The Assessment and Teaching of 21st Century Skills (ATC21S) Project Phase 2.4 Field Test

Appendix A
Administration Manuals for Field Trials:
• ICT (Information, Communication and Technology
literacy) Teacher Administration Guide
• CPS (Collaborative Problem-Solving) Teacher
Administration Guide, Teacher Practice
Task Guide, Technical Specifications

ATC21S


ATC21S
Information,
Communication,
and
Technology
(ICT)
Literacy

Administration
Guide


This
document
prepared
by
Berkeley
Evaluation
and
Assessment
Research
Center
at
the
University

of
California,
Berkeley

is
for
teachers
and
school
technical
staff
who
will
be
administering
the


“Learning
in
Digital
Networks”
Assessment.


Sections
included:

1.

Introduction



2.

Planning:



2.1. Roles

2.2. Checklist
for
Field
Test
Administration

2.3. 
Technical
Requirements


3.

Logins
for
entering
the
assessment
website


4.

Administration
of
Tasks


5.

Contact
Information


Section
1:

 
Introduction

The
 ATC21S
 project
 is
 developing
 new
 forms
 of
 assessment
 and
 teaching
 approaches
 to
 meet
 the

demands
 of
 the
 21st
 century.
 One
 of
 the
 areas
 of
 interest
 is
 the
 assessment
 and
 teaching
 of

“Learning
in
Digital
Networks”
which
combine
skills
in
information,
communication,
and
technology

1


(ICT)
 literacy.
 The
 goal
 is
 to
 deliver
 assessments
 that
 can
 alert
 teachers
 to
 appropriate
 learning

interventions
and
give
instant
feedback
to
students
in
order
to
improve
digital
literacy
skills.


For
the
field
trial,
the
ICT
tasks
to
be
assessed
are
organized
in
two
scenarios:

1. Global
Human
Legacy
Task
2011
(Poetry)

2. Global
Collaboration
Contest
(Arctic
Trek)


Section
2:

Planning

2.1


Roles

References
in
this
guide
to
“Test
Administrator”,
“Project
Manager,”
and
“Technical
Assistant

pertain
to:

• Test
Administrator
–
You,
the
teacher
participating
in
the
field
trial

• Project
Manager
–
National
Project
Manager
whose
contact
information
is
listed
at
the
end

of
this
guide.


Her
administrative
assistant
is
also
available
to
answer
questions.

• Technical
Assistance

‐
assistance
with
access
to
assessment
site,
offered
by
Berkeley

Evaluation
and
Assessment
Research
at
UC
Berkeley.

Not
to
be
confused
with
your
school’s

technical
assistance
or
network
administrators.


2.2

Checklist
for
Field
Test
Administration

Note:

This
checklist
is
provided
as
a
summary
only.
It
is
essential
that
you
read
this
entire

guide
in
order
to
ensure
the
proper
administration
of
the
test.



Guidelines
for
a
Suitable
Testing
Environment

 Read
the
Test
Administrator
Guide
in
its
entirety.

 The
testing
room
should
be
appropriately
heated
or
cooled,
adequately
ventilated,
and
free

from
distractions.


 Lighting
and
screen
brightness
should
enable
all
examinees
to
read
the
computer
screen
in

comfort.
It
should
not
produce
shadows
or
glare
on
the
computer
screen
or
writing
surface.

 The
testing
room
should
comfortably
accommodate
the
number
of
testing
stations
placed
in

it.


 Position
the
computer
monitor,
keyboard,
and
mouse
properly
for
ease
of
use
without

strain.


 Testing
room
must
be
quiet
throughout
all
test
administrations.
When
testing
is
scheduled,

or
is
in
progress,
other
activities
that
would
disrupt
the
testing
environment
should
not
be

conducted.


 Depending
on
the
regulation
of
the
state
and
country
of
the
testing,
the
building,
testing

rooms,
and
restrooms
should
be
accessible
to
people
with
disabilities,
including
wheelchair

access.


 Cell
phones
that
might
distract
students
from
the
test
should
be
turned
off.


 Before
the
testing

 Read
the
Test
Administrator
Guide
in
its
entirety.

 Print
this
guide
if
you
are
reading
electronic
copy
of
the
guide
and
think
you
might
need
a

paper
copy
during
the
administration
of
the
test.

