© 2015

Assessment and Teaching of 21st Century Skills

Methods and Approach

  • Patrick Griffin
  • Esther Care

Part of the Educational Assessment in an Information Age book series (EAIA)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Project Method and Overview

    1. Front Matter
      Pages 1-2
    2. Patrick Griffin, Esther Care
      Pages 3-33
  3. Conceptual Framework for Internet Based Collaborative Assessment Tasks

    1. Front Matter
      Pages 35-35
    2. Friedrich Hesse, Esther Care, Juergen Buder, Kai Sassenberg, Patrick Griffin
      Pages 37-56
    3. Mark Wilson, Kathleen Scalise
      Pages 57-81
  4. Delivery of Collaborative Tasks, Their Scoring, Calibration and Interpretation

    1. Front Matter
      Pages 83-84
    2. Esther Care, Patrick Griffin, Claire Scoular, Nafisa Awwal, Nathan Zoanetti
      Pages 85-104
    3. Nafisa Awwal, Patrick Griffin, Sam Scalise
      Pages 105-113
    4. Raymond Adams, Alvin Vista, Claire Scoular, Nafisa Awwal, Patrick Griffin, Esther Care
      Pages 115-132
    5. Patrick Griffin, Esther Care, Susan-Marie Harding
      Pages 133-178
  5. Participating Countries in the Field Work

    1. Front Matter
      Pages 179-181
    2. Esther Care, Claire Scoular, Myvan Bui
      Pages 183-197
    3. Chew Leng Poon, Sean Tan, Horn Mun Cheah, Pik Yen Lim, Hui Leng Ng
      Pages 199-212
    4. Arto K. Ahonen, Marja Kankaanranta
      Pages 213-225
    5. Maria Eugenia Bujanda, Elsie Campos
      Pages 245-256
  6. Implementation at Classroom and System Levels

    1. Front Matter
      Pages 265-265
    2. Kerry Woods, Roz Mountain, Patrick Griffin
      Pages 267-292

About this book


This second volume of papers from the ATC21STM project deals with the development of an assessment and teaching system of 21st century skills. Readers are guided through a detailed description of the  methods used in this process. The first volume was published by Springer in 2012 ( Griffin, P., McGaw, B. & Care, E., Eds., Assessment and Teaching of 21st Century Skills, Dordrecht: Springer). The major elements of this new volume are the identification and description of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. Features of the skills that need to be mirrored in their assessment are identified so that they can be reflected in assessment tasks. The tasks are formulated so that reporting of student performance can guide implementation in the classroom for use in teaching and learning. How simple tasks can act as platforms for development of 21st century skills is demonstrated, with the concurrent technical infrastructure required for its support. How countries with different languages and cultures participated and contributed to the development process is described. The psychometric qualities of the online tasks developed are reported, in the context of the robustness of the automated scoring processes. Finally, technical and educational issues to be resolved in global projects of this nature are outlined.


21st century competencies 21st century skills ATC21S ATC21S Assessments ATC21S consortium Assessment Research Centre Assessment tasks Automated scoring processes Collaborative problem solving Definition of 21st century skills Digital Literacy International assessment community Learning in digital networks PISA 2015 Psychometric qualities of tasks

Editors and affiliations

  • Patrick Griffin
    • 1
  • Esther Care
    • 2
  1. 1.Assessment Research Centre, Melbourne Graduate School of EducationUniversity of MelbourneParkvilleAustralia
  2. 2.Assessment Research Centre, Melbourne Graduate School of EducationUniversity of MelbourneParkvilleAustralia

Bibliographic information


“This highly valuable volume is a solid foundation from which we can develop international tests—since its authors and advisers have leading roles in international assessments … . It is an excellent book that will probably better serve researchers and even school administrators. The principles and applications it guides us through will be of great use to many and will certainly serve as food for thought for many audiences of educational stakeholders all over the world.” (Jesús García Laborda, British Journal of Educational Technology, Vol. 46 (4), 2015)