Abstract
The 21 st century lifestyle demands that individuals engage different communication modes and intelligences in every domain from learning, employment, communication and recreation and entertainment. In order to produce individuals that are competent and able to function competitively in the 21 st century global field, tertiary education and assessments must move beyond traditional methods of essays, quizzes and exams that only test discipline related knowledge and memorization skills. Holistic, transformative assessments that can develop knowledge and skills and maximize an individual’s potential is important in creating competent and marketable graduates. This study discusses the development of 21 st century skills through a short film production assessment in the Literature and the Media course taught at The National University of Malaysia. The core principles of formative assessments are used to guide the development, design and implementation of the short film production assessment. A distinctive aspect of the assessment is the inclusion of pitching and short film premiere event organization elements which were found to be very beneficial in helping students develop skills such as decision making, problem-solving and public speaking. The tasks involved in all three stages of the short film production assessment were found to be instrumental in developing fourteen 21 st skills in students. Students’ reflections also provided an insight into the various skills developed through the assessment. This study reinforces the potential of filmmaking as a holistic and transformative assessment tool to equip tertiary students with the necessary skills to meet the demands of 21 st century work and life environments. Keywords: 21 st century skills; short film production; transformative; formative assessment; literature
Highlights
Education has the power to change the lives of individuals and the future of nations and the world
The Short Film Production assessment design, implementation and evaluation criteria will be described in detail and the findings presented based on the assessment design and students' feedback on the 21st century skills acquired through the task
Through close analysis of the different tasks involved in the three stages of the assessment and students’ output, I have identified that the short film production assessment has been instrumental in developing 14 skills and competencies that would be considered as valuable and relevant in the 21st century environment based on the multimodal approach employed in the teaching and learning of the course and the works of Lowden (2011), Binkley et al (2012), Boyles (2012) and Griffin & Care (2015) on 21st century skills
Summary
Education has the power to change the lives of individuals and the future of nations and the world. Through close analysis of the different tasks involved in the three stages of the assessment and students’ output, I have identified that the short film production assessment has been instrumental in developing 14 skills and competencies that would be considered as valuable and relevant in the 21st century environment based on the multimodal approach employed in the teaching and learning of the course and the works of Lowden (2011), Binkley et al (2012), Boyles (2012) and Griffin & Care (2015) on 21st century skills These skills include multimodal literacy creativity, critical thinking, communication skills, collaboration, technological skills, cultural awareness and reflection
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