September 18 to 19, 2011

Report on the 52nd Congress of the Japanese Society of Social Psychology:
Oral presentation 15: "E-Networking"

　We made an oral presentation on the validity of measuring teamwork skills and on understanding team structure at the 52nd Congress of the Japanese Society of Social Psychology, held from September 18-19, 2011, at Nagoya University. We also participated in a session on responses of Internet surveys.
　In the "E-Networking" session, reports were made on Internet-based surveys and research using PC and mobile terminals, such as smart phones. This report will highlight the issue of "excessive reporting" which received a great deal of focus in this session. For details of the research, refer to the list of presenters and titles on "E-Networking" below.

　When usage frequency is converted into variables in survey research, the usage frequency is measured based on self-reporting or using an objective method, such as behavioral observation and access log analysis. It is considered desirable if the usage frequency responded by self-reporting does not differ from the objectively measured result. However, it was clear that self-reporting resulted in a higher frequency (excessive reporting) than survey results using objective methods during this session. For example, when Internet usage frequency was surveyed using both self-reporting and access log analysis and the results were compared, the self-reporting showed a higher usage frequency. This poses doubt about the credibility of the self-reporting survey method per se.
　To this issue, different approaches were presented during the session, but a fundamental solution has yet to be reached. One researcher (Tsuzuki, 2011) is exploring the factor of extroversion in the respondents (a keen interest in the external world, strong sociability), and another researcher (Miyata, 2011) points out it is due to social desirability. If all respondents were to resort to excessive reporting, it would not pose much of a problem because the entire response data would be raised. However, if only those with certain attributes such as extroversion resort to excessive reporting, this could cause a major distortion in the interpretation of survey results. This would be a concern.
　Internet surveys have the advantage of gaining objective indicators concerning respondents’ behaviors on the Internet by utilizing analytical data of the access log. Whether social desirability is in the background of excessive viewing in the self-reporting of Internet usage frequency is unclear. Nevertheless, by leveraging objective indicators such as the access log, it is possible to objectively find out the existence of such bias and behaviors on the Internet. I believe it is, therefore, important that we use ingenuities to take advantage of the benefits of Internet surveys.

List of presenters and presentation titles in the "E-Networking" Session *1,2
Takashi Tsuzuki (Rikkyo University)
　On the effect of Internet usage and social skills on interpersonal relationship and
　cognitive delusion of reference
Tetsuro Kobayashi (National Institute of Information)
　Analysis of mobile communication logs using smart phones*3
Kyoko Kato (Tokyo Keizai University)
　Motivations of using Twitter and interpersonal relationships
Tasuku Igarashi (Hokkai Gakuen University)
　Will social media suppress the credibility assessment of demagogy?
　- Examination relative to sense of solitude
Kakuko Miyata (Meiji Gakuin University)
　Analysis of factors regulating political statements on the Internet*3
*1: Listed in the order of presentation.
*2: Only the first author is listed.
*3: Research presentation indicating "excessive reporting"

September 10 to 11, 2011

Report on participation in the 9th Convention of JART (Japan Association for Research on Testing) in Okayama

　This is a report on our participation in the 9th Convention of JART held at Benesse Corporation Headquarters and at Okayama University.

　The theme of the Convention was "Testing in Education – Today and the Future." Two open symposia were held with the topics of "Dynamic Testing Technology to Watch over Children" and "Global Perspectives of Educational Testing Today and in the Future." In the latter symposium, discussions took place on the status quo and the future perspectives of testing in the world. The presentations in this symposium included the current and future directions of large-scale international assessments, such as PISA and PIAAC, by Dr. Kentaro Yamamoto from the Educational Testing Service, the college scholastic ability test presented by Dr. Lee Yong Baek from the Korea Institute for Curriculum and Evaluation, and use of tests in higher education in Japan by Professor Tatsuo Kawashima from Kobe University.

　The overview of the presentations made during the Convention is that the content was centered on the status quo and the outlook of the development and administration of large scale educational testing. In addition to the two open symposia, a session on “certification” in various areas such as English, statistics, and psychology was also held. Item writing, evaluation methods, and challenges/issues in the area of certification tests were discussed. Most of these large-scale educational assessments in and outside of Japan are designed and developed based on item response theory (IRT). IRT application seems to be expanding rapidly.

