Our Latest: News, Events, and Releases

Dassault Systèmes US Foundation grants CCR for Computer Science course extension

The Center for Curriculum Redesign (CCR) is pleased to announce it has received generous funding from the Dassault Systèmes US Foundation to develop a new module on 3D design and innovation for its “4-Dimensional Computer Science (“4DCS”) courseware aimed at assisting high school teachers and students.   

The 4DCS courseware squarely aims at economic development for all jurisdictions, as it is the only profession that can participate in a global economy without having to be uprooted from one’s location, and necessitates only a low investment in an adequate computer and internet connectivity. The graduates’ outcomes include the following:

  • Computer Science 2- or 4-year college
  • Non-Computer Science college
    •  Including Computer Science Teacher, which are in extremely short supply worldwide
  • Certifications
  • Vocational Education
  • Entrepreneur (start-up)
  • Self-employed consultant
  • Employable by organization

4DCS is unique in that it offers a best-in-class-worldwide coverage that is focused on both employability and equity:

  • Exceptional and yearly-updated content (broad and deep)
  • Explicitly builds Skills and Character (social/emotional)
  • Deliberately weaves in Entrepreneurship
  • Develops student identity, agency, and purpose

It is also focused on Teachers’ professional development:  4DCS offers online live and on-demand training to span the entire curriculum and full breadth of teaching strategies that are essential for effectively teaching computer science. In addition to a guarantee of becoming classroom-ready to teach 4DCS, CCR offers micro-credentials for all areas of the content and requisite Skills, Character and Meta-Learning abilities.

Al Bunshaft, President, Dassault Systèmes US Foundation stated, “We are excited to have CCR working to deliver a new curriculum, one which introduces students to 3D and uses virtual universes to more actively engage learners in science and engineering topics. Through these experiences, students will be better prepared for careers across a range of industries.”

Charles Fadel, founder of CCR, added, “Computer Science is unique in that it allows for relatively high wages to be earned almost anywhere around the world and participate in a global economy without uprooting individuals.  The challenge is to train teachers and students to excel, to avoid delocalization through commodification.”

La Fondation Dassault Systèmes® was set up by Dassault Systèmes, the 3DEXPERIENCE Company and world leader in 3D design software. La Fondation is actively contributing to transforming the learning experience by offering academic and research institutions opportunities to leverage the power of experience to learn better and faster by transforming the way people interact with, and discover, the world around them.

CCR is a non-profit global organization dedicated to improving education and openly propagating its recommendations and frameworks on a worldwide basis, via answering this question: “What should students learn for the 21st century?” CCR’s focus on relevance in education brings together international organizations, jurisdictions, academic institutions, corporations, and non-profit organizations including foundations. For more information, please Contact Us.

CCR & Brookings report analyzes jurisdictions’ focus on Competencies

The Optimizing Assessment for All team at Brookings, jointly with the Center for Curriculum Redesign (CCR), announces a new report, Competencies for the 21st Century: Jurisdictional Progress. The report describes jurisdictions’ level of preparedness in increasing their focus on 21st century competencies (skills, character, and meta-learning—also known as “21st century skills” and “social-emotional learning”).

Already needed for educating the “whole child for the whole world” during normal times, competencies such as resilience, mindfulness, and growth mindset have been starkly highlighted by the COVID-19 pandemic. But learning these competencies cannot be turned on at the flip of a switch—it is a process that needs to be started and sustained during good times and—especially—bad times.

The report highlights some major issues for researchers, practitioners, and policymakers:

  1. The 12 competencies are distributed reasonably similarly across the three dimensions, primarily for the skills dimension in the CCR framework, and less so for the character and meta-learning dimensions.
  2. There was a scarcity of pedagogies designed to develop student proficiencies in the competencies. Different jurisdictions varied in their methods of communicating pedagogies and in holding teachers accountable. When documentation on pedagogies were found, they rarely addressed the 12 competencies.
  3. There is clear lack of alignment across curriculum, pedagogy, and assessment, which is necessary for implementation of the competencies.

For more information, please Contact Us.

MathWorks Grants CCR Funding for “21st Century Mathematics” Courseware

November 19, 2019 – The Center for Curriculum Redesign (CCR) is pleased to announce it has received support from MathWorks to develop “21st Century Mathematics” courseware, aimed at assisting high, middle, and lower school teachers and students.   