 Communicate
with
the
Project
Manager
(Project
Administrator)
of
your
country
to
review

the
testing
schedule
and
to
arrange
for
the
students
who
require
accommodations.
Also

review
procedures
in
the
Test
Administrator
Guide.


 Check
if
technology
requirements
are
met
on
your
student
computers
(see
Technical

Requirements
section).

 Receive
your
student
logins
and
passwords,
and
online
access
to
instructor
preview

scenarios
(contact
Project
Manager
for
student
logins
and
passwords).

2


 Access
online
preview
scenarios
to
become
familiar
with
them.


 Decide
if
Kodu
to
be
installed
or
not
(optional
but
engaging
for
students).

 Ensure
that
students
are
provided
with
the
necessary
student
ID
and
passwords.
If
you
are

planning
to
distribute
login
and
password
forms,
make
sure
that
you
have
forms
available

printed
in
advance.

 Have
a
timer
available.

 Ensure
administrator
knows
how
to
correctly
answer
all
parts
of
the
scenario.

 Ensure
administrator
has
access
to
a
computer
workstation
for
every
student.

 Ensure
computers
meet
requirements
and
have
access
to
Internet,
tasks
and
links
(see

Technical
Requirements
section).


 During
the
testing


 Post
a
“Testing—Please
Do
Not
Disturb”
sign
on
the
room
where
testing
is
conducted.


 Ensure
all
students
have
comfortable
and
adequate
workspaces,
and
that
students
on
same

team
should
be
seated
at
least
two
to
three
workstations
apart,
to
effectively
encourage

interactions
to
be
online.


 Monitor
students
to
ensure
they
are
working
in
the
correct
sections
of
the
test.

 Monitor
students’
handling
of
computer
hardware
to
keep
it
in
proper
condition.


 If
you
are
administering
accommodations,
make
sure
that
the
accommodations
are
provided

as
were
determined
prior
to
testing
and
according
to
the
regulations
of
the
region
in
which

the
test
is
being
administered.


 Take
notes
during
the
test
of
any
testing
irregularities
and
notify
the
Project
Manager
of

your
country
after
the
testing.
Be
as
specific
as
possible.
If
you
notice
any
technical
issues
or

issues
with
the
computer
testing
system,
please
record
the
issue
in
the
Teach
Aid
text
box

for
the
computer
on
which
the
problem
was
found.







After
the
testing

Verify
that
all
login
and
password
forms
have
been
collected.

Verify
that
all
computer
hardware
used
by
students
during
testing
is
left
in
proper
condition.

Verify
that
any
testing
irregularities
and
feedback
are
reported
to
the
Project
Manager.


2.3

Technical
Requirements

•
devices
supported
‐
PC
or
Mac


•
headphones
for
students
and
color
monitor
required

•
browsers
‐
PC:
IE
7.0+,
FireFox
3.0+;
Mac:
Safari
4.0+,
FireFox
3.0+

•
browser
settings
‐
javascript
and
pop‐up
windows
must
be
enabled

•
plugin
‐
Adobe
Flash
10.3+

•
internet
connectivity
‐
broadband
suggested
(1.5Mbit/s
or
higher)

•
screen
size/resolution
‐
1024x768
or
higher
recommended,
works
at
less

•
access
to
external
websites
in
the
tasks

•
microphone
may
be
required
for
some
scenarios

•
permissions
to
download
files
from
a
browser.

•
empty
browser
caches
prior
to
test
administration

•
test
audio
for
playing
podcasts
in
advance


•
ensure
no
auto‐update
software
will
launch
to
impede
the
use
of
the
computer
in
a
timely







manner

•
ensure
that
the
network
performance
is
adequate:


1.
Direct
your
browser
to
"http://www.speakeasy.net/speedtest/"


2.
Click
on
the
closest
"City,
State"

to
your
location


 3.
Note
the
Download
Speed
and
Upload
Speed.
Speed
below
1.0Mbs
or
0.7Mbs









indicates
inadequate
performance.


3



Technical
Assistance


BEFORE
ADMINISTERING,
you
MUST
verify
the
technical
requirements
at

http://bearcenter.berkeley.edu/test/test.html
for
each
of
the
student
computers.
To
do
this,
login

to
the
link
from
the
student
computers
and
answer
all
the
questions.
The
answers
will
be
specific
to

each
computer,
so
if
you
do
not
have
a
standard
computer
setup,
each
computer
will
need
to
be

checked.


