Abstract
Several trends in society have led to a request towards schools to integrate 21st Century Skills and technology enhanced formative assessment (TEFA) in their curricula. Although there are frameworks defined at an international level, implementation of technology enhanced formative assessment of 21st Century Skills at school level is seldom. This paper explores the underlying reasons for this hampered implementation by consulting and collaborating with teachers. It provides an overview of these reasons and proposes a collaborative professionalization approach to overcome detected implementation barriers and challenges.
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Rusman, E., Martínez-Monés, A., Boon, J., Rodríguez-Triana, M.J., Villagrá-Sobrino, S. (2014). Gauging Teachers’ Needs with Regard to Technology-Enhanced Formative Assessment (TEFA) of 21st Century Skills in the Classroom. In: Kalz, M., Ras, E. (eds) Computer Assisted Assessment. Research into E-Assessment. CAA 2014. Communications in Computer and Information Science, vol 439. Springer, Cham. https://doi.org/10.1007/978-3-319-08657-6_1
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DOI: https://doi.org/10.1007/978-3-319-08657-6_1
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