Teachers and students reported that the digital self-assessment tool raised students' awareness of 21st-century skills and helped them identify the skills during making¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Both teachers and students reported that the tool's conceptualisations of skills helped students learn what the skills are and identify them during making activities. → Ourania Miliou 2024

Evidence¶

Ourania Miliou 2024¶

Ourania Miliou, Maria Adamou, Aekaterini Mavri, Andri Ioannou. (2024). An exploratory case study of the use of a digital self-assessment tool of 21st-century skills in makerspace contexts. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10314-0

q2 · i? · qualitative · r3

Qualitative case-study findings from teacher and student interviews in six makerspaces, part of Theme 1 on awareness of 21st-century skills development. Teachers reported the tool "increased students' awareness of 21st-century skills" and helped them identify such skills; log files showed students completing reflection challenges such as uploading collaboration examples.

"Teachers reported that the tool increased students' awareness of 21st-century skills, helped them identify such skills, and provided evidence of their development during making."

Discussion¶

Learner Variables¶

• Digital Literacy — outcome: instruction changes it

Related Claims¶

• Tagging skills and completing challenges engaged students in self-assessment and reflection on their skill development — related
• Making activities overshadowed self-assessment, which students sometimes perceived as an unnecessary interruption — related
• The vocabulary used to present 21st-century skills in the tool was too difficult for some 12-year-old students — related