Creating a 21st Century Skills Survey Instrument for High School Students

Abstract

This article describes the development of a 21st century skills instrument for high school students. The first round of development of the instrument was crafted from four rubrics created to assess communication, collaboration, critical thinking, and creativity within project-based learning (PBL) activities. After an exploratory factor analysis, the pilot study results revealed multiple survey items loading across multiple factors requiring a revised instrument. The research team revised the instrument and added more items by using language from P21 standards documents. The revised 21st century skills instrument of 50 items was administered to 276 high school students participating in a STEM program. The final Exploratory Factor Analysis yielded a total of 30 survey items loaded across the four subscales with strong internal consistency within the constructs. This instrument can be used as a baseline and achievement measure for high school students' 21st century skills.

Applying Relatedness to Explain Learning Outcomes of STEM Maker Activities

“…Creativity and critical thinking were measured using the items from the study of Kelley et al (2019) with good reliabilities (e.g., creativity α = 0.75, critical thinking α = 0.88). The participants of Kelly and colleagues were K-12 students, which fit the participant of this study.…”

Building a sustainable model of integrated stem education: investigating secondary school STEM classes after an integrated STEM project

“…The survey instrument was pilot tested with 276 high school students, and an exploratory factor analysis was conducted. The Cronbach's alpha reliabilities across the four subscales were: Collaboration = 0.826; Communication = 0.749; Creativity = 0.751; and Critical Thinking = 0.876 (Kelley et al, 2019). Critical thinking revise drafts and justify revisions with evidence develop follow-up questions that focus on or broaden inquiry create new, unique, surprising products identify in detail what needs to be known to answer a science inquiry question evaluate reasoning and evidence that support an argument create ideas geared to the intended client or user develop follow-up questions to gain an understanding of the wants and needs of client or product users combine different elements into a complete product understand the questions that lead to critical thinking justify choices of evaluation criteria gather relevant and sufficient information from different sources Collaboration be polite and kind to teammates acknowledge and respect other perspectives follow the rules for team meetings make sure all team members' ideas are equally valued offer assistance to others in their work when needed improve my own work when given feedback use appropriate body language when presenting come physically and mentally prepared each day follow rules for team decision-making Communication use time, and run meetings, efficiently organize information well track our team's progress toward goals and deadlines complete tasks without having to be reminded present all information clearly, concisely, and logically Creativity understand how knowledge or insights might transfer to other situations or contexts find sources of information and inspiration when others do not help the team solve problems and manage conflicts adapt a communication style appropriate for the purpose, task, or audience elaborate and improve on ideas…”

Model Pengembangan Kurikulum Mata Kuliah Pengembangan Kepribadian dalam Merespon Era Informasi Digital

“…Inilah langkah penting dalam rangka mengembangkan kurikulum MPK. Jika hal ini dipertajam maka MPK bisa menjadi jaminan untuk melahirkan lulusan yang tidak mudah percaya informasi palsu sebab memliki nalar kritis, lulusan yang tidak menganggur sebab sikap kreatif, lulusan bermanfaat sebab karakter suka membantu, dan seterusnya (Bidshahri, 2017; Kelley, Knowles, Han, & ..., 2019).…”