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Leadership in the 21st-Century Support Systems WEEK 5

Learning and Innovation Skills and Student Assessment


The 21st century skills are essential to teachers in delivering their services to the students. If well applied, the skills can enhance development of learning and innovation among the students. This paper describes how an instructor can use the 21st century skills in teaching, and some of the ways of assessing the students on what they have learnt. It also analyses the modifications that have been made on a previous task to apply the skills, and a reflection of challenges that may have been experienced in the redesign (Wan & Gut, 2011).

Learning Objectives

When the lesson ends, the learner should be able to

•    Demonstrate a deep understanding of the context taught during the lesson by solving some sums.

•    Apply understanding of the context in other subjects for better understanding through calculation of sums in the subjects (Marakas, 2009).

•    Work out advanced levels sums that relate the class context with the real world

•    Apply an understanding of the context taught to solve real life problems

•    Develop an understanding on the essentials of being a professional mathematician.

Assessment Performance Level

•    The teacher will give two tests to the students. One of the tests will be complicated, requiring great understanding of the content by the students. It will also require creativity, and reasoning the answers will depend on the students’ capability to reason, and application of what has been learnt. The second test will be a summative, which will require the understanding of the context only (Eriksson, 2008).

•    The students will have to do the assignment in about twenty-five minutes. This time is short, but the teacher needs to examine the level of understanding among the students. To good students, the time is sufficient for accomplishing the task.

•   During the last day of the week, the students will be required to explain certain concepts and use them to solve some real life problems before the class. The teacher will put forward a question for each student at a time, and the student will answer it through deep explanation before the entire class.

When the students will be doing the end of week test, they will be required to demonstrate a deep understanding of the context (V, 2008). They will also be required to demonstrate how they can apply their knowledge to deal with real life problems. Finally, they will give a detailed explanation of how the problems may affect other disciplines of study, and the means of dealing with them.

Innovation Skills and Creativity

Great creativity and the levels of innovation among the students will be demonstrated through the tests. The innovations will reflect on the students’ understanding of the content and the overall attainment of the 21st century skills.

•    Students should demonstrate the ability to be creative when offering solutions to different problems facing different fields of study.

•    The students should examine, analyze, and evaluate different ideas in order to come out with good solutions.

•    Students should show their understanding by communicating their ideas effectively to other students.

  • The students should show a sequential flow of ideas that will prove their deep mastery of the content.

Assessment Criteria

The feedback from the students on the two tests will be of the essence when assessing their performance. The students who attain 75 percent and above in the summative test will be considered as having grasped the content. The rest will be considered as having little understanding of the content. In the second test, students will be graded according to the instructor’s opinion. Students with new concepts and can apply them to relate to other disciplines and real life situations will be considered as having a deep understanding of the content. They will also be regarded as being innovative and good critical thinker


To achieve the goals of this assignment, a redesign of a previous assignment will be done. The reason for the redesign is due to the difference in the objectives of the assignments. The current assignment aims at making connections between 21st-century support systems, and therefore there is a need to redesign the objectives and the performance assessment of the previous assignment. The fact that the previous assignment has a component found the 21st century professional development link is another reason for redesigning it 90 (Marakas, 2009).


Different challenges were encountered with the redesign. Some challenges were associated with changing the objectives to enhance connecting with the 21st century support systems. Another problem was faced in the assessment section. It is challenging when determining the best methods to be used when assessing the students. The problems were however addressed through a detailed research on the subject.


The 21st century support systems are important in professional development, and if well applied by instructors, they can be of help to the students (Marakas, 2009). The support systems are easy to understand and apply, and all instructors should make a point of applying them in their day-to-day chores.


Eriksson, I. V. (2008). Science education in the 21st century. New York: Nova Science Publishers.

Marakas, G. M. (2009). Decision support systems in the 21st century. Upper Saddle River, N.J: Prentice Hall.

Wan, G., & Gut, D. M. (2011). Bringing schools into the 21st century. Dordrecht: Springer.