The Mathematics courseware covers ten areas of change in PISA Mathematics 2021, stemming from recommendations the CCR produced for the OECD’s PISA 2021 and Australia’s ACARAThe courseware brings together into a single cohesive implementation, all of modernized knowledge (context, content and concepts), interdisciplinarity and projects, and skills, character, and meta-learning abilities. The design will allow for self-paced student work, significant teacher professional development, and demonstrate multiple pedagogical approaches to courseware publishers.

Andreas Schleicher, director of OECD’s Directorate for Education and Skills, commended CCR’s work for its contribution to PISA Maths 2021 in a recent letter, “Starting with the Stockholm conference in 2014 in conjunction with the OECD, followed by colloquia in East Hampton, NY and Cambridge, MA and culminating with the Geneva conference in 2018, CCR has doggedly pursued an agenda of relevance and modernization of education standards and assessments, applied to Mathematics in this case.”

The first module of ten that will be featured in the courseware will be available on the OpenEdx platform in March 2020.

Jack Little, president and cofounder of MathWorks, stated, “Evolving the way STEM subjects are taught and learned is critical to inspiring the future generation of mathematicians, engineers and scientists. MathWorks is pleased to support CCR’s courseware initiative.”

Charles Fadel, founder of CCR, added, “It is very rewarding when open-minded thought leaders recognize and embrace the need for moving Mathematics forward. This courseware reflects the needs of this century’s leading-edge mathematics professions such as Data Scientists, Algorithmics, etc. coupled with a far deeper understanding of fundamental math topics such as proportionality and number sense.  This comprehensive design will appeal to a significantly larger number of users, who are unfortunately too often turned off by the partial irrelevance of many mathematics subjects and the poor pedagogical practices associated with them.  We are very grateful to MathWorks for its clarity of vision and kind generosity, as this work will significantly extend and support the prior grant from Mr. Ray Stata.”

MathWorks is the leading developer of mathematical computing software. MATLAB, the language of engineers and scientists, is a programming environment for algorithm development, data analysis, visualization, and numeric computation. Simulink is a block diagram environment for simulation and Model-Based Design of multidomain and embedded engineering systems. Engineers and scientists worldwide rely on these product families to accelerate the pace of discovery, innovation, and development in automotive, aerospace, electronics, financial services, biotech-pharmaceutical, and other industries. MATLAB and Simulink are also fundamental teaching and research tools in the world’s universities and learning institutions. Founded in 1984, MathWorks employs more than 4500 people in 16 countries, with headquarters in Natick, Massachusetts, USA. For additional information, visit mathworks.com.

CCR is a non-profit global organization dedicated to improving education and openly propagating its recommendations and frameworks on a worldwide basis, via answering this question: “What should students learn for the 21st century?” CCR’s focus on relevance in education brings together international organizations, jurisdictions, academic institutions, corporations, and non-profit organizations including foundations. For more information, please Contact Us.

@CurrRedesign @MathWorks @SchleicherOECD 4DEdu #21stcenturyskills #AIED #OECDPISA

Microsoft selects CCR’s “4D” Framework Rev 1.0 for Skills, Character and Meta-Learning

October 16th, 2019 – The Center for Curriculum Redesign (CCR) is pleased to announce that Microsoft Education Research will be using its CCR Framework Rev 1.0 to help different international education systems establish a shared competencies standard equivalency.

This CCR 4D framework is the first of its kind to describe a deeply researched, explicit, and consistent structure for an education of Skills, Character, and Meta-Learning (aka “21st century skills” or social-emotional learning (SEL)).  The framework expresses these dimensions through 12 parameters, their 60 sub-competencies, and a lexicon of 200+ associated and related constructs.

The intent of the 4D framework is to provide jurisdictions, organizations, municipalities and schools with a blueprint for a curriculum that transforms 21st century competencies into daily practice, helping teachers and students in developing relevant skills, character, and meta-learning qualities, all to be expressed through Knowledge disciplines. These competencies are much needed to update K-12 curricula around the world to make 21st century education a lot more relevant. The framework is propagating rapidly to a growing number of organizations globally, notably among them the Mastery Transcript Consortium™ and Atlas as previously announced.