For
ATC21S
technical
assistance,
contact
[email protected].
Note
that
technical
assistance
will
be

provided
within
two
business
days,
with
business
days/times
10
am‐5
pm
Monday‐Friday
U.S.
Pacific

Standard
Time.


Section
3:


Logins
for
Access
to
Assessment
Website

The
assessment
for
Learning
in
Digital
Networks
is
in
http://bearcenter.berkeley.edu/atc21s‐
americas/.

Your
National
Project
Manager
will
give
you
logins
and
passwords
for
each
student

participating
in
the
field
trial.

Once
logged
in,
select
the
desired
assessment
from
the
list.

Note
that

ATC21S
passwords
are
preset
to
access
only
one
scenario
each,
and
are
coded
for
each
grade
level.


You
may
request
demo
accounts
to
preview
the
tasks,

but
make
sure
you
request
the
right

age/grade
level
demo
accounts.


Section
4:


Administration
of
Tasks

Before
administering
the
tasks,
please
tell
students
the
following:


They
will
not
receive
a
grade
for
taking
the
computer‐based
assessment
tasks.
The
tasks
are
being

field
tested
to
see
how
well
they
work.
The
performance
of
the
student
is
not
being
evaluated.

Student
names
will
not
be
associated
with
the
assessments’
results.

No
identifying
information
will

be
recorded,
and
information
will
be
stored
securely.

All
information
may
only
be
used
for
statistical

purposes
and
may
not
be
disclosed,
or
used,
in
identifiable
form
for
any
other
purpose.


Participation
in
the
field
trials
is
voluntary.
If
students
do
not
wish
to
participate,
they
will
be
given

another
assignment.


Note:
This
guide
assumes
50
minutes
scheduled
for
administering
EACH
scenario.

This
will
consist
of

a
5‐minute
instruction
period,
and
a
45‐minute
test
period.

Test
Administration
Instructions



In
about
5
MINUTES,
give
students
"ASK
THREE
THEN
ME"
directions.
Every
student
is
expected
to

explore
three
sources
of
information
before
asking
instructor
or
test
administrator
help.
These
three

are:
(1)
task
directions
and
resources
on
each
screen,
(2)
questions
online
of
team
members
to
get

and
give
help,
and
(3)
access
internet
for
information
PRIOR
to
requesting
help.
Instructor
help
is
to

be
RARELY
given
(see
below
for
instructions
on
how),
and
students
are
to
explore
and
do
their
best

with
the
information
and
team
members
available.
Instruct
students
that
collaborating
and
using
the

Internet
is
expected
and
is
NOT
cheating
for
this
assessment.



4


SAY:
“I
will
provide
you
with
ASK
THREE
THEN
ME
directions.
Every
student
is
expected
to
use

three
sources
of
information
before
asking
for
help.
First,
you
are
expected
to
use
task
directions
and

resources
on
each
screen.
Second,
work
with
your
team
members
to
get
and
give
help.
Third,
use
the

internet
for
information.
PLEASE
KEEP
IN
MIND
THAT
THIS
IS
NOT
CHEATING.
Otherwise,
you
should

explore
the
tasks
and
do
the
best
you
can
with
the
information
and
team
members
provided.
You
are

being
assessed
on
YOUR
ABILITY
to
work
with
tools
and
people
online.”



Provide
each
student
with
their
correct
login
and
password
for
FADS
(the
delivery
system).

Write
down
http://bearcenter.berkeley.edu/atc21s‐americas/on
the
board
or
provide
on
the
paper.

SAY:
“In
the
paper
handed
to
you,
you
will
find
the
login
ID
and
password
you
need
in
order
to

login
to
the
system
from
the
website
written
on
the
board
(or
provided
on
the
paper)
(Give
students

the
name
of
the
practice
test
to
which
they
are
assigned,
see
the
sampling
matrix
provided
by
your

country
representative).