　Other topics covered in the presentations were theoretical and practical research on test equating, research on the development of computer-based testing based on latent rank theory, research on the development and analysis of IRT-based tests in the areas of nursing and dentistry, theoretical research on the influence of local dependence between item responses, and research on item analysis.

　The growing interest in test equating, we believe, is driven by the usage of IRT in the aforementioned large-scale testing. On the one hand, classical test theory does not allow us to make a simple comparison of scores between different tests, because of the confounding level of difficulty of test items and the test takers' abilities. On the other hand, IRT-based tests make it possible to mutually compare the scores among the test takers, because the test score is expressed on the same scale regardless of the test version. However, equating becomes necessary even for IRT-based tests that are to be administered continuously. Equating is subject to various constraints depending on the scale and implementation style, and therefore, selection of an appropriate design and method suitable for each situation is required. Theory and techniques of test equating must be further advanced with its increased importance in the future.

　Another issue to be considered is how to relate test scores with "what can be done in concrete terms," as IRT-based tests express test scores on the common scale. If we can accurately make such correspondence between the two factors, the value of educational testing will be furthered, in addition to the verification of the test validity. In the future, research concerning Can-do based on objective assessment criteria is expected to grow.

　The 9th Convention of JART was attended by a larger number of people than in the past. Next year's convention is scheduled to be held from August 21 to 22, 2012 at Tokyo Medical and Dental University (TMDU).

July 4 to 6, 2011

Report on ICT-integrated Education in Hong Kong and the CSCL conference

　The 21st century has witnessed various paradigm shifts in how we perceive learning and skills. In a new paradigm, more emphasis is placed on the students’ proactive and collaborative learning, rather than traditional teaching led by teachers. Emphasis is also placed on “higher order thinking skills” which empowers students to do critical thinking and problem solving. On the other hand, with the widespread use of ICT in global society, industrialized nations have been promoting policies to disseminate ICT in the education arena. We believe that these policies are an essential condition for the successful transition of the above-mentioned perception on learning and skills.

　We visited the Center for Information Technology in Education (CITE) and attended the 9th International Conference on Computer-Supported Collaborative Learning (CSCL) to investigate policy trends of ICT in education in the world, as well as the latest trends in integrating computers into education in Hong Kong.

　A policy measure to integrate ICT in education in Hong Kong is now in the third stage since 2008. This policy uses Web2.0 as its driving force and marks the beginning of c-learning (Collaborative, Contributory, Creative learning). In 2009, a working group report was submitted on textbooks and e-Learning resources, introducing a vision for a paradigm shift to a “learner-centered approach.” These developments reflect the shift in perception of learning aligned with the integration of ICT in education. According to the plan, digitalized textbooks will be introduced in 20 to 30 primary schools and junior high schools in Hong Kong by 2014. The schedule toward the implementation of digitalized teaching materials and textbooks is at a faster pace in Korea and Singapore. Japan is following a schedule similar to Hong Kong. Together, this could result in a major transformation in classroom learning in Asia by around 2015.

　The CITE is involved in policy implementations of the Hong Kong Special Administrative Region as a whole, as well as leading more advanced projects in schools, some of which were presented at the conference.
　We will report on two projects led by the CITE. One is called SC(IL)Tools. This develops tools for the self-assessment of information literacy for science classes using ICT. It is interesting that information literacy is nurtured simultaneously with the teaching of a major subject, instead of teaching it in an independent information class. This is an exemplary case which helps us examine how to redesign the curriculum and assessment in the age of information literacy.

　Another project introduced was the Knowledge Building International Project (KBIP). This engages students from primary schools and junior high schools in Hong Kong, Beijing, Canada, Spain and other nations to take initiatives in collaborative knowledge building. The students utilize “Knowledge Forum,” a piece of educational software, and take part in video-conferencing to communicate with each other. This is a good example of global collaborative learning, leveraging ICT. At the CSCL Conference, students from Hong Kong and Beijing who took part in KBIP made presentations in English on their learning outcomes.

