Australia in the Context of the ATC21S Project

Esther Care; Claire Scoular; Myvan Bui

doi:10.1007/978-94-017-9395-7_8

Australia in the Context of the ATC21S Project

Esther Care, Claire Scoular, Myvan Bui

Australian Council for Educational Research (ACER)

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Australia is one of the participating countries in the Assessment and Teaching of 21st Century Skills (ATC21S) project. This chapter provides information about how the research and development phases of the project were implemented in Australia. This chapter begins with a discussion of the context of education in Australia with particular attention focusing on moves with Australia toward curriculum or system changes recognising the importance of 21st century skills. This is followed by a description of how the ATC21S implementation was devolved to government departments or research institutions. The four processes of task concept check, cognitive laboratory, pilot and trial are covered, and are followed by a discussion of the challenges experienced. [Author abstract]

Original language	English
Title of host publication	Assessment and teaching of 21st century skills : methods and approach
DOIs	https://doi.org/10.1007/978-94-017-9395-7_8
Publication status	Published - 2014

Keywords

Cognitive skills
Curriculum development
ICT in education
Problem solving
Skill development
Student assessment
Student engagement

Disciplines

Australian Studies
Educational Assessment, Evaluation, and Research

Access to Document

10.1007/978-94-017-9395-7_8Licence: Unspecified

https://link.springer.com/chapter/10.1007/978-94-017-9395-7_8

Cite this

@inbook{a7e1e8dc579346759ce1515c224ebf2f,

title = "Australia in the Context of the ATC21S Project",

abstract = " Australia is one of the participating countries in the Assessment and Teaching of 21st Century Skills (ATC21S) project. This chapter provides information about how the research and development phases of the project were implemented in Australia. This chapter begins with a discussion of the context of education in Australia with particular attention focusing on moves with Australia toward curriculum or system changes recognising the importance of 21st century skills. This is followed by a description of how the ATC21S implementation was devolved to government departments or research institutions. The four processes of task concept check, cognitive laboratory, pilot and trial are covered, and are followed by a discussion of the challenges experienced. [Author abstract]",

keywords = "Cognitive skills, Curriculum development, ICT in education, Problem solving, Skill development, Student assessment, Student engagement",

author = "Esther Care and Claire Scoular and Myvan Bui",

note = "Part of the Educational Assessment in an Information Age book series (EAIA) Schooling in Australia involves 1 year in preparatory school and 12 years of primary and secondary school, with compulsory education to 15 years of age (Australian Government, Department of Education, Employment and Workplace Relations. . Accessed 8 Nov 2012, 2012).",

year = "2014",

doi = "10.1007/978-94-017-9395-7_8",

language = "English",

booktitle = "Assessment and teaching of 21st century skills : methods and approach",

}

TY - CHAP

T1 - Australia in the Context of the ATC21S Project

AU - Care, Esther

AU - Scoular, Claire

AU - Bui, Myvan

N1 - Part of the Educational Assessment in an Information Age book series (EAIA) Schooling in Australia involves 1 year in preparatory school and 12 years of primary and secondary school, with compulsory education to 15 years of age (Australian Government, Department of Education, Employment and Workplace Relations. . Accessed 8 Nov 2012, 2012).

PY - 2014

Y1 - 2014

N2 - Australia is one of the participating countries in the Assessment and Teaching of 21st Century Skills (ATC21S) project. This chapter provides information about how the research and development phases of the project were implemented in Australia. This chapter begins with a discussion of the context of education in Australia with particular attention focusing on moves with Australia toward curriculum or system changes recognising the importance of 21st century skills. This is followed by a description of how the ATC21S implementation was devolved to government departments or research institutions. The four processes of task concept check, cognitive laboratory, pilot and trial are covered, and are followed by a discussion of the challenges experienced. [Author abstract]

AB - Australia is one of the participating countries in the Assessment and Teaching of 21st Century Skills (ATC21S) project. This chapter provides information about how the research and development phases of the project were implemented in Australia. This chapter begins with a discussion of the context of education in Australia with particular attention focusing on moves with Australia toward curriculum or system changes recognising the importance of 21st century skills. This is followed by a description of how the ATC21S implementation was devolved to government departments or research institutions. The four processes of task concept check, cognitive laboratory, pilot and trial are covered, and are followed by a discussion of the challenges experienced. [Author abstract]

KW - Cognitive skills

KW - Curriculum development

KW - ICT in education

KW - Problem solving

KW - Skill development

KW - Student assessment

KW - Student engagement

U2 - 10.1007/978-94-017-9395-7_8

DO - 10.1007/978-94-017-9395-7_8

M3 - Chapter

BT - Assessment and teaching of 21st century skills : methods and approach

ER -