“Now
you
will
login
to
the
system.
You
will
select
the
task
and
start
the
test.
(Give
students
the
name

of
the
instrument
being
delivered.
Tell
them
to
select
this
name
on
the
screen).
If
you
have
a
SERIOUS

technical
problem
with
either
the
test
or
the
computer,
please
raise
your
hand
and
I
will
help
you.

You
have
45
minutes.
Please
pace
your
time
appropriately
and
do
not
spend
too
much
time
on
a

particular
task.”



If
students
are
taking
Global
Human
Legacy
Task
2011
(Webspiration
poetry),
say:


SAY:
“Average
time
you
have
for
each
screen
is
about
5
minutes.
Note
that
once
in

Webspiration
(Global
Human
Legacy
Task
2011,poetry),
you
should
try
to
leave
the
document
by

selecting
Document>Sign
Out”.
Otherwise
next
time
the
orange
box
with
the
link
to
your
document

might
not
appear.
Then
you
will
need
to
find
your
document
under
the
Recently
Opened
menu
that

you
will
see.
If
you
encounter
this
problem,
ask
me
for
help.”



SET
TIME
FOR
45
MINUTES.




Starting
time:
__________
Ending
time:
__________

(Write
the
“Starting
time”
and
“Ending
time”
on
the
board
if
necessary.)

Note:
In
RARE
cases,
if
student
needs
help
and
CANNOT
PROCEED
AT
ALL
during
the

assessment,
administrator
may
provide
assistance.
To
do
so,
FIRST
record
information
in
TeachAid

screen
available
by
clicking
“T”
icon
in
lower
right
of
student
screen,
THEN
provide
help
to
student

face‐to‐face.
This
is
primarily
for
special
needs
students
or
to
record
unusual
technical
problems
that

do
not
occur
for
most
students
so
that
they
can
be
addressed
in
future
versions.
When 45-minute testing period complete:

SAY: ”Please stop working, logout from the system and turn off computers.”
Note:
Collect
all
login
and
password
forms
distributed
to
students
earlier.
Make
sure
that
all

computer
hardware
used
by
students
during
testing
is
left
in
proper
condition.
Do
not
forget
to

report
any
technical
issues
and
testing
irregularities
to
the
testing
coordinator
of
your
country.


5


Section
5:


Contact
Information

Your
main
contact
will
be
your
country
National
Project
Manager
(NPM).

She
has
been
involved
in

the
project
for
many
months
and
will
able
to
answer
any
questions
that
are
not
in
this
guide.


United
States
NPM:

Kathleen
Comfort

WestEd

730
Harrison
Street,

San
Francisco,
CA
94107‐1242

Ph:
707‐217‐7454

Email:
[email protected]


Administrative
Assistant:

Anna
Araneta

WestEd

300
Lakeside
Drive,
25th
Floor

Oakland,
CA

Ph:
510‐302‐4261

Email:
[email protected]


Associate
Professor
Esther
Care


International
Research
Coordinator
(IRC)

Assessment
&
Teaching
of
21st
Century
Skills
(ATC21S)


Assessment
Research
Centre

Melbourne
Graduate
School
of
Education
|
The
University
of
Melbourne
|
VIC
3010
Australia


T:
+61
3
8344
0975

|

F:
+61
3
8344
8739

|

M:
+61
431
657
341


E:
[email protected]

|
W:
www.education.unimelb.edu.au/arc


6


ATC21S
Collaborative
Problem
Solving
Assessment
Tasks

Administration
Guide
for
Teachers

This
document
is
the
administration
guide
for
Collaborative
Problem
Solving
Assessment
Tasks
for

use
by
teachers
in
Trials
in
2011.

Please
read
through
this
manual
prior
to
the
Trial
session
to
ensure

that
the
tasks
can
be
administered
successfully
and
consistently
for
all
students.


Sections:

1.

Introduction

1.1. About
Collaborative
Problem
Solving

1.2. About
the
tasks


2.

Planning


3.

Student
details
and
registering
for
CPS
tasks


4.

Administration
of
tasks


5.

Troubleshooting
guide


6.

Contact
Information


Section
1:

 
Introduction

The
 ATC21S
 project
 is
 developing
 new
 forms
 of
 assessment
 and
 teaching
 approaches
 to
 meet
 the

demands
 of
 the
 21st
 century.
 One
 of
 the
 areas
 of
 interest
 is
 the
 assessment
 and
 teaching
 of

collaborative
 problem
 solving.
 The
 goal
 is
 to
 deliver
 assessments
 that
 can
 alert
 teachers
 to

appropriate
learning
interventions
and
give
instant
feedback
to
students
in
order
to
improve
their

collaborative
problem
solving
skills.


