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(the Center for Assessment) is a New Hampshire based not-for-profit (501(c)(3)) corporation. Founded in September 1998, the Center’s mission is to improve student learning by partnering with educational leaders to advance effective practicesand policies in support of high-quality assessment and accountability systems. The Center for Assessment does this by providing services directly to states, school districts, and partner organizations to support state and district assessment and accountability systems.  \nThis work is licensed under the Creative Commons Attribution 4.0 International License (CC BY) . To view a copy of this license, visit [http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/) .  \nACKNOWLEDGMENTS:  \nWe acknowledge the support and feedback from Juan D’Brot, Cara Laitusis and Will Lorié, colleagues at the Center for Assessment whose ideas and suggestions improved this paper. Special thanks to Catherine Gewertz, whose keen insights and thorough edits significantly improved the clarity of our work. Any errors andomissions are our own.  \nSUGGESTED CITATION:  \nBrandt, W.C., Evans, C. M., & Domaleski, C. (2025). Assessing 21st century competencies: Guiding principles for states and districts. Center for Assessment.  \nPAGE 2  \nASSESSING 21ST CENTURY COMPETENCIES:  \nGuiding Principles for States and Districts  \nTABLE OF CONTENTS  \nINTRODUCTION ..................................................................... 4  \n21ST CENTURY SKILLS: A CONSENSUS DEFINITION ............ 5  \nCompeting Names for Complex Competencies ................. 5  \nA Consensus Definition .......................................................... 6  \nCharacteristics of 21st Century Competencies ................... 6  \nWHY EDUCATION AGENCIES ARE PRIORITIZING 21ST CENTURY COMPETENCIES ............................................ 7  \nASSESSMENT AND MEASUREMENT CHALLENGES ............... 9  \nClear Construct Definitions ................................................. 10  \nEmpirically Based Proficiency Targets ............................... 10  \nIdentified Claims and Uses .................................................. 12  \nAdequate Domain Mapping (Sufficient vs. Generalized Competency-Based Claims) ........................... 13  \nReliable Scoring and Reporting Processes ........................ 13  \nA Note on Advancements in Computer-Based Assessments ......................................................................... 14  \nIMPLICATIONS FOR CONSEQUENTIAL USES OF ASSESSMENT RESULTS ......................................................... 15  \nTRANSLATING IDEAS INTO ACTION ................................... 16  \nFoundational Prerequisites for Robust Assessment Practice .................................................................................. 16  \nPrinciples for High-Quality Assessment Design, Implementation and Use ..................................................... 20  \nSUMMARY AND RECOMMENDATIONS .............................. 26  \nREFERENCES ......................................................................... 28  \nPAGE 3  \nASSESSING 21ST CENTURY COMPETENCIES:  \nGuiding Principles for States and Districts  \nINTRODUCTION  \nStudents need far more than traditional academic skills to succeed in school, work and civic life. Decades of discussion about the knowledge, skills, attitudes and behaviors that facilitate success in the information age have produced consensus that students should learn 21st century competencies. However, many schools strug","cbCaidJiqtHKSDV9","https://ap.wps.com/l/cbCaidJiqtHKSDV9","pdf",1353791,32,"English","# Introduction\n# 21st Century Skills: A Consensus Definition\n## Competing Names for Complex Competencies\n## A Consensus Definition\n## Characteristics of 21st Century Competencies\n# Why Education Agencies Are Prioritizing 21st Century Competencies\n# Assessment and Measurement Challenges\n## Clear Construct Definitions\n## Empirically Based Proficiency Targets\n## Identified Claims and Uses\n## Adequate Domain Mapping (Sufficient vs. Generalized Competency-Based Claims)\n## Reliable Scoring and Reporting Processes\n## A Note on Advancements in Computer-Based Assessments\n# Implications for Consequential Uses of Assessment Results\n# Translating Ideas into Action\n## Foundational Prerequisites for Robust Assessment Practice\n## Principles for High-Quality Assessment Design, Implementation and Use\n# Summary and Recommendations\n# References","[{\"question\":\"What competencies does the report focus on and why?\",\"answer\":\"The report focuses on 21st century competencies needed for success in school, work, and civic life. It addresses why many schools struggle to integrate these competencies into instruction and gauge student mastery.\"},{\"question\":\"How does the report propose to define 21st century competencies?\",\"answer\":\"It reviews varying definitions across research traditions such as psychology, sociology, and education, then proposes a consensus definition. It also describes characteristics of 21st century competencies.\"},{\"question\":\"What are the main assessment and measurement challenges described?\",\"answer\":\"Key challenges include clear construct definitions, empirically based proficiency targets, identified claims and uses, adequate domain mapping, and reliable scoring and reporting processes. It also notes developments in computer-based assessments.\"}]","ASSESSING 21ST CENTURY COMPETENCIES - Guiding Principles for States and Districts | PDF",1792056725,81]