Education for Life and Work Developing Transferable Knowledge and Skills in the 21st Century (2012) / Chapter Skim
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2 A Preliminary Classification of Skills and Abilities
2 A Preliminary Classification of Skills and Abilities
Pages 21-36
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From page 21... ...
THREE DOMAINS OF COMPETENCE As a first step toward describing 21st century skills, the committee identified three domains of competence: cognitive, intrapersonal, and interpersonal. These three domains represent distinct facets of human thinking and build on previous efforts to identify and organize dimensions of human behavior.
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From page 22... ...
This research has focused on understanding human behavior by examining systematic ways in which individuals vary and by using relatively stable patterns of individual differences as the basis for structural theories of
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From page 23... ...
The latter dimensions of transferable knowledge (how, why, and when to apply content knowledge) are often called "skills." We refer to this blend of content knowledge and related skills as "21st century competencies." In Chapter 4, we propose that deeper learning is the process through which such transferable knowledge (i.e., 21st century competencies)
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In contrast to the prevailing view of personality traits as fixed, some researchers have argued that individual human behavior demonstrates no consistent patterns and instead changes continually in response to various situations (e.g., Mischel, 1968)
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Today measurement experts continue to struggle with the question of whether various constructs represent different names for the same underlying psychological phenomenon or are truly different dimensions of human competence. A 2002 paper, for example, addressed the question of whether separate measures of self-esteem, neuroticism, locus of control, and generalized self-efficacy were in fact focusing on a single core construct (Judge et al., 2002)
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From page 26... ...
, a reflective latent variable is identified based on correlations among scores from a set of tasks. Differential psychologists discover reflective latent variables using factor analysis and related methods to identify the patterns of correlations among a set of "indicator variables" -- scores on tests and rating instruments used to measure cognitive and noncognitive competencies.
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From page 27... ...
Instead, experts identify formative latent variables through a variety of other means, such as through consensus opinion or traditions in a field. Formative latent variables can be thought of as a "stew" -- a mixture of elements that might or might not be related.
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(simple reaction time to respond to a stimulus, reaction time to choose and make an appropriate re sponse to a stimulus, and semantic retrieval of general knowledge) We focused the content analysis on the first three factors -- fluid intelligence, crystallized intelligence, and retrieval ability -- because the primary abilities they included were most closely related to the 21st century skills discussed in the reports and documents.
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From page 29... ...
Facets are not as stable across cultures as the major five dimensions are, but they nevertheless prove useful ways to characterize individual differences more precisely (Paunonen and Ashton, 2001)
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From page 30... ...
Formative Latent Variables: Occupational Skills and Other Examples Unlike reflective latent variables that are discovered, formative latent variables are constructed. Relationships between variables do not constrain the development of formative latent variables; rather, formative latent variables can be whatever a person or community defines them to be.
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From page 31... ...
Aligning Lists of 21st Century Skills with Ability and Personality Factors As a first step toward aligning various lists of competencies included in the reports and documents on 21st century skills with ability and personality factors, the committee compared the eight reports and documents mentioned above, identifying areas of overlap and differences. Another useful step was to divide the various competencies into the three domains
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Cognitive Processes reasoning/argumentation, complex problem and Strategies interpretation, decision making, solving skills adaptive learning, executive function Information literacy (research Content skills Main ability factor: using evidence and recognizing crystallized intelligence COGNITIVE Knowledge bias in sources) ; information and (Gc)
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From page 33... ...
Main personality factor: INTRA- responsibility, perseverance, conscientiousness PERSONAL productivity, grit, Type 1 selfCOMPETENCIES Work Ethic/ regulation (metacognitive skills, Conscientious- including forethought, ness performance, and self reflection) , professionalism/ ethics, integrity, citizenship, career orientation Type 2 self-regulation (self- [none]
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From page 34... ...
TABLE 2-2 Continued 34 Terms Used for 21st Main Ability/ Cluster Century Skills O* NET Skills Personality Factor Communication, collaboration, Social skills Main personality factor: teamwork, cooperation, agreeableness Teamwork and coordination, interpersonal Collaboration skills, empathy/perspective taking, trust, service orientation, conflict resolution, negotiation INTER PERSONAL COMPETENCIES Leadership, responsibility, Social skills Main personality factor: assertive communication, self- (persuasion)
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From page 35... ...
For example, Conley's 2007 list of college readiness skills deals mainly with cognitive competencies, while Hoyle and Davisson's 2011 analysis of self-regulation focuses on intrapersonal competencies. Next, the committee conducted a content analysis, comparing the various competencies included in the eight documents with the reflective latent variables at the top of the cognitive abilities and personality taxonomies.
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From page 36... ...
Much further research is needed to more clearly define the competencies at each level of the proposed taxonomy, to understand the extent to which various competencies and competency clusters may be malleable, to elucidate the relationships among the competencies, and to identify the most effective ways to teach and learn these competencies.
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