The Differences of Perceived Efficacy Between Pupils and Experts in Fostering 21st-Century Skills

Author:

Lin Chi-Syan1,Lin Cheng-Ying1ORCID

Affiliation:

1. National University of Tainan, Taiwan

Abstract

This study examines differences of perceived efficacy on blended PBL in fostering 21st century skills between pupils’ self-assessment and teachers’ expert assessment. For collecting empirical data, an international collaborative learning program with PBL courses is embodied online for a 10-week span. Two rubrics are administered to pupils and their corresponding teachers at the end of the learning program respectively. In addition to acknowledge that self-assessment is a tool with validity in an authentic learning environment, results of the study reveals that self-assessment and expert assessment have their own roles to play respectively while evaluating the broad range of competencies. Whereas covering different domains of competencies, self-assessment and expert assessment could compensate each other in measurement. In light of the emerging PBL in the future of schooling, the study suggests conducting more empirical studies to verify the validity and the strength of self-assessment on competencies in authentic learning environments.

Publisher

IGI Global

Subject

Industrial and Manufacturing Engineering,Materials Science (miscellaneous),Business and International Management

Reference31 articles.

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3. Center for Curriculum Redesign. (2015). Skills for the 21st Century: What Should Students Learn? Center for Curriculum Redesign.

4. Common Core State Standards Initiative. (2021). Common core state standards initiative. http://www.corestandards.org/

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