21st Century Skills: What Are They and How Do We Assess Them?

Geisinger, Kurt F.

doi:10.1080/08957347.2016.1209207

Cited by 213 publications

(162 citation statements)

References 4 publications

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“…In the educational and psychological research literatures, evidence for the relevance of deeper learning opportunities, and the higher‐order abilities that they engender, continues to grow (Alexander & the Disciplined Reading and Learning Research Laboratory, ; Geisinger, ; Greiff & Kyllonen, ). However, existing evidence from the literature (e.g., Wüstenberg et al, ), and from the findings of this study (e.g., item variability, latent mean comparisons) suggest that not all students receive equal opportunity for deeper learning.…”

Section: Discussionmentioning

confidence: 99%

“…In contrast to the components of deeper learning already identified, which tend to occur during instructional time, student opportunities for assessments aligned with deeper learning, occur while a student is being assessed. Importantly, evidence suggests that assessments that prioritize rote memorization of class material may discourage higher‐order thinking among students (Geisinger, ), but regular assessments that require students to explain their thinking, evaluate sources of information, or even build a portfolio of different types of work, may do more to encourage deeper learning (Greiff & Kyllonen, ; Schraw & Robinson, ). As a way to determine how many such assessments a particular student is exposed to regularly, student opportunities for assessments aligned with deeper learning is here incorporated into the SODLI, and considered an indicator of deeper learning.…”

Section: Review Of Relevant Scholarship: Construct Specificationmentioning

confidence: 99%

“…As the 21st century progresses, the economic, geopolitical, and technological context of human society continues to rapidly change. This current pace of change challenges educators to conceptualize and define what skills and strategies will be most useful to their students in the future, even as those students matriculate through school in the present (Alexander & The Disciplined Reading & Learning Research Laboratory, ; Geisinger, ; Greiff & Kyllonen, ). Perhaps more than ever in modern history, conceptualizing the future needs of students is difficult, because that future is highly uncertain.…”

Section: Introductionmentioning

confidence: 99%

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Development and calibration of the student opportunities for deeper learning instrument

Dumas

Dong

2019

Psychology in the Schools

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This article describes the development and calibration of the student opportunities for deeper learning instrument (SODLI). The SODLI is designed to measure the amount of learning opportunities intended to support higher‐order thinking that students are exposed to through student self‐report, and is expected to be widely useful in psychological research in schools. Here, the psychometric functioning of the SODLI is investigated in a relatively large sample of U.S. high‐school students (N = 963). Using multidimensional item‐response theory methods, a nine‐factor correlated model is determined to fit the data best, and to produce reliable estimates of SODLI dimensions. The SODLI is also shown to exhibit scalar‐invariant measurement properties across sex, race/ethnicity, and language‐background groups, although latent mean differences on some of the SODLI dimensions across those groups were identified.

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Section: Discussionmentioning

confidence: 99%

Section: Review Of Relevant Scholarship: Construct Specificationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development and calibration of the student opportunities for deeper learning instrument

Dumas

Dong

2019

Psychology in the Schools

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“…Boyer & Crippen (2014); Bell (2010); and Duran et al (2011) conducted the study of the use of certain methods in learning to bring up 21st-century students' skills in science classes. In other explanations, the studies listed above show that 21st century skills are a "hot" topic in education of science (Geisinger, 2016) besides the research about nanotechnology and graphene in pure science Umar et al, 2017;Umar et al, 2018). Because 21st-century skills required by students to perform their activities in the future (Larson & Miller, 2011), or 21st-century skills are beneficial to their lives after graduation (Kaufman, 2013).…”

Section: Introductionmentioning

confidence: 99%

Revisiting Generic Science Skills as 21st Century Skills on Biology Learning

2018

JPII

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The purpose of this study was to describe the generic skills of students' science who conducted experiments on biology learning grade VIII Junior High School (SMP) in Batusangkar. This study used a descriptive quantitative design. The variables of this research were generic science skills as the 21st-century skills and students achievement. A total of 295 students were used as the populations and the purposive sampling technique was employed to select one class as the research sample (n=32 students). The student activities, such as a direct observation, awareness of scale, logical framework, cause-effect, modeling, and the inference was observed by 6 observers. This activity was designed and adapted based on the generic science skills and 21st-century skills. The percentage of students' achievement and generic science skills score was analyzed with descriptive statistics. The students' achievement showed that all students were successful, with a mean score > 75. The students' generic science skills mean scores was categorized as: very good, good and sufficient, and all students were completed the learning. The highest (very good) performance was on the modeling activities with the average percentage of 87.49%. The results indicated that the skills were considered to be part of generic science skills and 21st-century skills. The results of this study concluded and suggested the need to revisit and reaffirm the inclusion of generic science skills in biology learning because this skill becomes part of or similar to the 21st-century skills.

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“…Creativity is one of the most important cognitive skills in our fast-changing world (Ananiadou & Claro, 2009;Geisinger, 2016), and various techniques have been designed to maximize the generation of creative ideas over the past decades. However, before creative ideas can be actually implemented, the most creative ideas must be selected from a larger pool of ideas.…”

Section: Introductionmentioning

confidence: 99%

Creativity: Intuitive processing outperforms deliberative processing in creative idea selection

Zhu¹,

Ritter²,

Müller³

et al. 2017

Journal of Experimental Social Psychology

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Creative ideas are highly valued, and various techniques have been designed to maximize the generation of creative ideas. However, for actual implementation of creative ideas, the most creative ideas must be recognized and selected from a pool of ideas. Although idea generation and idea selection are tightly linked in creativity theories, research on idea selection lags far behind research on idea generation. The current research investigates the role of processing mode in creative idea selection. In two experiments, participants were either instructed to intuitively or deliberatively select the most creative ideas from a pool of 18 ideas that systematically vary on creativity and its sub-dimensions originality and usefulness. Participants in the intuitive condition selected ideas that were more creative, more original, and equally useful than the ideas selected by participants in the deliberative condition. Moreover, whereas selection performance of participants in the deliberative condition was not better than chance level, participants in the intuitive condition selected ideas that were more creative, more original, and more useful than the average of all available ideas.

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21st Century Skills: What Are They and How Do We Assess Them?

Cited by 213 publications

References 4 publications

Development and calibration of the student opportunities for deeper learning instrument

Development and calibration of the student opportunities for deeper learning instrument

Revisiting Generic Science Skills as 21st Century Skills on Biology Learning

Creativity: Intuitive processing outperforms deliberative processing in creative idea selection

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