Scale Adaptation and Validation to Assess the Development of 21st Century Skills in Secondary School Students
DOI:
https://doi.org/10.15359/ree.27-3.17251Keywords:
cross-curricular skills, teaching practices, scale validation, secondary education, 21st-century skillsAbstract
Objective. This research aims to modify and validate a scale for assessing students’ perceptions of pedagogical practices employed in classrooms to foster 21st-century skills. Methods. The WVDE-CIS-28 scale, originally designed for teachers, was adapted and administered through a survey to a sample of 3432 high school students from 26 schools in the Biobío region, Chile. An exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) were conducted to determine the number of underlying dimensions and verify whether the proposed theoretical model with 8 dimensions showed a significant statistical adjustment. Results. The validation analyzes of the scale confirmed the factorial structure of the original instrument, which comprised the dimensions of critical thinking, collaboration, communication, creativity and innovation, self-direction, global relations, local relations, and the use of learning technologies. The study presents the factor loading tables and model fit indices for EFA and CFA, as well as descriptive results categorized by item and dimension. Conclusions. The adaptation of the instrument demonstrates an adequate psychometric adjustment, explaining how the 8 dimensions considered contribute to the 21st-century skills construct. This tool can be useful to investigate how classroom pedagogical practices promote the development of these essential skills.
References
Almerich, G., Díaz-García, I., Cebrián-Cifuentes, S., & Suárez-Rodríguez, J. (2018). Estructura dimensional de las competencias del siglo XXI en alumnado universitario de educación. Revista Electrónica de Investigación y Evaluación Educativa, 24(1), 1-21. https://doi.org/10.7203/relieve.24.1.12548
Amiama-Espaillat, C. & Mayor-Ruiz, C. (2017). Lectura digital en la competencia lectora: La influencia en la generación Z de la República Dominicana. Comunicar, 25(52), 105-114. https://doi.org/10.3916/C52-2017-10
Anagün, Ş. S. (2018). Teachers ’ perceptions about the relationship between 21st century skills and managing constructivist learning environments. International Journal of Instruction, 11(4), 825-840. https://doi.org/10.12973/iji.2018.11452a
Bartlett, M. S. (1954). A notte note on the multiplying factors for various X2 approximations. Journal of the Royal Statistical Society, Series B, 16(2), 296-298. https://doi.org/10.1111/j.2517-6161.1954.tb00174.x
Bennett, R. E. & von Davier, M. (Editores). (2017). Advancing human assessment. The methodological, psychological and policy contributions of ETS. Springer. https://doi.org/10.1007/978-3-319-58689-2_19
Boyaci, Ş. D. B. & Atalay, N. (2016). A scale development for 21st century skills of primary school students: A validity and reliability study. International Journal of Instruction, 9(1), 133-148. https://doi.org/10.12973/iji.2016.9111a
Care, E., Kim, H., & Scoular, C. (2017). 21st century skills in 20th century classrooms. Educadores, (December), 30-40. https://www.brookings.edu/wp-content/uploads/2018/08/Care-Kim-Scoular_Educadores.pdf
Care, E., Kim, H., Vista, A., & Anderson, K. (2018). Education system alignment for 21st century skills: Focus on assessment. Center for Universal Education, Brookins Institution. https://www.brookings.edu/wp-content/uploads/2018/11/Education-system-alignment-for-21st-century-skills-012819.pdf
Care, E., Scoular, C., & Griffin, P. (2016). Assessment of cProblem solving in education environments. Applied Measurement in Education, 29(4), 250-264. https://doi.org/10.1080/08957347.2016.1209204
Chalkiadaki, A. (2018). A sistematic literatura review of 21st century skills and competencias in primary education. International Journal of Instruction, 11(3), 1-16. https://doi.org/10.12973/iji.2018.1131a
Claro, M., Preiss, D. D., San Martín, E., Jara, I., Hinostroza, J. E., Valenzuela, S., Cortes, F., & Nussbaum, M. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers & Education, 59(3), 1042-1053. https://doi.org/10.1016/j.compedu.2012.04.004+
Cognition and Technology Group at Vanderbilt. (1992). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology Research and Development, 40(1), 65-80. https://doi.org/10.1007/BF02296707
Colás-Bravo, P., Conde-Jiménez, J., & Reyes-de-Cózar, S. (2019). El desarrollo de la competencia digital docente desde un enfoque sociocultural. Comunicar, 27(61), 21-32. https://doi.org/10.3916/C61-2019-02