Charles Fadel, founder of the CCR, and co-author of 21st Century Skills, Four-Dimensional Education, and Artificial Intelligence in Education, adds, “It is very validating to CCR that a corporation of the stature of Microsoft selected its framework over numerous other possibilities. The Framework was created at a cumulative investment of approximately $6M over the past six years.  We are releasing the tip of the iceberg at this stage, and will soon announce several other high-profile partners.  The framework was painstakingly developed as an elaborate synthesis of 75+ other frameworks worldwide, with clear design goals of actionability: comprehensiveness, compacity, orthogonality, abstraction, and global relevance. This will allow learners to thrive in an innovation-driven yet problem-challenged world, one that is shifting to learning-based societies where fulfilled citizens will not only generate knowledge but also know how to apply it, how to behave and engage in the world, and how to reflect, adapt, and “learn how to learn.” 

Dr. Maria Langworthy, Worldwide Director, Education Research at Microsoft, stated, “CCR’s framework stood out to us because it maps the curriculum frameworks from many different countries and jurisdictions to a common framework that includes advanced competencies in a consistent way. This is important for developing internationally valid work standards that could enable ‘interoperable’ learner profile data. When those learner profiles are expanded to include a broader range of advanced competencies, it will be necessary for them to be represented consistently in education systems’ data platforms.”

Microsoft enables digital transformation for the era of an intelligent cloud and an intelligent edge. Its mission is to empower every person and every organization on the planet to achieve more.

CCR is a non-profit global organization dedicated to improving education and openly propagating its recommendations and frameworks on a worldwide basis, via answering this question: “What should students learn for the 21st century?” CCR’s focus on relevance in education brings together international organizations, jurisdictions, academic institutions, corporations, and non-profit organizations including foundations. For more information, please Contact Us.

@CurrRedesign #4DEdu #21stCenturySkills #AIED @MSFTNews @microsoft

CCR Releases “4D Framework” 1.0, the First of Its Kind Which Outlines 21st Century Skills, Character and Meta-Learning, and Partners with Global Curriculum Leaders

The Center for Curriculum Redesign (CCR) is pleased to announce the release of it CCR Framework Rev 1.0, the first of its kind which outlines a deeply researched, explicit and consistent structure for 21st century education of Skills, Character, and Meta-Learning (aka “21st century skills” or social-emotional learning(SEL)).  The framework expresses these dimensions through 12 Competencies, their 60 Subcompetencies, and a lexicon of 200+ associated and related constructs.

The intent of the 4D framework is to provide jurisdictions, organizations, municipalities and schools with a blueprint for a curriculum that transforms 21st century competencies into daily practice, helping teachers and students in developing relevant skills, character, and meta-learning qualities, all to be expressed through Knowledge disciplines. These competencies are much needed to update K-12 curricula around the world, to make 21st century education a lot more relevant. The framework is propagating rapidly to a growing number of organizations globally, notably among them both the Mastery Transcript Consortium™ and Atlas as announced herein.

Charles Fadel, founder of CCR, and co-author of 21st Century Skills, Four-Dimensional Education, and Artificial Intelligence in Education, adds, “the Framework was created at a cumulative investment of approximately $6M over the past 6 years.  We are releasing the tip of the iceberg at this stage, and will soon announce several other high-profile partners. The framework was painstakingly developed as an elaborate synthesis of 75+ other frameworks worldwide, with clear design goals of actionability: comprehensiveness, compacity, orthogonality, abstraction and global relevance. This will allow learners to thrive in an innovation-driven yet problem-challenged world, one that is shifting to learning-based societies where fulfilled citizens will not only generate knowledge but also know how to apply it, how to behave and engage in the world, and how to reflect, adapt, and “learn how to learn.” 

Notable Partners announced today:

The Mastery Transcript Consortium™(MTC) is made up of a growing network of public and private member high schools who are codesigning the Mastery Transcript, a high school transcript that supports mastery learning and reflects the unique skills, strengths, and interests of each learner. In the coming years, the MTC hopes to change the way students prepare for college, career, and life.

Stacy Caldwell, CEO of MTC, stated, “MTC is pleased to see strong alignment between the work of our member high schools and CCR’s deeply researched framework. The CCR model offers to schools a blueprint for organizing mastery credits in ways that support the range of higher-order thinking skills and social-emotional learning needed for today’s world, and we look forward to offering it as an option for our member schools.”

Atlas, a subsidiary of Faria Education Group, is a leading international education company that provides curriculum management platforms for K-12 schools. As the trusted choice for over 6,000 schools in 120 countries, Atlas allows schools around the world to initiate, revamp, and continuously refine and improve their curriculum process.  

Bernard Merkel, Director of Client Services at Atlas, stated, “We’re excited to work with CCR to provide the 4D framework as an option for our schools to use in Atlas as it adds another tool in our teacher’s pockets to continue to refine and deepen their curricular work.”

