Our online assessment tool measures a comprehensive set of 12 competencies and is adapted to the student age
21st century competencies assessment made easy
Are your students good at the most essential 21st century competencies – creativity, collaboration, critical thinking, or communication?
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Our online assessment tool
Comprehensive
Research-based
The assessment tool is developed by a research team and based on the key 21st century competencies frameworks*
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Personalized
A user friendly space where each student receives a personalized report and suggestions on how to improve each competency
Key 21st Century Competencies
Collaboration, creativity, critical thinking, communication, leadership, courage, curiosity, mindfulness, ethics, resilience, growth mindset, and meta-cognition competencies are based on the “4D Framework” 1.0 – CCR Framework Rev 1.0, developed by The Center for Curriculum Redesign.
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Creativity: to be able to come up with ideas and implement actions that are both new and useful.
Critical Thinking: to be able to solve problems, make decisions and learn new things using logic and reasoning.
Communication: to be able to listen actively, understand others and express clearly and precisely knowledge and ideas.
Collaboration: be a solid part of a group activity or/and project with the will to create and maintain a shared understanding of a problem.
Mindfulness: to be able to be in the present moment, being aware of their own state as well as the state of the world.
Curiosity: to be in love with learning, understanding and intellectual exploration.
Courage: to be able to accomplish aims and goals no matter what potential constraints, consequences or oppositons.
Resilience: to be able to deal with changes, ambiguity and challenges that various situations or experiences present, appropriately.
Ethics: to be able to live and make decisions based on a strong system of moral principles, such as respect, equality, honesty, etc.
Leadership: to be able to set goals for oneself and others in order to accomplish a positive change.
Metacognition: to be able of recognizing own skills, behaviors, knowledge and ways of learning.
Growth Mindset: to be able to strongly believe that you can always learn, grow, and improve yourself.
Creativity: to be able to come up with ideas and implement actions that are both new and useful.
Critical Thinking: to be able to solve problems, make decisions and learn new things using logic and reasoning.
Communication: to be able to listen actively, understand others and express clearly and precisely knowledge and ideas.
Collaboration: be a solid part of a group activity or/and project with the will to create and maintain a shared understanding of a problem.
Mindfulness: to be able to be in the present moment, being aware of their own state as well as the state of the world.
Curiosity: to be in love with learning, understanding and intellectual exploration.
Courage: to be able to accomplish aims and goals no matter what potential constraints, consequences or oppositons.
Resilience: to be able to deal with changes, ambiguity and challenges that various situations or experiences present, appropriately.
Ethics: to be able to live and make decisions based on a strong system of moral principles, such as respect, equality, honesty, etc.
Leadership: to be able to set goals for oneself and others in order to accomplish a positive change.
Metacognition: to be able of recognizing own skills, behaviors, knowledge and ways of learning.
Growth Mindset: to be able to strongly believe that you can always learn, grow, and improve yourself.
Our research approach and team
The evaluation of competencies is based on the “4D Framework” 1.0 – CCR Framework Rev 1.0, developed by The Center for Curriculum Redesign.
- Assessment showed to be sensitive at all levels: scale, dimension, and items.
- Reliability analyses showed excellent internal consistency scores (a = 0.94).
- Convergent validity analyses showed high correlations with related tools.
- Divergent validity analyses showed lower correlations with unrelated constructs.
Dr. Mathilde Celume is co-founder and Director of Research and Evaluation at Beyond Education. She specialises in active pedagogies, and the development and evaluation of socio-cognitive and socio-emotional competencies. She holds a Master's degree in Innovative Approaches to Education and Research and a Doctorate Degree in Psychology from Université de Paris.
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Michaela Horvathova is co-founder, board member and Chief Education Officer at Beyond Education. She is an international education expert with extensive global experience in curriculum design, 21st century competencies and innovative learning practices. She holds a Master’s Degree in International Education Policy from Harvard University.
Dr. Maoulida specializes in Social, Work and Educational Psychology and Psychometrics. From her research, she wishes to shed new light on current societal issues and contribute to their application in the field, what she has already put into practice through program development aimed at improving school climate. She holds a master’s degree in Industrial and Organizational Psychology and a Doctorate Degree in Psychology from Université de Paris 8.
The assessment at work
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