　These projects that we observed convinced us that the implementation of ICT integrated education in Hong Kong is in progress both at a fundamental and more advanced level at the same time. We believe that in Japan, we have a clear need to continue debate and dialogue on how to most effectively introduce changes into the curriculum, teaching materials, assessments, ICT environment and teacher training, in order to successfully rebuild education towards students’ proactive and collaborative learning and nurturing higher order thinking skills.

June 28, 2011

Report on the14th OECD/Japan Seminar: Education Reform in the 21st century
–Learning from "Strong Performers and Successful Reformers"-

　The 14th OECD/Japan Seminar co-sponsored by the OECD and MEXT was held on June 28th and 29th 2011. Every year, education ministers, policy-makers and researchers from Japan and all over the world gather to discuss the topical education policy issues. This year's seminar title was "Strong Performers and Successful Reformers - Lessons from PISA." This was 6 months after the results of PISA 2009 were announced and immediately after the PISA 2009 digital reading literacy results were announced. The first day was attended by 380 people, including 90 participants from overseas.

　The seminar, focusing on PISA as its main theme, did not revolve around the discussion of ranking, superiority and inferiority of member states. Rather, the seminar highlighted the transition of education policies in each country and the common challenges perceived through PISA as one barometer. Guest speakers were of diverse backgrounds; from Canada, Singapore, Shanghai, Finland, Denmark, Poland, Indonesia, the U.K., the U.S. and Japan. The OECD and Pearson Foundation jointly developed a DVD with the same title as the seminar which showed images of schools and comments from key persons in reform in various countries, including those of the speakers.

　I want to report on two intriguing observations.
The first is the universal challenge in education which was confirmed among the participants. Every nation is now confronted with the challenge of responding to the urgent need of nurturing the skills that are critical for the 21st century and how to integrate this into education. As Michael Fullan, a researcher and Special Advisor to the Premier and Minister of Education in Ontario, Canada said, every country sets "higher order skills" as the key agenda for education policies. Nevertheless, when it comes to the standard, assessment and the instructions for acquiring those skills, they have yet to be materialized. Listening to his message, I felt that CRET's mission is to contribute in this area.

　The second key observation is the common understanding that the key driver of education reform is the professional community of teachers and education experts. The first challenge is how to attract competent students into the teaching profession. This is a recruitment issue. On this agenda, two contrasting cases were introduced at the seminar. One was from Finland and another from the U.K. The Finnish example shows that teachers are given high social status and only those who are selected from among competent candidates are able to pursue a teacher training course. On the other hand, in the U.K., teachers and students were recruited by advertisements like TV commercials, which were made through market research and segmentation.

　Moreover, in addition to the excellence of individual teachers, the importance of the teaching profession as a team was also presented. Vivien Stewart from the Asia Society headquartered in N.Y., said, the U.S. should learn from Asia as to the high quality of teachers and culture of teamwork. She touched upon the Japanese culture of "lesson study" where teachers exchange comments on each other's classroom teaching. Michael Fullan also showed nations with success stories of education reform, and commented that social capital, such as interactions among teachers and peer learning drives human capital, the quality of each teacher. He emphasized the importance of building the relationship between and among teachers within schools and with other schools.

　The OECD has been an active advocate of education policies based on international assessment. It is noteworthy that the OECD has extended its focus on actions taken by schools and by teachers.

October 30 to November 1, 2010

Report on Observation of a Korean Elementary School which introduced Digitalized Textbooks

　I visited Dongmak Elementary School in Jinsen, Korea. Jinsen is a port town located on the outskirts of Seoul. Dongmak Elementary School is known for its specialized education for gifted children. The school philosophy is to promote both study and sport. In 2007, Dongmak Elementary School introduced experimental classroom teaching using digitalized textbooks for students who requested to try digitalized textbooks.　This report is based on my observation of the class for the 5th graders and an interview with the principal of the school.

　I observed a class consisting of 30 5th graders with an equal number of males and females. The digitalized textbook used was based on a computer-scanned textbook equipped with magnification functionality of illustrations and photos. Students were using the digitalized textbook with ease. The teacher showed the page of the textbook that the students were supposed to be reading on the display panel placed at the front of the classroom. This was to make sure that the students were engaged in the given task at all times.