The
tasks
are
still
in
development
and
currently
do
not
provide
instant
feedback.
The
purpose
of
the

Trials
will
be
to
finalise
scoring
rubrics,
so
that
the
Project
can
establish
empirically
based
scales
that

have
the
capacity
to
indicate
students’
location
on
the
developmental
progressions
associated
with

each
 of
 the
 skill
 sets.
 Student
 reports
 will
 be
 available
 from
 the
 assessments
 after
 the
 Trials.
 This

information
 will
 allow
 teachers
 to
 assess
 their
 students’
 collaborative
 problem
 solving
 capabilities.

The
Project
will
then
work
with
teachers
to
develop
teaching
interventions
for
students
operating
at

different
skill
levels.



Please
note
that
access
to
the
tasks
is
limited
to
participating
countries
under
the
management
of

the
National
Project
Managers.
Login
and
password
access
should
not
be
made
public
nor
beyond

those
 involved
 in
 the
 formal
 research
 aspect
 of
 the
 ATC21S
 project.
 Any
 schools,
 teachers,
 and

students
participating
are
to
be
given
access
only
for
the
purpose
of
data
collection.



1


1.1
About
Collaborative
Problem
Solving


Collaborative
 problem
 solving
 (CPS)
 is
 conceptualised
 as
 being
 composed
 of
 social
 skills
 and

cognitive
 skills,
 consisting
 of
 broad
 strands
 including
 participation,
 perspective
 taking,
 negotiating,

learning
 and
 knowledge
 building.
 This
 broad
 structure
 has
 several
 elements,
 which
 underpin
 the

development
of
the
assessment
tasks.


1.2
About
the
tasks

The
practice
task

The
 practice
 task
 is
 Light
 Box.
 This
 will
 help
 teachers
 learn
 the
 key
 features
 of
 the
 collaborative

problem
solving
assessment
tasks
and
should
be
used
with
students
before
other
tasks
to
help
them

understand
what
they
are
expected
to
do.
Please
refer
to
the
“Practice
Task
Guide
for
Teachers”
for

more
information
about
the
Light
Box.



The
assessment
tasks


Currently
there
are
eleven
assessment
tasks;
four
categorised
under
“Puzzles
and
Experiments”
and

seven
categorised
under
“Mathematical
and
Scientific”.



These
tasks
are
designed
to
elicit
collaborative
problem
solving
behaviours.

Students
work
in
pairs

on
 the
 tasks.
 
 In
 all
 tasks
 communication
 between
 partners
 is
 through
 on
 screen
 chat
 messaging.


The
tasks
are
different
from
any
other
tasks
your
students
are
likely
to
have
used.

To
be
successful

students
must
work
together.

The
tasks
require
collaboration.

The
tasks
are
not
timed
and
students

are
not
rewarded
for
finishing
quickly.

It
is
the
quality
of
the
student
interactions
that
is
important.




Early
 work
 has
 shown
 that
 students
 find
 the
 concept
 of
 assessing
 collaboration
 difficult
 to

understand
 as
 most
 assessments
 they
 have
 previously
 used
 have
 required
 them
 to
 work
 on
 their

own.
 
 Many
 students
 perceive
 it
 as
 ‘cheating’
 to
 ask
 their
 partner
 for
 help,
 or
 to
 discuss
 possible

solutions
 with
 their
 partner.
 
 With
 these
 tasks
 it
 is
 precisely
 students’
 ability
 to
 work
 together
 to

solve
a
problem
that
is
being
assessed.




Success
 in
 these
 tasks
 is
 achieved
 through
 active
 participation,
 working
 out
 what
 the
 problem

requires
 and
 identifying
 the
 information
 each
 partner
 holds,
 organising
 to
 work
 together,
 reading

others’
 views
 and
 suggestions
 and
 discussing
 possible
 approaches
 through
 text
 chat,
 as
 well
 as
 of

course
finding
a
solution
to
the
problem
and
learning
from
the
experience.




