Chapter 1 in “Assessing Student Outcomes”
Robert J. Marzano, Debra Pickering and Jay McTighe
Abstract: The need for assessment reform is premised on three main factors: the changing nature of educational goals; the relationship between assessment and teaching and learning; and the limitations of current methods of recording performance and reporting credit.
Abstract: Digital technologies are transforming the way we think about assessment and creating opportunities to transform the assessment process. These new approaches to assessment create opportunities for schools to work with their learners in quite different ways.
The Higher Education Academy
Abstract: This report provides a strong rationale for transforming assessment in higher education. It also offers an assessment review tool to guide the review process and suggests a targeted approach to strategic change in assessment practices.
R.J Dietel, J.L. Herman and R.A. Knuth
Abstract: Assessment may affect decisions about grades, advancement, placement, instructional needs, and curriculum therefore it is essential that assessment methods are informed by the latest research and trends in cognitive theory, pedagogical practices and educational reform.
Cognition and Neuroscience
Mary Helen Immordino-Yang, Antonio Damasio
Abstract: Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of the affective domain in education.
Thomas J. Carew and Susan H. Magsamen
Abstract: Neuro-Education integrates the collective fields of neuroscience, psychology, cognitive science, and education to develop a better understanding of how we learn and how this information can be used to create more effective teaching methods, curricula, and educational policy.
Centre for Educational research and Innovation
Abstract: This paper highlights how neuroscientific research is contributing to education and learning policy and practice. Themes include: lifelong learning; holistic education; adolescence; assessment and the curriculum.
The Royal Society
Abstract: The economic and social cost of an education system that does not facilitate learning for all and life-long learning is high. This report explores the potential benefits of using neuroscience to inform and enhance the educational process.
Abstract: provides general pointers for policy development around the benefits of recognising informal and non-formal learning and suggests ways that this can be implemented.
Gerald A. Straka
Abstract: This article explores the nature and evolution of informal learning through the conceptualization of learning on a micro-level and the relationship of informal learning to other learning derivatives (contexts).
An Agenda for Leaders to Shape the Future of Education, Gender and Work
Abstract –This White Paper is intended to be a resource for governments, business and other stakeholders interested in strengthening the enabling environment for human capital formation in the Fourth Industrial Revolution.
Abstract – The Foundation for Young Australians analysed 4.2 million job advertisements and determined that the enterprise skills of problem-solving, communication, financial literacy, critical thinking, teamwork, digital literacy and presentation skills are the most sought after by employers.
Mathew P. Olsen
Abstract: To combat the ever-increasing “skills gap” Olsen provides three main strategies:
- Understanding skills supply and demand
- Developing talent sources through external partnerships and
- Revising internal talent attraction and assessment practices.
Seamus McGuinness, Knostantinos Pouliakas and Paul Redmond
Abstract: This conference paper discusses the concept of skills mismatch, within the context of the European National Reform Programme, using the measurements of over-education vs under-education; over-skilling vs under-skilling; horizontal mismatch; skill obsolescence; skills gap and skills shortage.
Abstract: We are facing unprecedented challenges – social, economic and environmental – driven by accelerating globalisation and a faster rate of technological developments. Schools cannot prepare them for jobs that have not yet been created but we need to find coping mechanisms.
The Institute for the Future
Global connectivity, smart machines, and new media are just some of the drivers reshaping how we think about work, what constitutes work, and the skills we will need to be productive contributors in the future. Rather than focusing on future jobs, this report looks at future work skills—proficiencies and abilities required across different jobs and work settings.
Education in the Future
Abstract: Policymakers are facing challenges to make school reform a success, keeping abreast of changes outside school towards the future. This report describes strategies the OECD are enacting to address these challenges.
Joao Da Costa
Abstract: Six global education specialists give their insights and predictions for the future of education and the evolution of learning.
New Media Consortium
Abstract: This report describes the findings from ongoing research around emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education.
World Economic Forum
Abstract: New research shows that as the digital economy transforms the workplace, Social and Emotional Learning (SEL) skills such as collaboration, communication and problem-solving will become ever more important.