CCR is a non-profit global organization dedicated to improving education and openly propagating its recommendations and frameworks on a worldwide basis, via answering this question, “What should students learn for the 21st century?” CCR’s focus on relevance in education brings together international organizations, jurisdictions, academic institutions, corporations, and non-profit organizations including foundations. For more information, please Contact Us.

@CurrRedesign @MasteryTranscript @PlanOnAtlas @MastTranscript#4DEdu #21stCenturySkills #AIED

“Artificial Intelligence in Education” introduced by CCR

Promises and Implications for Teaching and Learning

What will education look like as it is transformed by AI?

#4DEdu @CurrRedesign #AIED #Edu #artificialintelligence #EdTech


PRAISE FOR ARTIFICIAL INTELLIGENCE IN EDUCATION

“Artificial Intelligence in Education is really two books in one: the first presents a comprehensive curriculum framework for 21st century learning; the second is a thorough survey of the uses of AI in learning. It is an invaluable resource for those concerned with the future of education.” —Tony Wagner, best-selling author of The Global Achievement Gap and Creating Innovators


“…a must read for educators and all stakeholders interested the future of education which will be impacted – and more than likely transformed – by AI…By staying rooted in the science of learning, the authors provide a critical lens on both the potential benefits and risks of AI without hyping the technology.” 
Jim Flanagan,Chief Operating and Strategy Officer, The International Society for Technology in Education (ISTE)

ABOUT THE BOOK

The landscape for education has been rapidly changing in the last years: demographic changes affecting the makeup of families, multiple school options available to children, wealth disparities, the global economy demanding new skills from workers, and continued breakthroughs in technology are some of the factors impacting education. Given these changes, how can education continue to prepare students for the future and increase its relevance?

The emergence of Artificial Intelligence (AI) has exacerbated the need to have these conversations.  Its impact on education and the multiple possibilities that it offers are putting pressure on educational leaders to reformulate the “What” (school curriculum) and the “How” (channels to deliver it).

CCR and Whittle School & Studios to develop program for global teaching

Whittle School & Studios is pleased to announce a partnership with the Center for Curriculum Redesign (CCR) to develop teaching programs for its international campuses. CCR was selected because of its breadth of knowledge of global education and its expertise in best practice, with ideas drawn from around the world.

The announcement follows in-depth scrutiny by Whittle School & Studios of more than 20 educational curricula. The partnership has been formed as Whittle prepares for the opening of its first campuses in Washington, D.C. and Shenzhen, China, in September 2019.

CCR’s framework for curriculum design emphasizes the four dimensions of knowledge, skills, character, and metalearning. Whittle School & Studios intends to deliver education that is truly global, tailored to the individual, and fit for the innovation age.

“CCR is pleased to have been selected by Whittle as the best-in-class for its 4-D Framework and for its curricular expertise. Whittle’s international focus and footprint embeds CCR to offer a comprehensive and truly global education,” said Charles Fadel, Founder of CCR. “This framework is available in 18 languages, representing about 80% of the world, and serves an international system such as Whittle for its future expansion as well.”

“We chose to partner with the Center for Curriculum Redesign after an exhaustive global search to find a curricular framework to best prepare our students to contribute to tomorrow’s world. CCR’s framework guides our development of a program that privileges not just knowledge but also personal development, real world problem solving and teaching how to learn (meta-learning). It aligns with our vision to provide a holistic education that goes beyond content. Both CCR and Whittle School & Studios are committed to providing the most relevant curriculum possible for a globally connected world,” said Morgan Silver Greenberg, Chief Product Development Officer at Whittle School & Studios. “Whittle School & Studios has been founded on the belief that a new model for education is needed, one based on the very latest in learning science and tailored to the needs of individual students.”

The CCR distinguishes its approach to curriculum development by:

  • Providing the most up-to-date, rapidly evolving, real-world-centric curriculum by modernizing Knowledge and emphasizing essential content and core concepts with an eye towards both expertise/mastery and transfer.
  • Explicitly embedding “21st century skills” and social/emotional learning (SEL) via the CCR’s Four-Dimensional Education Framework. Through instruction and experience, students develop skills, character, and meta-learning abilities: creativity, critical thinking, communication, collaboration, mindfulness, curiosity, courage, resilience, ethics, leadership, metacognition and growth mindset.