　I interviewed the principal after the class. He said that the school had referred to the case of introducing digitalized textbooks in Eastern Europe. There was no explanation as to why Eastern Europe was referred to and which country in particular. I want to follow up on this information.

　Dongmak Elementary School introduced digitalized textbooks three years ago for six subjects; Korean, Science, Social Studies, English, Mathematics, and Music. Science and Social Studies received the most positive feedback from the students. The school realized that it normally takes six months to get used to using digitalized textbooks, regardless of students’ grades or subjects. Students selectively use different entry tools depending on what they want to input. For instance, a keyboard is often used for entry of letters and a digital pen is used for drawing pictures. The choice is made based on the accuracy of recognition and the ease of writing. Digitalized textbooks require a higher concentration of mind than regular textbooks. Because of exhaustion, three hours per day is considered to be the maximum time of usage, according to the principal.

　A semi-public organization called KERIS is promoting digitalized textbooks at present in Korea. The Korean government plans to disseminate the digitalized textbooks throughout Korea by first introducing them to elementary schools which have expressed an interest in them.

　My observation from the visit is that the hybrid style of classroom teaching using both paper textbooks and digitalized textbooks leveraging the strengths of both and considering the weaknesses of both is the most realistic way to start. By identifying the areas where digitalized textbooks prove to be more effective, the gradual digitalization of textbooks can be promoted.

October 8, 2010

Report on the International Surveys -Key Competencies-

　I visited the OECD Headquarters in Paris on October 8th, 2010 and interviewed Mr. Andreas Schleicher*1 from the Education Directorate. I asked him about the aims of international surveys sponsored by OECD, such as PISA, PIAAC and AHELO, as well as about their future plans. This report focuses on the relationship between OECD international surveys and DeSeCo key competencies*2.

　As the report on the presentation at the 8th JART Convention describes, DeSeCo key competencies were devised by collecting knowledge and information from multidisciplinary intellectuals from 1997 and 2002. Three key competencies relevant to all areas of economy, politics and society were identified. They are:

　1. Use tools interactively.
　2. Interact in heterogeneous groups.
　3. Act autonomously.

　The DeSeCo Executive Summary states that these key competencies exist as the basis of OECD international surveys. According to Mr. Schleicher, capabilities measured by PISA, PIAAC and AHELO were developed based on the following competencies: Key competency 1 is used as the basis for PISA reading, mathematics and science literacy as well as PIAAC literacy, numeracy and “problem solving.” On the other hand, “problem solving” for PISA2012 and AHELO generic skills will be developed using key competency 3 as the framework. “Problem solving”, which we call the same name, has different implications. Each needs to be measured according to its own definition. For instance, PIAAC measures operational skills such as an information search on the internet as a means of “problem solving,” and PISA AHELO measures more advanced skills which enable effective decision-making based on available information.

　By 2020, it is expected that new types of assessment to measure the competencies of students to pursue a successful life in modern society will emerge one by one. It is important for us to closely keep an eye on the assessment outcome of each, based on a clear definition of the relevant competencies being assessed.

*1 Andreas Schleicher, Head of Indicators and Analysis Division, Education Directorate
*2 THE DEFINITION AND SELECTION OF KEY COMPETENCIES

June 25 to July 2, 2010

Report on the Overseas Assessment Trend -Computer Based Testing(CBT)-

　We visited the Educational Testing Service (ETS) in Princeton, New Jersey, and attended the conference and exposition hosted by the International Society for Technology in Education (ISTE 2010) in Denver, Colorado, from June 25th to July 2nd, 2010. This is a report on two topics regarding Computer Based Testing (CBT).

　The first topic is about CBAL (Cognitively Based Assessment of, for, and as Learning). At ISTE 2010, there was a presentation on this subject by an ETS researcher in the session on “Moving Online Assessment Forward Using an Open Source Technology Platform”. This is an assessment for multifaceted education with the objective of guaranteeing the quality of PreK-12 education. It serves three aspects of assessment: documenting what students have achieved (“of learning”); helping identify how to plan and adjust instruction (“for learning”); and being considered by students and teachers to be a worthwhile educational experience in and of itself (“as learning”).

