Score Report

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Name: Jamil Chaudary

 Jamil performed at the following levels on the Assessment of Non-Cognitive Skills: • LEADERSHIP: 87th percentile. Compared to his peers, Jamil exhibits an advanced level of skill in leading groups.

• ORGANIZATION: 38th percentile. Compared to his peers, Jamil needs improvement in his ability to organize his work effectively and efficiently.

• COOPERATION: 67th percentile. Compared to his peers, Jamil displays an average level of skill in working with others in a team environment.

• COMMUNICATION: 40th percentile. Compared to his peers, Jamil needs to improve his ability to communicate effectively with different audiences.

• SENSITIVITY: 65th percentile. Compared to his peers, Jamil displays an average level of sensitivity to emotional dynamics.

• CREATIVITY: 92nd percentile. Compared to his peers, Jamil exhibits an advanced level of creativity in approaching problems and offering solutions.

Thank you for your attention

Questions?