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Cisco/Intel/MS Education Sync Meeting The Need to Assess 21st Century Skills: The Rationale for the Cisco-Intel-Microsoft 21 st Century Skills Assessment Project Robert Kozma, Kozmalone Consulting Project Consultant Barry McGaw, University of Melbourne Executive Director

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cisco intel ms education sync meeting

Cisco/Intel/MS Education Sync Meeting

The Need to Assess 21st Century Skills:

The Rationale for the Cisco-Intel-Microsoft 21st Century Skills Assessment Project

Robert Kozma, Kozmalone Consulting

Project Consultant

Barry McGaw, University of Melbourne

Executive Director

why must assessments change
Why must assessments change?
  • A major restructuring of the global economy
    • Shift of manufacturing from developed to emerging countries
    • Increased amount and proportion of GDP in developed countries based on generation, distribution, and use of information and creative products
    • Major shift in business practices toward distributed design, production and distribution supported by networked ICT
  • Systemic reform is needed in education to provide students with skills needed to be highly productive and creative workers and citizens (i.e., 21st Century Skills).
  • Assessments hold systems accountable . At the same time they are a gate to any systemic change in education.
  • Traditional assessments do not measure 21st century student skills effectively, nor do they incorporate the use of ICT.
why is this project needed
Why is this project needed?
  • Initiatives have focused on 21st Century skills but:
    • There is not a sufficient connection between 21st C classroom practices and national and international assessments.
    • While there is a common agreement on the needs of the 21st century skills and growing consensus on what these skills are, there is yet agreement on measurable definitions.
    • There are a variety of methodological and technological issues that have been encountered and need to be addressed.
  • The issues are of the magnitude that a private-public, international, multi-stake collaboration is needed:
    • Major national and international assessment agencies that include OECD/PISA and IEA.
    • National Education Departments and Ministries
    • Education reform organizations and projects
    • Corporations
goals of the project
Goals of the project
  • Build a collaboration to leverage ongoing work.
  • Identify and address issues in four areas:
    • Connection of assessments to 21st century classroom practices and environments to increase scalability.
    • Definition of 21st Century skills and competencies in measurable ways.
    • Methodological issues that address rigor and validity.
    • Technological barriers related to networking, security, scale, software applications.
  • Indicators of success
    • Acceptance, recognition, and participation by stakeholders
    • Problems identified, solutions developed, and widely available.
    • ICT-based assessment of 21st c skills incorporated into national and international assessments.
project structure
Project structure
  • Executive Director: Barry McGaw, University of Melbourne
  • Management Team and Working Groups
    • John Bransford (University of Washington) and Marlene Scardamalia (University of Toronto), Connection with learning environments and formative assessment.
    • Senta Raizen (WestEd), 21st Century skills definition in measurable form.
    • Mark Wilson (University of California, Berkeley), Methodological and analytic issues.
    • Beno Csapo (University of Szeged), Technological issues and opportunities.
    • Linda Darling-Hammond (Stanford University), Policy issues.

Governance model

Exec Board

Research Alliance Company Leads

Research Alliance Exec Director

Cohort Country Leads

Advisory Panel

Research Alliance Exec Director

Government Leads

PISA Director*

TIMSS Director*

Independent Consultant (Roberto Carneiro)

Project Leadership Group

Research Alliance Executive Director

5 Working Group Leads

Working Group 1

Learning Environment &

Formative Assessment

Working Group 2


Working Group 3


Working Group 4

Measurable 21st

Century Skills

Working Group 5

Policy Issues

* Confirmed support and andorsement,

action plan
Action Plan
  • Phase 1 Planning, April-September 2008
    • Project conceptualization
    • Action plan drafted
    • Corporate commitment
  • Phase 2 Organization, October 2008-January 2009
    • Exec Director on board. Introduced to working groups
    • Management Team in place
    • Call to Action and Action Plan finalized
    • Project announcement at Learning and Technology World Forum, London
  • Phase 3 Implementation, February 2009-2011
    • Building working group teams
    • Identifying participating countries
    • First annual working conference: San Diego April 17-19 (80 participants from around the world)
    • Draft white papers (Summer 2009); Final (Fall 2009)
    • Fund and implement solutions (2010-2011)
    • Annual conferences
    • Implement in national and international pilot tests (target optional studies for TIMSS 2011, PISA 2012, SITES 2013, PISA 2015)
21 st century assessments
21st Century Assessments
  • 21st Century Skills (tentative list)
    • Creativity and innovation
    • Critical thinking
    • Problem solving
    • Communication
    • Collaboration
    • Information fluency
    • Technological literacy
  • 21st Century Technologies
    • Worldwide Web
    • Social networks
    • Handheld devices, probes, sensors, etc.
    • Simulations and games
    • Multimedia tools
    • Data analysis tools and visualizations
    • Artificial intelligence
    • Language processing and semi-automated scoring
anticipated results
Anticipated Results
  • Problem analysis and prioritizing, solution specification
    • White papers
  • Solution development
    • Assessment frameworks, scoring rubrics, sample items, item collections
    • Analytic approaches and methods
    • Software tools, network architectures
    • Pilot tests, sample data, proofs of concept
    • Policy coordination
  • Subsequent implementation
    • Implement in national and international pilot tests
    • Primary data analysis and policy formation
    • Secondary analysis and research
how to get involved
How to get involved