Committee on Defining Deeper Learning and 21st Century Skills, Pellegrino, J. W. (Ed.), M. Hilton, M. L. (Eds.), Board on Testing and Assessment, Board on Science Education, Division on Behavioral and Social Sciences and Eduction & National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press. https://hewlett.org/wp-content/uploads/2016/08/Education_for_Life_and_Work.pdf
Delors, J. (1996). Los cuatro pilares de la educación. En La educación encierra un tesoro. Informe a la UNESCO de la Comisión internacional sobre la educación para el siglo XXI (pp. 91-103). Ediciones UNESCO. https://www.uv.mx/dgdaie/files/2012/11/CPP-DC-Delors-Los-cuatro-pilares.pdf
Ercikan, K. & Oliveri, M. E. (2016). In search of validity evidence in support of the interpretation and use of assessments of complex constructs: Discussion of research on assessing 21st century skills. Applied Measurement in Education, 29(4), 310-318. https://doi.org/10.1080/08957347.2016.1209210
González, J. & Wagenaar, R. (Coords.). (2009). Una introducción a Tuning Educational Structures in Europe. La contribución de las universidades al proceso de Bolonia. Publicaciones de la Universidad de Deusto. https://dialnet.unirioja.es/servlet/libro?codigo=703107
Gutiérrez-Porlán, I., Román-García, M., & Sánchez-Vera, M.-del-Mar. (2018). Estrategias para la comunicación y el trabajo colaborativo en red de los estudiantes universitarios. Comunicar. 26(54), 91-100. https://doi.org/10.3916/C54-2018-09
Herde, C. N., Lievens, F., Solberg, E. G., Harbaugh, J. L., Strong, M. H., & Burkholder, G. J. (2019). Situational judgment tests as measures of 21st century skills: Evidence across Europe and Latin America. Journal of Work and Organizational Psychology, 35(2), 65-74. https://doi.org/10.5093/jwop2019a8
Hixson, N. K., Ravitz, J., & Whisman, A. (2012). Extended profesional development in project-based learning: Impacts on 21st century teaching and student achievement. https://files.eric.ed.gov/fulltext/ED565466.pdf
Hu, L. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Iivari, N., Sharma, S., & Ventä-Olkkonen, L.(2020). Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55(2), 1-6. https://doi.org/10.1016/j.ijinfomgt.2020.102183
JASP Team. (2021). JASP (Version 0.16.3) [Computer software]. University of Amsterdam. https://jasp-stats.org
León-Perez, F., Bas, M.-C., & Escudero-Nahón, A. (2020). Autopercepción sobre habilidades digitales emergentes en estudiantes de educación superior. Comunicar, 28(62), 91-101. https://doi.org/10.3916/C62-2020-08
Mendoza Gamiño, A. (2018). Globalización y nuevos retos para una educación en la era digital. En P. Aullón de Haro (Coord.), La cuestión universitaria. (Vol 1: Metodologías humanísticas en la era digital, pp. 115-125). Instituto Juan Andrés. https://humanismoeuropa.files.wordpress.com/2018/02/6.pdf
Ministerio de Educación (MINEDUC). (2021) Estándares de la profesión docente. Marco para la buena enseñanza. CPEIP. https://estandaresdocentes.mineduc.cl/wp-content/uploads/2023/06/MBE-2-1.pdf
Pérez-Escoda, A., Castro-Zubizarreta, A., & Fandos-Igado, M. (2016). La competencia digital de la generación Z: Claves para su introducción curricular en la educación primaria. Comunicar. 24(49), 71-79. https://doi.org/10.3916/C49-2016-07
Schumacker, R. E. (2015). Learning statistics using R. Sage Publications.https://doi.org/10.4135/9781506300160
Silva, J., Usart, M., & Lázaro-Cantabrana, J.-L. (2019). Competencia digital docente en estudiantes de último año de pedagogía de Chile y Uruguay. Comunicar, 27(61), 33-43. https://doi.org/10.3916/C61-2019-03
United Nations Educational, Scientific and Cultural Organization (UNESCO) Office Bangkok & Regional Bureau for Education in Asia and Pacific. (2015). Transversal competencies in education policy and practice (Phase I): Regional synthesis report. http://bit.ly/337gUmH
van Laar, E. van, Deursen, A. J. A. M., van, Dijk, J. A. G. M. Van., & de Haan, J.. (2017). The relation between 21st-century skills and digital skills : A systematic literature review. Computers in Human Behavior, 72, 577-588. https://doi.org/10.1016/j.chb.2017.03.010
Watkins, M. W. (2018). Exploratory factor analysis: A guide to best practice. Journal of Black Psychology, 44(3), 219-246. https://doi.org/10.1177/0095798418771807
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Felipe Sepúlveda, Paz Céspedes, Jordán Ovalle, Daniela García
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License: