標題: Titlebook: Assessment and Teaching of 21st Century Skills; Methods and Approach Patrick Griffin,Esther Care Book 2015 The Editor(s) (if applicable) an [打印本頁] 作者: COAX 時間: 2025-3-21 19:35
書目名稱Assessment and Teaching of 21st Century Skills影響因子(影響力)
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書目名稱Assessment and Teaching of 21st Century Skills網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Assessment and Teaching of 21st Century Skills被引頻次
書目名稱Assessment and Teaching of 21st Century Skills被引頻次學(xué)科排名
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書目名稱Assessment and Teaching of 21st Century Skills年度引用學(xué)科排名
書目名稱Assessment and Teaching of 21st Century Skills讀者反饋
書目名稱Assessment and Teaching of 21st Century Skills讀者反饋學(xué)科排名
作者: 勛章 時間: 2025-3-21 22:18
Capital Movements and Exchange Stabilityodbeck, Group performance and leadership. In: Hewstone M, Stroebe W, Jonas K (eds) Introduction to social psychology: a European perspective, 4th edn, pp 264–289. Blackwell, Oxford, 2008) and people differ in the extent to which they are capable of collaborating efficiently with others. Therefore, t作者: lactic 時間: 2025-3-22 00:51 作者: convert 時間: 2025-3-22 08:29
Foreign Capital In Developing Economiesand these sets were used to determine that there were no significant differences between countries in the difficulty of the items. Difference in mean latent ability of Student A and Student B was also analysed, and it was concluded that there was no advantage or disadvantage to students adopting eit作者: ANT 時間: 2025-3-22 12:11 作者: 植物茂盛 時間: 2025-3-22 14:12 作者: llibretto 時間: 2025-3-22 17:29 作者: 遭受 時間: 2025-3-22 23:50 作者: Myocarditis 時間: 2025-3-23 04:52 作者: 我邪惡 時間: 2025-3-23 05:48
Task Characteristics and Calibrationand these sets were used to determine that there were no significant differences between countries in the difficulty of the items. Difference in mean latent ability of Student A and Student B was also analysed, and it was concluded that there was no advantage or disadvantage to students adopting eit作者: MIR 時間: 2025-3-23 10:29
Australia in the Context of the ATC21S Projectwas the development of a national curriculum for which the states and territories bear responsibility for implementation. All state and territory Ministers with responsibility for education, and the Federal Minister for Education, are brought together in a Ministerial Council approximately every 10 作者: VOC 時間: 2025-3-23 14:38 作者: 平淡而無味 時間: 2025-3-23 21:11
Introducing Assessment Tools for 21st Century Skills in Finland century skills in the Finnish comprehensive schools across the different phases of the study. An essential element of the process was the need to translate and localize the tasks to the Finnish contexts and language. The chapter also discusses ideas for the further development of such tasks towards作者: Ledger 時間: 2025-3-23 22:25 作者: 眼界 時間: 2025-3-24 04:12 作者: Gingivitis 時間: 2025-3-24 07:48
Educational Assessment in an Information Agehttp://image.papertrans.cn/b/image/163356.jpg作者: enumaerate 時間: 2025-3-24 12:56 作者: GULLY 時間: 2025-3-24 18:35 作者: Infiltrate 時間: 2025-3-24 22:50 作者: ineffectual 時間: 2025-3-25 02:38
Conclusion: Net Gains in a Dynamic Settinglibration and dissemination. (The acronym ATC21S. has been globally trademarked. For purposes of simplicity the acronym is presented throughout the chapter as ATC21S.) Within the conceptualisation phase, the project focused on the definition of twenty-first century skills. This chapter outlines the 作者: AGGER 時間: 2025-3-25 03:37 作者: CERE 時間: 2025-3-25 10:40
Conclusion: Net Gains in a Dynamic Settinglogies (LDN-ICT). Data are drawn from the pilot phase of the ATC21S. project research and development process, and were collected from August to November 2011 across Australia, Finland, Singapore and the U.S.A. (The acronym ATC21S. has been globally trademarked. For purposes of simplicity the acrony作者: daredevil 時間: 2025-3-25 12:44
https://doi.org/10.1007/978-94-017-6818-4 different strategies to solve problems collaboratively. Content-free tasks were developed to emphasise the enhancement of inductive and deductive thinking skills. Content-dependent tasks allow students to draw on knowledge gained through traditional learning areas or subjects within the curriculum.作者: obtuse 時間: 2025-3-25 18:54
https://doi.org/10.1007/978-94-017-6818-4ronym ATC21S. has been globally trademarked. For purposes of simplicity the acronym is presented throughout the chapter as ATC21S.) Given the global goals of the project, the assessment tasks and the professional development materials for administration and teaching interventions were constructed on作者: EVICT 時間: 2025-3-25 21:22 作者: 膽汁 時間: 2025-3-26 01:09 作者: 結(jié)果 時間: 2025-3-26 06:22 作者: cardiovascular 時間: 2025-3-26 09:25 作者: 暫停,間歇 時間: 2025-3-26 15:35 作者: Mirage 時間: 2025-3-26 20:10
