International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2018, Vol. 14(6) 70-82

The Prominent Student Competences of the 21st Century Education and The Transformation of Classroom Assessment

Ömer Kutlu & Seval Kula Kartal

pp. 70 - 82   |  DOI: https://doi.org/10.29329/ijpe.2018.179.6   |  Manu. Number: MANU-1811-23-0003

Published online: December 31, 2018  |   Number of Views: 598  |  Number of Download: 1305


Abstract

The term of 21st century skills has become a key concept in the field of education.  It has attracted researchers’ attentions and included in some of the cognitive taxonomies used in the fields of curriculum development and educational assessment. In the 21st century, the teaching curriculum and instruction have started to transform in a way consistent with the change of the targeted competences that an educated person should have. This requires classroom assessment applications to change so that they can be in line with the nature of these competences and support their development. This study discusses the skills that have gained importance in the 21st century education (21st century skills), the interaction between these skills and the classroom assessment, and the transformation of assessment activities to cover these skills. The study also includes one sample assessment activity and rubrics that are developed by the researchers in order to guide teachers how to include these skills in their daily teaching plan and how to assess them. 

Keywords: Student achievement, classroom assessment, higher order thinking skills, assessing the 21st century skills, metacognition, conative skills


How to Cite this Article?

APA 6th edition
Kutlu, O. & Kartal, S.K. (2018). The Prominent Student Competences of the 21st Century Education and The Transformation of Classroom Assessment . International Journal of Progressive Education, 14(6), 70-82. doi: 10.29329/ijpe.2018.179.6

Harvard
Kutlu, O. and Kartal, S. (2018). The Prominent Student Competences of the 21st Century Education and The Transformation of Classroom Assessment . International Journal of Progressive Education, 14(6), pp. 70-82.

Chicago 16th edition
Kutlu, Omer and Seval Kula Kartal (2018). "The Prominent Student Competences of the 21st Century Education and The Transformation of Classroom Assessment ". International Journal of Progressive Education 14 (6):70-82. doi:10.29329/ijpe.2018.179.6.

References
  1. Bennett, R. E. (2014). Preparing for the future: What educational assessment must do. Teachers College Record, 116(11).  [Google Scholar]
  2. Black, P., & William, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy, and Practices, 5(1), 7-73.  [Google Scholar]
  3. Brookhart, S., & DeVoge, J. G. (1999). Testing a theory about the role of classroom assessment in student motivation and achievement. Applied Measurement in Education, 12(4), 409-425. [Google Scholar]
  4. Brookhart, S., & Durkin, D. T. (2003). Classroom assessment, student motivation, and achievement in high school social studies classes. Applied Measurement in Education, 16(1), 27–54. [Google Scholar]
  5. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. [Google Scholar]
  6. Gordon, E. W., & Rajagopalan, K. (2016). The testing and learning revolution: The future of assessment in education. USA: Palgrave Macmillian.  [Google Scholar]
  7. Greenstein, L. (2010). What teachers really need to know about formative assessment. Virginia: ASCD.  [Google Scholar]
  8. Greiff, S., & Kyllonen, P. (2016). Contemporary assessment challenges: The measurement of 21st century skills. Applied Measurement in Education, 29(4), 1-2.  [Google Scholar]
  9. Grolnick, W., & Ryan, R. M. (1987). Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52(5), 890-898. [Google Scholar]
  10. Haladyna, T. M. (1997). Writing test items to evaluate higher order thinking. USA: Allyn & Bacon. [Google Scholar]
  11. Kutlu, Ö., Doğan, C. D. & Karakaya, İ. (2014). Ölçme ve değerlendirme: Performansa ve portfolyoya dayalı durum belirleme. Ankara: Pegem Akademi Yayıncılık. [Google Scholar]
  12. Kutlu, Ö., Kula-Kartal, S., & Şimşek, N. T. (2017). Identifying the relationships between perseverance, openness to problem solving, and academic success in PISA 2012 Turkey. Eğitim Bilimleri Araştırmaları Dergisi - Journal of Educational Sciences Research, 7(1), 263-274.  [Google Scholar]
  13. Kula-Kartal, S., & Kutlu, Ö., (2017). Identifying the Relationships between Motivational Features of High and Low Performing Students and Science Literacy Achievement in PISA 2015 Turkey. Journal of Educational Training Studies, 5(12), 146-154. [Google Scholar]
  14. Kyllonen, P. C. (2015). Designing tests to measure personal attributes and noncognitive skills. Lane, Suzanne; Raymond, Mark R.; Haladyna, Thomas M.(eds.) Handbook of Test Development, Second Edition. New York: Routledge, 2016, p190-211. [Google Scholar]
  15. Marzano, R. J. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: Association for Supervision and Curriculum Development. [Google Scholar]
  16. Marzano, R. J., & Heflebower, T. (2012). Teaching & assessing 21st century skills. USA: Marzano Research.  [Google Scholar]
  17. Marzano, R. J., & Kendall, J. S. (2007). The new taxonomy of educational objectives. California: Corwin Press. [Google Scholar]
  18. Marzano, R.J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes: Performance assessment using the dimensions of learning model. Aurora: Mid-Continent Regional Educational Lab. [Google Scholar]
  19. Moss, C., & Brookhart, S. (2009). Advancing formative assessment in every classroom: A guide for instructional leaders. Virginia: ASCD. [Google Scholar]
  20. Moss. C., & Brookhart, S. (2015). Formative classroom walkthroughs. Virginia: ASCD.  [Google Scholar]
  21. National Research Council (2010). Exploring the intersection of science education and 21st century skills: A workshop summary. Washington D.C.: The National Academic Press.  [Google Scholar]
  22. National Research Council (2011). Assessing 21st Century Skills: Summary of a Workshop. Washington, D.C.: The National Academies Press. [Google Scholar]
  23. OECD. (2013). PISA 2012 results: Ready to learn students’ engagement, drive and self-beliefs volume III. Retrieved from http://www.oecd-ilibrary.org  [Google Scholar]
  24. OECD. (2016). PISA 2015 Results excellence and equity in education: Volume I. Retrieved from http://www.oecd.org/pisa/pisa-2015-results-volume-i- [Google Scholar]
  25. Pellegrino, J. W. (1999). The Evolution of Educational Assessment: Considering the Past and Imagining the Future. 6th William H. Angoff Memorial Lecture Series. Princeton, NJ: Educational Testing Service.  [Google Scholar]
  26. Popham, W. J. (2017). The ABCs of educational testing: Demystifying the tools that shape our schools. USA: Corwin.  [Google Scholar]
  27. Ruiz-Primo, M. A. (2009). Towards a framework for assessing 21st century science skills. Paper prepared for the Workshop on Exploring the Intersection of Science Education and the Development of 21st Century Skills, National Research Council. Retrieved from http://www7.nationalacademies.org [Google Scholar]
  28. Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14. [Google Scholar]
  29. Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765. [Google Scholar]
  30. Stiggins, R. J. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. The Phi Delta Kappan, 87(4), 324-328. [Google Scholar]
  31. Weissberg, R. P., & Cascarino, J. (2013). Academic learning + Social-emotional learning = National priority. The Phi Delta Kappan, 95(2), 8-13. [Google Scholar]