|
|
|
|
| LEADER |
03533nmm a2200289 u 4500 |
| 001 |
EB002168501 |
| 003 |
EBX01000000000000001306279 |
| 005 |
00000000000000.0 |
| 007 |
cr||||||||||||||||||||| |
| 008 |
230706 ||| eng |
| 020 |
|
|
|a 9789264528369
|
| 020 |
|
|
|a 9789264378506
|
| 020 |
|
|
|a 9789264563384
|
| 100 |
1 |
|
|a Foster, Natalie
|
| 245 |
0 |
0 |
|a Innovating Assessments to Measure and Support Complex Skills
|h Elektronische Ressource
|c Organisation for Economic Co-operation and Development ; edited by Natalie, Foster and Mario, Piacentini
|
| 260 |
|
|
|a Paris
|b OECD Publishing
|c 2023
|
| 300 |
|
|
|a 254 p.
|c 21 x 28cm
|
| 505 |
0 |
|
|a Next-generation assessments of 21st Century competencies: Insights from the learning sciences -- Defining the conceptual assessment framework for complex competencies -- -- Cross-cultural validity and comparability in assessments of complex constructs -- 21st Century competencies: Challenges in education and assessment -- Framing the focus of new assessments of 21st Century competencies -- Foreword -- Measuring self-regulated learning using feedback and resources -- Designing innovative tasks and test environments -- Executive summary -- A tale of two worlds: Machine learning approaches at the intersection with educational measurement -- Uses of process data in advancing the practice and science of technology-rich assessments -- Conclusions and implications -- Analysing and integrating new sources of data reliably in innovative assessments -- Artificial Intelligence-enabled adaptive assessments with Intelligent Tutors -- Assessing complex problem-solving skills through the lens of decision making -- Exploiting technology to innovate assessment -- Editorial -- Introduction: Arguments in support of innovating assessments
|
| 653 |
|
|
|a Education
|
| 700 |
1 |
|
|a Piacentini, Mario
|
| 710 |
2 |
|
|a Organisation for Economic Co-operation and Development
|
| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
|
| 989 |
|
|
|b OECD
|a OECD Books and Papers
|
| 028 |
5 |
0 |
|a 10.1787/e5f3e341-en
|
| 856 |
4 |
0 |
|a oecd-ilibrary.org
|u https://doi.org/10.1787/e5f3e341-en
|x Verlag
|3 Volltext
|
| 082 |
0 |
|
|a 370
|
| 520 |
|
|
|a Policy makers around the world recognise the importance of developing young people's 21st century skills like problem solving, creative thinking, self-regulation and collaboration. Many countries also include these skills as part of the intended learning outcomes of their education systems. To shift intention into practice, educational assessments need to better measure what matters. Innovative assessments are needed that combine conceptual, technological and methodological advances in educational measurement. This report explores new approaches to measuring complex skills through a practical and applied assessment design lens, bringing together perspectives from leading experts to consider what we can learn from the learning sciences to define more authentic assessment experiences and expand the range of skills we are able to measure in both disciplinary and cross-disciplinary contexts of practice. The report also examines how technology can expand our possibilities for innovation, including the creation of more interactive and immersive problems and the generation of meaningful sources of potential evidence about students' proficiency. Finally, the report explores how we can make sense of the rich data captured in interactive digital environments using new analytical approaches, and how we can ensure the valid interpretation and use of results from innovative assessments
|