Perspectives on methodological issues

Abstract

In this chapter the authors have surveyed the methodological perspectives seen as important for assessing twenty-first century skills. Some of those issues are specific to twenty-first century skills, but the majority would apply more generally to the assessment of other psychological and educational variables. The narrative of the paper initially follows the logic of assessment development, commencing by defining constructs to be assessed, designing tasks that can be used to generate informative student responses, coding/valuing of those responses, delivering the tasks and gathering the responses, and modeling the responses in accordance with the constructs. The paper continues with a surve..