Students
can
take
notes
for
themselves
if
they
want
to,
on
paper.
However
all
communication
with

their
partner
must
be
through
the
text
boxes
in
each
task.

It
is
important
that
students
are
not
close

enough
to
talk
to
each
other
as
this
verbal
communication
will
not
be
captured
for
analysis.


Student
survey


In
this
project
background
information
about
the
students
undertaking
the
assessment
tasks
will
be

collected.
These
details
will
include
student
age,
country,
first
language,
and
gender.
Students
will

also
be
asked
to
evaluate
their
performance
and
their
partner’s
performance.
This
information
will

be
collected
using
online
surveys
presented
to
each
student
upon
completion
of
the
tasks.


2


Section
2:

Planning

Please
read
through
this
manual
to
ensure
that
the
tasks
can
be
administered
successfully
and

consistently
for
all
students

• Print
this
manual
if
you
are
reading
an
electronic
copy
as
you
will
need
a
paper
copy
during
the

administration
of
the
test

• Check
if
technology
requirements
are
met
on
your
student
computers
(refer
to
document

“Technical
Specifications
and
Setup
Guide”)

• Receive
your
student
logins
and
teacher
login
(contact
your
National
Project
Manager
[NPM]
if

you
have
not
received
these
–
contact
details
page
8)

• Using
the
teacher
login
provided
to
you
by
your
NPM,
familiarise
yourself
with
the
login
area

and
the
practice
task,
as
students
may
request
assistance
to
help
them
initially
with
the
online

environment.




During
the
testing

•

•
•
•
•
•
•

Ensure
all
students
have
a
computer
and
access
to
the
internet.

Ensure
pencil
and
paper
is
available
for
students
to
take
notes

Ensure
all
students
have
comfortable
and
adequate
workspaces

Lighting
and
screen
brightness
should
enable
all
students
to
read
the
computer
screen
in

comfort.
There
should
not
be
shadows
or
glare
on
the
computer
screen
or
writing
surface

The
testing
room
should
comfortably
accommodate
the
number
of
testing
stations
placed
in
it

Testing
room
must
be
quiet
throughout
all
test
administrations.
When
testing
is
in
progress,

other
activities
that
would
disrupt
the
testing
environment
should
not
be
conducted


Section
3:


Student
Details
and
Registering
for
CPS
tasks

Before
beginning,
each
student
will
need
to
be
assigned
a
unique
login.
Please
refer
to
the

accompanying
login
spreadsheet.
There
are
two
pages:

“teacher
copy”
and
“student
copy”
(see

Figure
2).


1) In
the
teacher
copy,
assign
logins
to
students
by
writing
student
names
in
the
“student

names”
column.


2) Cut
the
student
copy
sheet
into
strips
containing
individual
logins
and
distribute
to
students

based
on
their
assigned
login
recorded
in
the
teacher
copy.


3) Do
not
intentionally
sit
students
with
the
same
team
codes
together.


3


Section
4:


Administration
of
Tasks

Before
administering
the
tasks,
please
tell
students
the
following:


They
will
not
receive
a
grade
for
taking
the
computer‐based
assessment
tasks.
The
tasks
are
being

field
tested
to
see
how
well
they
work.
The
performance
of
the
student
is
not
being
evaluated.

Student
names
will
not
be
associated
with
the
assessments’
results.

No
identifying
information
will

be
recorded,
and
information
will
be
stored
securely.

All
information
may
only
be
used
for
statistical

purposes
and
may
not
be
disclosed,
or
used,
in
identifiable
form
for
any
other
purpose.


Participation
in
the
field
trials
is
voluntary.
If
students
do
not
wish
to
participate,
they
will
be
given

another
assignment.


Currently
 there
 are
 eleven
 tasks;
 one
 Practice
 Task,
 four
 categorised
 under
 “Puzzles
 and

Experiments”,
seven
categorised
under
“Mathematical
and
Scientific”.