About Whittle School & Studios

Whittle School & Studios intends to create the world’s first truly modern school serving students from age 3 to 18, with a global network of high-end private school campuses. Founded by Chris Whittle, an early leader of the charter school movement in the US, the school is forming local partnerships in over 30 major cities around the world. Whittle School & Studios will bring together renowned educators to provide a world-class education for its students, one that is personalized, prepares students for the future, and enables unique global exchange experiences.

For inquiries:

Center for Curriculum Redesign

Please Contact Us

Whittle School & Studio

Lauren Archambeault Keybridge Communications (202) 471 4228 ext. 113 laurena@keybridge.biz

4DEdu #21stcenturyskills @CurrRedesign @WhittleSchool

CCR Announces Computer Science Pilot

The Center for Curriculum Redesign (CCR) is pleased to announce it has received a grant from The Harold Alfond® Foundation for a computer science pilot program at Waterville Senior High School. The pilot program furthers the Waterville Senior High School curriculum by providing students with computer science skills and experiences for success in an industry that is the number one source* of all new wages in the U.S.

The Foundation’s grant funds will support the design of “Cyber Panthers,” a one-credit elective, which introduces students to the breadth of computer science and provides opportunities for students to develop career paths within the field. Additionally, students will have opportunities for internships and interaction with a variety of partners from industry, higher education, and successful local organizations supporting the program.

CCR distinguishes its approach to curriculum development by:
• Providing the most up-to-date, rapidly evolving, real-world-centric, employer-vetted curriculum. Computer science topics covered during the course include: game development and design, apps development, augmented and virtual reality, blockchain and cyber security, and more.
• Encompassing entrepreneurship-driven, project-based approaches.
• Embedding CCR’s Four-Dimensional Education framework (aka “21st century skills” and social/emotional learning (SEL)) into the computer science curriculum. Through instruction and experience, students develop skills, character, and meta-learning abilities.

Charles Fadel, founder of CCR, stated, “CCR is delighted for this opportunity to serve the Waterville community with a leading-edge offering that brings together the hottest, in-demand discipline of computer science with the needs of employers, for applicability and development of 21st century skills. We are very grateful to the Harold Alfond® Foundation for its enlightened support and to the entire Waterville Senior High School team – board, administration, and faculty – for its leadership and vision.”

Waterville Public Schools Superintendent Eric Haley said, “Waterville Public Schools is dedicated to helping all students reach their academic potential while teaching real world life skills that are marketable in today’s business world. We feel strongly that this new initiative will engage students, increase their academic potential and better prepare them for the world of work and/or post-secondary education no matter what field of work or study they decide to pursue. We are very grateful to Charles Fadel and his Center for Curriculum Redesign for selecting Waterville Senior High School for this pilot program and to the Harold Alfond® Foundation for seeing the game changing importance of this work to provide a higher quality of life for many of our students.”

Principal Laramee from Waterville Senior High School stated, “The Cyber Panther initiative is an exciting opportunity for Waterville Senior High School and our community. This initiative is aligned to our school’s learning expectations and will benefit students by promoting student’s academic expectations, civic expectations, and social expectations. This initiative will help boost student engagement, increase student’s hope for the future, and provide students the career and financial literacy skills they are lacking. I feel strongly that the skills learned in this program will help promote student post-secondary aspirations and/or better prepare our students to begin their careers upon graduation.”

“It is more important than ever that we prepare our students for the age of a data economy,” said Gregory W. Powell, Chairman of the Harold Alfond® Foundation. “So we are delighted to be supporting this pilot initiative to introduce and provide the most relevant computer science education to Waterville’s young people.”

The pilot, which was approved unanimously by both the Waterville Curriculum Committee and the Waterville School Board, will begin in August 2019 for incoming freshman students.

The Harold Alfond® Foundation’s mission focuses on furthering the legacy of philanthropist Harold Alfond by investing in education, health care, youth development, and other charitable causes that hold the promise of making enduring, transformative contributions to the community and state of Maine.

CCR is a non-profit global organization dedicated to improving education and openly propagating its recommendations and frameworks on a worldwide basis, via answering this question: “What should students learn for the 21st Century?” CCR brings together international organizations, jurisdictions, academic institutions, corporations, and non-profit organizations including foundations. For more information about the program, Contact Us.

*(according to Code.org)

What makes the Waterville Sr. High School Computer Science Program Unique?