Kanhaya L. Gupta,M. Anisul Islamevelopment and, most notably, in K-12 education circles (IMLS, Museums, libraries, and 21st century skills (IMLS-2009- NAI-01). Washington, DC, 2009). A prominent goal of education in the U.S.A. is to ensure that all students graduate from high school with the knowledge and skills necessary for life作者: 刪減 時間: 2025-3-26 23:23 作者: 南極 時間: 2025-3-27 01:49 作者: Radiation 時間: 2025-3-27 09:21 作者: Awning 時間: 2025-3-27 13:02 作者: 松雞 時間: 2025-3-27 15:56 作者: strain 時間: 2025-3-27 20:00
Assessment of Learning in Digital Networkslogies (LDN-ICT). Data are drawn from the pilot phase of the ATC21S. project research and development process, and were collected from August to November 2011 across Australia, Finland, Singapore and the U.S.A. (The acronym ATC21S. has been globally trademarked. For purposes of simplicity the acrony作者: Indurate 時間: 2025-3-28 01:22 作者: 鳥籠 時間: 2025-3-28 06:02
Platforms for Delivery of Collaborative Tasksronym ATC21S. has been globally trademarked. For purposes of simplicity the acronym is presented throughout the chapter as ATC21S.) Given the global goals of the project, the assessment tasks and the professional development materials for administration and teaching interventions were constructed on作者: Blasphemy 時間: 2025-3-28 10:02
Automatic Coding Procedures for Collaborative Problem Solvingn the classroom. The procedure begins with the identification of task features that match elements of the skills frameworks, and is followed by the generation of simple rules to collect data points to represent these elements. The data points are extracted from log files generated by students engage作者: 刻苦讀書 時間: 2025-3-28 11:28 作者: Ischemia 時間: 2025-3-28 14:59
Australia in the Context of the ATC21S Projecte (Australian Government, Department of Education, Employment and Workplace Relations. .. Accessed 8 Nov 2012, 2012). Education can be undertaken in government or non-government (independent or Catholic) schools. The Australian Constitution allocates responsibility for the operation of schooling to 作者: blackout 時間: 2025-3-28 21:58 作者: PANT 時間: 2025-3-28 23:06
Introducing Assessment Tools for 21st Century Skills in Finlandaching and assessing such skills. In this chapter, we present and analyze the development process of online assessment tools in the Assessment and Teaching of 21st Century Skills study (ATC21S.) from the Finnish perspective. (The acronym ATC21S. has been globally trademarked. For purposes of simplic作者: explicit 時間: 2025-3-29 07:02
Case Study on the Implementation of ATC21S in the United Statesevelopment and, most notably, in K-12 education circles (IMLS, Museums, libraries, and 21st century skills (IMLS-2009- NAI-01). Washington, DC, 2009). A prominent goal of education in the U.S.A. is to ensure that all students graduate from high school with the knowledge and skills necessary for life作者: 幸福愉悅感 時間: 2025-3-29 07:53 作者: 流動才波動 時間: 2025-3-29 13:01
ATC21S Trials of Collaborative Problem Solving Tasks in the Netherlands been globally trademarked. For purposes of simplicity the acronym is presented throughout the chapter as ATC21S.). Due to this late entry into the project, the decision was made to skip the pilot phase in the Netherlands, as well as the concept checks and cognitive laboratories that had already bee作者: Hla461 時間: 2025-3-29 15:34
Linking Developmental Progressions to Teachingers’ understanding of the skills being assessed and described in the developmental progressions is essential if they are to implement learning and teaching activities in their classrooms across the curriculum. In this chapter the interpretation of three report formats for the formative assessment of作者: 同謀 時間: 2025-3-29 22:17 作者: Albumin 時間: 2025-3-30 02:46 作者: Oversee 時間: 2025-3-30 05:02 作者: MEN 時間: 2025-3-30 12:04
2363-5177 kills.Describes how collaborative problem solving and learni.This second volume of papers from the ATC21S.TM. 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 fir作者: 閑聊 時間: 2025-3-30 13:51 作者: 辭職 時間: 2025-3-30 19:49 作者: 軟膏 時間: 2025-3-31 00:20
https://doi.org/10.1007/978-94-017-6818-4ed information, identification and analysis of patterns in the data, formulation of contingencies or rules, generalisation of rules, and test hypotheses. Characteristics of tasks which were identified as appropriate for eliciting collaborative problem solving processes are reported and illustrated by exemplar items.作者: Endearing 時間: 2025-3-31 03:07 作者: 博愛家 時間: 2025-3-31 07:13