Practice
task

Puzzles
and
Experiments

Mathematical
and
Scientific

Light
Box


Olive
Oil


Balance

Hexagons


Hot
Chocolate


Small
Pyramids


Sunflower


Laughing
Clown


Game
of
20


Plant
Growth


Shared
Garden


Warehouse



Each
task
is
part
of
a
bundle
with
other
tasks.
Students
complete
specific
bundles
of
tasks,
not
all
the

tasks.
The
tasks
listed
against
a
login
in
the
login
spreadsheet
define
the
bundle
of
tasks
relevant
to
a

student.
 There
 is
 no
 expectation
 that
 all
 students
 will
 complete
 all
 their
 assigned
 tasks.
 Students

have
been
oversupplied
with
tasks
to
cater
for
those
who
complete
tasks
faster
than
others.



During
administration:
11‐step
guide
for
administration

This
guide
assumes:

•

•
•
•

4


Up
to
TWO
class
periods
will
be
available
per
bundle
of
tasks
(it
is
assumed
that
a
class

period
is
50‐60
mins).
Periods
can
run
consecutively
or
with
a
break
in
the
middle
(e.g.

morning
tea
or
lunch
break).

Paired
students
will
undertake
tasks
simultaneously.

Please
ensure
those
in
a
pair
are

seated
far
enough
away
from
each
other
to
obstruct
oral
(voiced)
communication.

Pencil
and
paper
may
be
made
available
to
students.


To
ensure
session
runs
smoothly
and
efficiently,
where
possible,
have
all
computers

switched
on
and
ready
to
go
with
internet
before
students
are
seated
for
the
session.


Step
1


Write
website
on
the
board:

http://www.arc‐alp.com/c21

Hand
out
paper
student
login
strips.
Ensure
students
enter
their
login
and
password
as
it

appears
on
their
login
strips.


Step
2


You
may
like
to
brief
students
about
the
ATC21S
research
project
and
why
your
school
is

taking
part
or
examining
21st
century
skills
such
as
‘collaborative
problem
solving’.



Read
out
the
instructions
to
students
given
below:


“You
are
about
to
take
part
in
a
trial
of
some
new
assessment
materials.

The
tasks
will

assess
how
well
you
can
solve
problems
working
with
a
partner.

It
is
more
important

that
you
work
together
than
it
is
that
you
solve
the
problems
on
your
own.

Sometimes
you
and
your
partner
will
see
different
objects
and
instructions
so
it
is
very

important
you
communicate
with
your
partner
using
the
on‐screen
chat
messaging.

Never
share
your
thoughts
with
your
partner
by
talking
out
loud
to
them.

If
you
get
stuck,
ask
your
partner
if
they
have
information
that
may
help,
and
try
and
find

solutions
together.



You
will
now
have
10
minutes
to
do
a
practice
task.”

Ask
students
to
click:
“Practice
Task”


Step
3

Step
4


Step
5


Ensure
students
select
Player
A
or
Player
B,
depending
on
what
is
on
their
login
strip.

Ask
students
to
begin
task,
advancing
through
until
the
pair
has
finished
all
sections.

If

students
need
task
assistance,
teachers
should
prompt
students
to
ask
their
partner.

If

students
need
further
assistance,
teachers
may
provide
group
guidance
to
the
whole
class

during
the
Practice
Task
ONLY.

When
10
minute
practice
session
is
up,
say
to
students:

“Click
browser
‘back’
button
until
you
exit
out
of
the
practice
task.

We
will
now
get
ready

to
do
the
assessment
tasks
listed
on
your
login
sheet.
Listen
carefully
to
my
instructions”



Step
7


[Teacher:
point
to
relevant
sections
on
login
strip]
“You
will
start
with
the
first
task
listed

on
your
login
strip,
advancing
through
until
you
have
finished
all
sections.
After
that,
do

the
next
task
on
your
login
strip.
Make
sure
you
read
all
instructions.
Select
Player
A
or

Player
B,
depending
on
what
is
on
your
strip.Do
not
rush.
Doing
the
tasks
well
with
your

partner
is
more
important
than
doing
lots
of
tasks.
You
can
take
notes
on
paper
if
you

wish.
Do
you
understand
what
I
want
you
to
do?
Are
there
any
questions?
You
will
have

two
periods
to
finish
all
the
activities.
You
may
start
now”.


If
students
need
task
assistance,
teachers
should
prompt
students
to
ask
their
partner.

If

students
require
I.T.
assistance,
please
help
students
accordingly.