  1. The course will encompass a broad curriculum not limited to just coding, but also computational thinking, artificial intelligence, and IT devices.  It will also focus on real-world applications such as gaming and app development, augmented and virtual reality, cyber security and blockchain, and even applications in the Humanities and Arts, making the program more relevant and interesting to any student.
  2. The course will be frequently updated to remain state-of-the-art in a rapidly changing technology, particularly about Artificial Intelligence.
  3. The course builds “Identity, Agency, and Purpose” as a condition to learning for students. These qualities are developed by our partners such as: JMG, CGI, Waterville Senior High School, and the Harold Alfond Foundation.
  4. Embedded throughout the curriculum is a comprehensive and deliberate development of skills, character, and meta-learning – the components of a 21st century education “four-dimensional” framework that provides students the knowledge and competencies needed to thrive in today’s (and tomorrow’s) world.
  5. By the third and fourth year of the program, entrepreneurship will be included as a component of the program, providing students an additional expertise to nurture their talents to create opportunities after they leave high school.
  6. The program is designed to incorporate projects and career path exploration.  Local employers will support the program through job shadowing, internships, and mentoring to further instill material relevance and potential for career development.

#4DEdu #21stcenturyskills @CurrRedesign #Maine @wtvljhs @WatervillesSHS

 

CCR Receives Grant for “21st Century Mathematics” Online Module

The Center for Curriculum Redesign (CCR) is pleased to announce it has received a substantial personal grant from Ray Stata, founder and chairman of Analog Devices (ADI), and philanthropist behind MIT’s Stata Center.

Charles Fadel, founder of the CCR, stated, “This is a major inflection point for CCR.  The work we have done for OECD’s PISA 2021 and Australia’s ACARA is blossoming into a demonstrator module that brings together modernized knowledge (content and concepts), skills, character and meta-learning into a single cohesive implementation.  The design will allow both self-paced students and teacher professional development and classroom support, while demonstrating multiple pedagogical approaches.”

Andreas Schleicher, director of OECD’s Directorate for Education and Skills, has commended CCR’s work for its contribution to PISA Maths 2021, “Starting with the Stockholm conference in 2014, followed by colloquia in East Hampton, NY and Boston, MA, and finally the Geneva conference in 2018, the CCR has doggedly pursued an agenda of relevance and modernization of education standards and assessments, applied to Mathematics in this case.”

Charles also added, “This is also a deep pleasure for me very personally. Ray has been my inspiration to devote my second career to Education, while I was working for him at Analog Devices during the nineties. I have dedicated my first book, 21st Century Skills,to him.”

The demonstrator module will be available on the OpenEdx platform during 2020.  For inquiries, please Contact Us.

#4DEdu #21stcenturyskills #OECDPISA @SchleicherOECD @CurrRedesign

ACT Joins CCR’s Assessment Research Consortium

The Center for Curriculum Redesign (CCR) is pleased to announce ACT has joined the Assessment Research Consortium (ARC), a division of CCR. ARC is strategically partnering with international and national organizations, corporations, and jurisdictions which focus on the global expansion and implementation of 21st Century Skills and Social-Emotional Learning (SEL) assessments and tools.

Charles Fadel, Founder of the CCR, stated, “The goal of ARC is to establish a collective field for redesigned systems of measuring learners’ progress in learning competencies of Skills,  Character, and Meta-Learning (comprehensively described in CCR’s Four-Dimensional Education). Membership in ARC is the chance to guide, shape, pilot, and participate in the learning assessments needed for the complex present and uncertain future. We are delighted that ACT, an organization with significant depth and expertise, has chosen to join our Consortium.”

Jeremy Burrus, Senior Director, ACT Center for Social, Emotional, and Academic Learning, stated, “ACT recognizes the crucial importance of social and emotional skills for success in school, work, and life, and is investing heavily in solutions that assess and teach these skills. We are excited to work with the members of the Assessment Research Consortium to expand our knowledge of these skills and to build collaborative relationships across the globe.”

The Assessment Research Consortium is a collaborative entity – a “pre-competitive Research & Development consortium” – modeled after industry’s similar endeavors. Its goal is to redesign systems of measuring learners’ progress, aligned to 21st century competencies and desired education outcomes. Leaders from governments, the private sector, academia, and nonprofit organizations are members of the consortium, which collectively oversees key research projects to define “assessments for and as learning” across the four dimensions of: Knowledge, Skills, Character, and Meta-Learning. The Consortium’s present members include the National Association of Independent Schools (NAIS), the Enrollment Management Association (EMA), and the New Zealand Qualifications Authority (NZQA).

@CurrRedesign @ACT #4DEdu