Resumen de Measuring 21st century competencies among youth: the competencies compound inventory for the 21st century
Macarena Paz Celume, H. Maoulida
The “Four-Dimensional Education” model from the Center for Curriculum Redesign (CCR) developed by Fadel and collaborators (2015) presents a framework that proposes twelve competencies for the 21st century. Based on this model, a group of researchers built a self-reported scale in order to assess these competencies among youth. This presentation will focus on the construction of this compound scale and the implications of its use among young students, outlining the publication of its psychometric properties.Scale was constructed by overviewing several competencies’ scales (Bialik, Martin, Mayo, & Trilling, 2016), from which three were selected for deeper analyses: The Values In Action inventory (Peterson & Seligman, 2004); The Motivated Strategies for Learning Questionnaire (Pintrich & de Groot); and The Character Strengths Inventory for Children (Shoshani & Swrartz, 2018). Researchers proposed 3-4 items per competency and then, an item scoring was conducted to select the ones that fitted best. Statistical analyses among 294 young students (M = 15.27; SD = 2.57) showed good psychometric properties, presenting a sensitive (Skew = [0.002 - 1.36]), reliable (ɑ = .94) and valid scale to measure 21st century competencies among youth. The CCI21 gives a general 21st century competencies’ score, as well as twelve dimension scores, namely: Creativity; Critical thinking; Communication; Collaboration; Mindfulness; Curiosity; Courage; Resilience; Ethics; Leadership; Metacognition; and Growth mindset.Young students that have answered the questionnaire after validation expressed that it helped them know themselves better and understand where they stand in their social and emotional development. Teachers agree that the way results are presented in the scale report, helps children's self-awareness. These results will be discussed in terms of practical applications for educational contexts, and implications in psychological evaluation.References:[1] Bialik, M., Martin, J., Mayo, M., & Trilling, B. (2016). Evolving Assessments for a 21st Century Education. Assessment Research Consortium from the Center for Curriculum Redesign.[2] Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. New York: Oxford University Press and Washington, DC: American Psychological Association.[3] Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33[4] Shoshani, A., & Shwartz, L. (2018). From character strengths to children’s well-being: Development and validation of the character strengths inventory for elementary school children. Frontiers in psychology, 2123. https://doi.org/10.3389/fpsyg.2018.02123