　CBAL provides class tasks, content of activities, reference materials, and diagnostic tests on computers. For example, 7th grade CBAL mathematics includes tasks called “cartooning” and “mix it up”. The former involves drawing cartoons by understanding the ratios of body parts. The latter involves mixing red and blue paint on a computer screen to get purple paint. It teaches how the ratio of red to blue affects the color of the paint.

　The preliminary research on a summative assessment of CBAL reading, writing, and mathematics has been conducted in schools in 17 states for 7th and 8th graders since 2010. A formative assessment has been tested at public schools in Portland, Maine, since 2007. The outcome of preliminary research will tell us if CBAL has the potential to replace the standard test in each state.

　The second topic is NAEP on CBT. CBT will be introduced for the first time to writing in the National Assessment of Educational Progress (NAEP) in 2011, according to an ETS researcher. It will require writing using word processors as well as including audio and video content enabled by CBT. The WRITING FRAMEWORK for the 2011 National Assessment of Educational Progress (Pre-Publication Edition) sets three communicative purposes for writing; 1. to persuade, 2. to explain, and 3. to convey experience, real or imagined. Each has its own respective grading criteria and is based on six ranges of scores. You can refer to Appendix B of the WRITING FRAMEWORK to read the example tasks.

　When the personal computer was first introduced to tests, and was used alongside pencils and papers, changes became apparent. What is the future mode of testing in Japan? We can observe the leading steps being made in the US and develop an insight into the positive and negative aspects of each step. We hope to create the right environment, conducive to the tools that children use to learn.

　 　-footnote-
　In the U.S., the National Assessment of Educational Progress (NAEP) started in 1969. 4th, 8th, and 12th graders participate in the survey using random sampling. The objective of the assessment is to identify the group trend, not individual achievements. The subjects covered are mathematics, reading, science, writing, art, citizenship, economics, geography, and American history. The survey is not done annually involving all grades taking tests for all subjects. Basically, as the NAEP schedule indicates, assessments of mathematics, reading and science take place in odd-numbered years, and in even-numbered years, other subjects (one, two or three subjects, depending on the year) are covered.

March 23 to 24, 2010

CRET Research Exchange Report on ATC21S DWP Reading Circle

　We participated in the meetings of a reading circle on five DWPs (Draft White Papers), generated from ATC21S (Assessment and Teaching of 21st Century Skills), held on 23rd and 24th of March, 2010.

　The reading circle was organized by Dr. Nahomi Miyake with the purpose of developing an accurate understanding of ATC21S based on the DWPs presently available, sharing movements among researchers of learning science and promoters of IT education, and discussing what must be done next.

　ATC21S is a three-year project propelled by three IT companies in the U.S. and the University of Melbourne. The CRET Report dated May 26th, 2009 reports on this. The first meeting was held in April 2009. On January 11, 2010, the Learning and Technology World Forum was held in London to review progress over the first year. The main work of the project was advanced under five Working Groups. Each has produced a DWP with the following titles:

　1. Defining 21st century skills
　2. Perspectives on methodological issues
　3. Technological issues for computer-based assessment
　4. New assessments and environments for knowledge building
　5. Policy frameworks for new assessments

　DWP1 defined a framework for 21st century skills. DWP2 addressed methodological problems in the assessment of 21st century skills. DWP3 identified and analyzed technological problems associated with the assessment. DWP4 reviewed the relationship between the learning environment and assessment. DWP5 focused on the policy frameworks necessary to achieve the shift to implementing new forms of assessment.

　The reading circle was attended by 20 participants from the academic and educational community and the private sector. The Jigsaw method for a collaborative learning support system was used. Each individual prepared numerous pages of the DWP before the meeting. All participants were able to grasp, in Japanese, the content of five DWPs written in English in the short span of one and a half days. The power of the collaborative learning support system was demonstrated.

