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Abstract
Abstract: This study explores the assessment of 4C competencies—Critical Thinking, Creativity, Communication, and Collaboration—among English Language Learners (ELLs). While 4C skills represent core 21st‑century competencies, their measurement remains complex due to the multidimensional nature of these skills. The article reviews theoretical frameworks, examines existing assessment tools, discusses key methodological challenges, and highlights the educational outcomes associated with effective 4C evaluation. The findings suggest that integrated, performance‑based, and rubric‑driven approaches provide the most reliable assessments, though issues such as subjectivity, lack of standardized criteria, and varying proficiency levels persist. Future research should focus on digital assessment technologies and AI‑supported evaluation systems.
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