Step
8


If
there
is
a
break
between
period
1
and
2,
at
the
end
of
period
1
ask
students
to
log
out
by


Step
6


5


Step
8


Step
9


If
there
is
a
break
between
period
1
and
2,
at
the
end
of
period
1
ask
students
to
log
out
by

clicking
‘Finish’
(where
available)
or
closing
browser
if
no
‘Finish’
button
is
available.


At
the
start
of
period
2
ask
students
to
log
back
in
and
continue
where
they
left
off.


When
there
is
15
minutes
left
in
period
2,
ask
students
to
click
“Finish”
or
browser
“Back”

Step
10
 button
to
return
to
main
menu.

Then
say:

“Now
please
click
on
‘Survey’.
You
will
be
given
two
short
on‐
screen
questionnaires

about
the
task
and
how
you
got
on.

We
want
you
to
answer
these
questions
ON
YOUR

OWN.
Please
start
now.”


At
the
end
of
the
period:
“Thank
you
very
much
for
taking
part
in
this
project.

The
way

Step
11
 you
answer
the
tasks
will
be
used
to
make
the
tasks
better
for
teachers
and
students
all

over
the
world.
Please
hand
in
your
paper
notes
to
me”

Keep
a
look
out
for
students
who
have
been
waiting
a
long
time
to
connect
or
re‐connect

with
their
partner.
When
both
students
get
disconnected,
they
may
both
get
message

“Waiting
for
your
partner
to
join”
or
similar,
and
may
end
up
waiting
indefinitely!
Ask

these
students
to
re‐enter
the
original
URL
and
log
back
in
again.

Please
note
any
irregularities
and
difficulties
you
experience
(such
as
technical
issues,
issues
with

this
manual
or
tasks
etc.).
Please
forward
this
feedback
to
the
National
Project
Manager.

6


Section
5:
Troubleshooting
Guide

PROBLEM


POSSIBLE
SOLUTION


Both
students
from
a
pair
waiting
a
long
time
to
 Both
students
need
to
log
out
then
back
in,
by
re‐
connect
to
their
partner,
with
message
“Waiting
 entering
original
URL.


for
partner
to
join”
or
similar.

Student
experiences
connection
issue
that

prevents
them
from
continuing
with
a
task
or

entering
a
task.



Log
out
and
back
in,
by
re‐entering
original
URL.



Student’s
chat
box
stops
updating
their
chat.


Log
out
and
back
in,
by
re‐entering
original
URL.


Text
is
too
big
for
the
screen
or
is
obscured
by
a

graphic
in
the
task.


Re‐size
the
screen.
To
make
the
screen
smaller
click

on
the
screen
then
hold
down
CTRL
key
while

pressing

–
key
as
many
times
as
required
.
To
make

the
screen
larger,
hold
down
CTRL
key
while

pressing
+
key
as
many
times
as
required.


Chat
box
is
not
visible.


Click
around
the
area
where
chat
box
should
be
and

it
will
appear.



Students
need
to
log
out
mid‐way
through
a

task.



Click
“Finish”
and
close
browser.
If
no
“Finish”

button
is
available,
just
close
browser.



Students
need
to
navigate
to
main
menu
mid‐
way
through
a
task.



Click
“Finish”
where
available,
or
browser
“Back”

button.



Students
encounter
“Page
cannot
be
found”

message
or
similar.



Use
browser
“Back”
button
to
return
to
Main

Menu.


Both
students
from
a
pair
get
stuck
on
a
task

and
cannot
proceed
further
with
the
task.



Ask
students
if
they
have
tried
seeking
information

and
help
from
their
partner.
If
so,
they
can
move
on

to
next
page.
If
on
last
page
of
task,
they
can
move

to
next
task.




Section
6:


Contact
Information

Your
main
contact
will
be
your
country
National
Project
Manager.

They
have
been
involved
in
the

project
for
many
months
and
will
able
to
answer
any
questions
that
are
not
in
this
document.


Contact
details
for
your
NPM
are:
NPM
to
enter
their
details
here.



7


Figure
1.
An
example
of
part
of
a
login
spreadsheet
showing
the
“teacher
copy”
page.

Teachers
should
have
received
their
own
version
from
their
NPM.



8


Figure
2.
An
example
of
part
of
a
login
spreadsheet
showing
the
“student
copy”
page.

Teachers
should
have
received
their
own
version
from
their
NPM.