　ATC21S sets its goal as the emergent, concurrent, embedded and transformative assessment for knowledge building. A measurement of the end result of learning is not the objective. What matters is an assessment which enables the accurate identification of the learning progress and the measures to be taken for its improvement. The conventional style of general assessment focuses on the targeted learning results and the actual learning follows. However, the new type of assessment starts with learning and the achievement target is adjusted from time to time corresponding to the learning progress. A solid IT foundation is a prerequisite to enable a continuous assessment system which closely monitors and assesses the learning progress. Stealth assessment was introduced as a methodology to measure abilities without the assessed individual being aware of the assessment.

　Dr. Yasutaka Shimizu of the Tokyo Institute of Technology, who has attended the Learning and Technology World Forum in January, submitted an article commenting as follows;
"It was explained that OECD plans to implement a skills assessment of ATC21S for PISA2012. It means that the assessment of problem-solving abilities is soon to initiate. We must take note of that."

　At the Technology World Forum, Dr. Barry McGaw from the University of Melbourne presented a keynote address. He shared information on what ATC21S is planning to take up in the second year. It is the development of collaborative problem-solving, individual problem-solving, and digital literacy items for secondary school students.

　The diffusion of the internet is rapidly creating a modern society without borders. It is our hope that Japanese students will grow up to serve the global community. There is also an anxiety about the Japanese education system at present. Is it sufficient to equip children for the future? CRET will continue to watch global trends and be instrumental in the enhancement of education in Japan.

※Details of the DWP summary are available only in Japanese.
　 click here for the Japanese page.

January 11 to 15, 2010

CRET Research Exchange Report -EC, ROA, Ofqual-

　We visited the European Commission (EC), ROA*1 at Maastricht University in the Netherlands, and Ofqual in the UK from January 11th to 15th 2010, to exchange views on the new competencies required in Europe in the future. The following is the report on the EC surveys, named Skill Needs and New Skills for New Jobs.

　In Europe, there is an increasing demand for jobs requiring new skills, accompanying the rapid shift from primary industry to knowledge-based industry, resulting in a globalization of the scope of work. We have interviewed researchers at the division of Lifelong learning: contribution to the Lisbon process, at the EC. They said that surveys had been conducted since 2007 on the demand for the New Skills based on the eight key competencies*2 for lifelong learning presented in December 2006.

　The Cedefop*3 report entitled, "Future Skill Needs in Europe (2008)" compiles the expected demand for different jobs and the skills required for them.

　A chart on the Cedefop report : "Qualification requirements by level of qualification (in millions, %), 1996-2015, EU-25, Norway and Switzerland" shows the qualification requirements by level of qualification up to the year 2015 for 25 EU states (Bulgaria and Romania were excluded) plus Norway and Switzerland. The chart shows that among the 27 countries, the qualification requirement for the lowest level of qualification is expected to decrease from 26.2% to 20.8% from 2006 to 2015, and the requirement for the highest level of qualification will increase from 25.3% to 29.3% during the same period.

　Another chart on the report: "Net employment change (in millions), 2006-2015, by occupational groups and highest level of qualification, EU-25, Norway and Switzerland" indicates that even for elementary occupations, at least a medium level of qualification is required. Although there may be variations among nations, we can conclude that skills are an increasingly important factor for workers to retain their jobs, in spite of the changes in industrial structure.

　Cedefop will start reporting on the supply forecast in addition to the demand for skills every two years starting from 2010. New Skills for New Jobs showing the required skills for each industry will also be initiated. Let us keep an eye on future trends.

October 11 to 17, 2009

Report on CRET Research Exchange with OECD, DIPF, and IEA

　From October 11th to October 17th 2009, CRET researchers, led by Mr. Kenichi Arai, the Chair of CRET, visited OECD , DIPF , and IEA . A useful exchange took place concerning competencies measured by international assessments such as PIAAC2011(Programme for the International Assessment of Adult Competencies), PISA2012(The Programme for International Student Assessment), their measurement methodologies, as well as CRET current research activities. The following is the latest report on PISA2012, PIAAC2011, and Computer Based Test (CBT).

