In Search of Validity Evidence in Support of the Interpretation and Use of Assessments of Complex Constructs: Discussion of Research on Assessing 21st Century Skills

Ercikan, Kadriye; Oliveri, María Elena

doi:10.1080/08957347.2016.1209210

Cited by 36 publications

(23 citation statements)

References 21 publications

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“…Typically, employers seek workers with not only greater proficiency in literacy and numeracy (so‐called hard, technical, and cognitive skills) but also strong interpersonal and problem‐solving abilities 59 . Also referred to as soft skills, work‐readiness, employability skills, noncognitive skills, 21st century skills, and transversal competencies, they are commonly accepted to be a wide range of knowledge, skills, abilities, and dispositions that are vital to citizenship in a modern society and workforce 185,186 . Cross‐sector competencies are also in higher demand by employers than are more narrow technical skills.…”

Section: Cdc/niosh Future Of Work Initiative Priority Topicsmentioning

confidence: 99%

Envisioning the future of work to safeguard the safety, health, and well‐being of the workforce: A perspective from the CDC's National Institute for Occupational Safety and Health

Tamers

Streit

Pana‐Cryan

et al. 2020

American J Industrial Med

104

110

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The future of work embodies changes to the workplace, work, and workforce, which require additional occupational safety and health (OSH) stakeholder attention. Examples include workplace developments in organizational design, technological job displacement, and work arrangements; work advances in artificial intelligence, robotics, and technologies; and workforce changes in demographics, economic security, and skills. This paper presents the Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health's Future of Work Initiative; suggests an integrated approach to address worker safety, health, and well‐being; introduces priority topics and subtopics that confer a framework for upcoming future of work research directions and resultant practical applications; and discusses preliminary next steps. All future of work issues impact one another. Future of work transformations are contingent upon each of the standalone factors discussed in this paper and their combined effects. Occupational safety and health stakeholders are becoming more aware of the significance and necessity of these factors for the workplace, work, and workforce to flourish, merely survive, or disappear altogether as the future evolves. The future of work offers numerous opportunities, while also presenting critical but not clearly understood difficulties, exposures, and hazards. It is the responsibility of OSH researchers and other partners to understand the implications of future of work scenarios to translate effective interventions into practice for employers safeguarding the safety, health, and well‐being of their workers.

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Section: Cdc/niosh Future Of Work Initiative Priority Topicsmentioning

confidence: 99%

Envisioning the future of work to safeguard the safety, health, and well‐being of the workforce: A perspective from the CDC's National Institute for Occupational Safety and Health

Tamers

Streit

Pana‐Cryan

et al. 2020

American J Industrial Med

104

110

View full text Add to dashboard Cite

show abstract

“…These limitations have resulted in the search for other methods for measuring 21 st century skills (Kyllonen, 2012; see also Ainley, Fraillon, Schulz, & Gebhardt, 2016;Care, Scoular, & Griffin, 2016;Ercikan & Oliveri, 2016;Greiff & Kyllonen, 2016;Herde, Wüstenberg, & Greiff, 2016;Lucas, 2016). In PISA (OECD, 2014), three such approaches were suggested (for a summary, see Kyllonen, 2012).…”

Section: R E S U M E Nmentioning

confidence: 99%

Situational Judgment Tests as Measures of 21st Century Skills: Evidence across Europe and Latin America

Herde

Lievens

Solberg³

et al. 2019

Revista De Psicología Del Trabajo Y De Las Organizaciones

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Over the years, various governmental, employment, and academic organizations have identified a list of skills to successfully master the challenges of the 21st century. So far, an adequate assessment of these skills across countries has remained challenging. Limitations inherent in the use of self-reports (e.g., lack of self-insight, socially desirable responding, response style bias, reference group bias, etc.) have spurred on the search for methods that could complement or even substitute self-report inventories. Situational judgment tests (SJTs) have been proposed as one of the complements/alternatives to the traditional self-report inventories. SJTs are low-fidelity simulations that confront participants with multiple domainrelevant situations and request to choose from a set of predefined responses. Our objectives are twofold: (a) outlining how a combined emic-etic approach can be used for developing SJT items that can be used across geographical regions and (b) investigating whether SJT scores can be compared across regions. Our data come from Laureate International Universities (N = 5,790) and comprise test-takers from Europe and Latin America who completed five different SJTs that were developed in line with a combined emic-etic approach. Results showed evidence for metric measurement invariance across participants from Europe and Latin America for all five SJTs. Implications for the use of SJTs as measures of 21st century skills are discussed.

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“…According to Taber (2017), the results of this study show that the use of Cronbach's Alpha is relevant for reliable testing instruments used to collect. The results of other studies show that surveys on students' perceptions of critical thinking, creative thinking and authentic problem solving were dominant predictors in 21st-century learning practice (Chai et al 2015;Jia et al 2016;Ercikan & Oliveri, 2016).…”

Section: Resultsmentioning

confidence: 92%

Measuring mathematics and science teachers’ perception on thinking and acting in 21st-century learning

Haviz

Maris

2020

Journal for the Education of Gifted Young Scientists

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The purpose of this study was measured the Islamic university mathematics and science teachers (IU-MSTs) perception on thinking and acting in 21st-century learning (TA21stCL). An explanatory sequential mixed method design was used to conduct the study. Data were collected by using TA21stCL questionnaires. The TA21stCL questionnaire contains 16 indicators and 42 statements that consists of critical thinking (CritT), problem-solving (PS), creativity (Creat), and metacognition (Metacog), communicating (Comm), debating (Deb), collaborating (Col), digital literacy (DL), and technological literacy (TL). Data were obtained from a total of thirty-one IU-MSTs (the subjects taught include math= 9, bio= 11, physics=8 and chemistry=3) that have taught at Islamic universities located in the province of West Sumatra, Indonesia. To complete the findings, participants were asked to answer several questions about the application of 21st century skills in the learning process. Based on the ANOVA and Scheffe tests, the differences in teacher perceptions based on teaching subject (TS) were found on the technology literacy factor (TechLit) with a score of 4,146 * at P <.05 and 2.59 in the preferred teaching. The finding of the study showed that Islamic university mathematics and science teachers (IU-MSTs) stated that problem-solving (PS), creativity (Creat), and technology literacy (TechLit) skills as 21st century skill were important competencies to be mastered at Islamic university. This finding showed that the 21st century skill were important competencies to be mastered at Islamic university. In other words, the most important competencies to be mastered by students in Islamic University, on thinking skills was problem-solving (PS) and creativity (Creat), and on acting was technology literacy (TechLit). This study also recommends the use variaty of learning methods in 21st century learning to equip students with problem-solving (PS) and creativity (Creat) and Technological literacy (TechLit) skills.

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In Search of Validity Evidence in Support of the Interpretation and Use of Assessments of Complex Constructs: Discussion of Research on Assessing 21st Century Skills

Cited by 36 publications

References 21 publications

Envisioning the future of work to safeguard the safety, health, and well‐being of the workforce: A perspective from the CDC's National Institute for Occupational Safety and Health

Envisioning the future of work to safeguard the safety, health, and well‐being of the workforce: A perspective from the CDC's National Institute for Occupational Safety and Health

Situational Judgment Tests as Measures of 21st Century Skills: Evidence across Europe and Latin America

Measuring mathematics and science teachers’ perception on thinking and acting in 21st-century learning

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