Titlebook: Assessment and Teaching of 21st Century Skills; Methods and Approach Patrick Griffin,Esther Care Book 2015 The Editor(s) (if applicable) an

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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

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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.

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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

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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