　(1) PISA2012 and PIAAC2011

　OECD has been implementing PISA for students aged 15, reaching the end of compulsory education, every three years from the year 2000. In PISA2012, standard questions of mathematical literacy, reading literacy and scientific literacy will be included, with the emphasis on mathematical literacy. As an option, using CBT to measure three types of literacy and problem-solving abilities is scheduled to be executed.
　In 2011, PIAAC is scheduled to be implemented for those from 16 to 64 years of age. The predecessors to this survey are IALS(International Adult Literacy Survey, 1994 - 1998) and ALL(Adult Literacy and Life Skills Survey, 2002 - 2006) , measuring competencies in three areas: reading literacy, numeracy and problem-solving abilities. The home-visit survey method will be used. It will be available both as a CBT and a Paper Based Test (PBT). The examiner will choose the appropriate test form depending on the examinee’s ability to operate a computer.

　Approximately 60% of PIAAC2011 is to resemble the questions used for IALS and ALL. Referring to the questions of ALL publicly disclosed , the questions are oriented to assess basic literacy necessary at work and in daily life, such as the ability to read gasoline meters. In the preliminary PIAAC survey scheduled to take place from March to April 2010, 28 countries including Japan are expected to participate. Past surveys indicated that some adults equipped with basic reading and essay writing skills were unable to use them effectively in real life. We shall see how the 2011 survey will turn out.

　The reports on the two assessments are expected to come out in 2013. The possible perspectives of data analysis include the comparison of the test results of PISA2012 and PIAAC2011 for the group of 16-year olds, and the PIAAC2011 and PISA2000 comparison of the group of 28-year olds who took PISA 2000.

　(2) On CBT

　There are several points to note in developing CBT. Here are two of them.
　One is the effect on the test score of the examinee’s affinity to computers. This was also mentioned in the report on JART’s special lecture in September where Dr. Randy Bennett (ETS) gave a speech . Considering this point, in the CBT for PISA and PIAAC, tests will be based on the premise that computers can be used with ease by test takers, comparable to the use of pencils for PBTs, based on what we heard during our visits.
　The second point of concern with CBT is the increased burden on test-takers, resulting from the need to scroll pages as sentences get longer. As a possible measure to reduce the need for scrolling, CRET has been exploring the possibility of replacing written questions with animated or other images. Much interest was shown in the CRET report presented at e-Learn2009 in October, entitled ?Use of Animation to Display Math Problems in a Computer-Based Test.

　We have learned that steady preparations are being made for international tests to incorporate the measurement of competencies to effectively use computers for cross-disciplinary problem-solving requirements in modern society. CRET intends to keep up with this global trend in search of the optimum education for Japanese.

May 26, 2009

Participation Report on the 21st Century Skills Conference

　I participated in the First Project Conference on the 21st Century Skills educational assessment and guidance held in San Diego, U.S.A, from April the 17th to the 19th, 2009.

　This is a three-year project, to be completed in 2011, that is being led by Professor Barry McGaw of the University of Melbourne in a joint contract with Cisco, Intel and Microsoft. Its mission is for concerned researchers and research institutes to work in collaboration, regardless of their federal, public or private backgrounds, in order to research the guidance and assessment of 21st century skills. This conference was held in accordance with the press release statement issued on January 13th, 2009.

　The First Conference saw 74 participants, including Andreas Schleicher of the OECD, as well as people from the U.S.A., Germany, Australia, England and so forth. There were also 3 participants from Japan, including a representative of the University of Tokyo and two CRET researchers.

　The Conference was split into 5 working groups : 1) Learning Environment & Formative Assessment, 2) Methodology, 3) Technology, 4) Measurable 21st Century Skills, and 5) Policy Issues.

　At the Measurable 21st Century Skills working group that CRET researchers participated in, ten types of competencies were chosen. In order to choose them, we referred to existing materials such as the Framework for 21st Century Learning developed by the Partnership for 21st Century Skills, as well as Key Competences for Lifelong Learning developed by the EU, and finally A Big Picture of the Curriculum which gives an overall description of the British curriculum. Our plan is to define these various types of competencies and to ascertain the kinds of knowledge, skills, attitudes and circumstances necessary for bringing about the said competencies. Please refer to this link - http://www.atc21s.org/ - for further details regarding this project.