Prof Ed 7 – Chapter 1

21st Century Assessment

Inevitably the 21st century is here, demanding a lot of changes, development, and re-engineering of systems in different
fields for this generation to thrive. In the field of education, most of the changes have focused on teaching and learning.
Preparing and equipping the teachers to cater to the needs of the 21st century learners are part of the adjustments
being done in the education system. Curricula are updated to address the needs of the community in relation to the
demands of the 21st century. This aspect of teaching and learning has been given its share of focus, the various
components/factors analyzed and updated to ensure that students' learning will be at par with the demands of the 21st
century.

Although a lot of changes has been made on the different facets of education, there are some members of the
educational community calling for a corresponding development or change in educational assessment. Viewing
educational assessment as agent of educational change is of great importance. This belief, coupled with the traditional
focus on teaching and learning, will produce a strong and emerging imperative to alter our long-held conceptions of
these three parts: teaching, learning, and assessment (Greenstein, 2012).

Educators Need to Focus on: (Greenstein, 2012; Schmoker, 2011)

1. What to teach?
2. How to teach it?
3. How to assess it?

1. Characteristics of 21st Century Assessment

1.1. Responsive
 Visible performance-based work (as a result of assessment) generates data that inform curriculum and
instruction. Teachers can adjust instructions; school leaders can consider additional educational opportunities
for students and policy makers can modify programs and resources to cater to the present needs of the school
community.
 “In my Lit 11 class, I discussed about Literature and some Literary works. For me to know if the class
understood the lesson, I will conduct a formative assessment. In a 1⁄4 sheet of paper, the students
will answer the question "How does Literature mirrors your life?" and What literary work that mirrors
your life?”
1.2. Flexible
 Lesson design, curriculum, and assessment require flexibility, suppleness, and adaptability. Assessments and
responses may not be fitted to expected answers. Assessment needs to be adaptable to students' settings.
Rather than the identical approach that works in traditional assessment, 21st century approaches are more
versatile. These approaches best fit for the demands of the learning environment at present since as students'
decisions, actions and applications vary, the assessments and the system need to be flexible, too.
 “In my Principles of Teaching 1 class, I let my students have a survey on their Multiple Intelligences.
After that, I grouped my students according to their intelligences and let them have a creative
presentation.”
1.3. Integrated
 Assessments are enriched by metacognition. Assessment is about stimulating thinking, building on prior
learning, constructing meaning, and thinking about one's thinking. It offers opportunities for students to
consider their choices, identify alternative strategies, transfer earlier learning, and represent knowledge
through different means.
 “I assess my students from time to time because assessments are not just given at the end. I give my
students formative assessments rather than just giving them summative assessments.”
1.4. Informative
 The desired 21st century goals and objectives are clearly stated and explicitly taught. Students display their
range of emerging knowledge and skills. Exemplars routinely guide students toward achievement of targets.
 “Before I start my class, I see to it that my students are aware of the goals and objectives. With that,
my students will be guided with their achievements.”
1.5. Multiple Methods
 An assessment continuum that includes a spectrum of strategies is the norm. Students demonstrate knowledge
and skills through relevant tasks, projects, and performances. Authentic and performance-based assessment is
emphasized. There is recognition of and appreciation for the processes and products of learning.
 “My students have different intelligences, so I see to it that I don't focus on only one way of assessing
their learnings.”
1.6. Communicated
 Communication of assessment data is clear and transparent for all stakeholders. Results are routinely posted
to a database along with standards-based commentary, both of which must be available and comprehensible
at all levels. Students receive routine feedback on their progress, and parents are kept informed through access
to visible progress reports and assessment data.
 “I let my students keep track of their progress by returning their papers or evaluation sheet. I also see
to it that I submit my student's grade on time for their parents to be aware of their child/children's
achievements.”
1.7. Technically Sound
 Adjustments and accommodations are made in the assessment process to meet the student needs and fairness.
Students demonstrate what they know and how they can apply that knowledge in ways that are relevant and
appropriate for them.
 To be valid, the assessments must measure the stated objectives and 21st century skills with legitimacy and
integrity.
 To be reliable, the assessment must be precise and technically sound so that users are consistent in their
administration and interpretation of data. They produce accurate information for decision-making in all
relevant circumstances.
 “I make sure that my assessments are valid, reliable, and supports comparisons since my students have
different intelligences, beliefs, gender and socioeconomic groups.”
1.8. Systemic
 Twenty-first century assessment is part of a comprehensive and well-aligned assessment system that is
balanced and inclusive of all students, constituents, and stakeholders and designed to support improvement
at all levels.
 "Changes are inevitable so I make sure that I am able to identify the needs of my students and the
community. With that I will be able to develop my students into globally competitive individuals."

2. Instructional Decision in Assessment

The major objective of educational assessment is to have a holistic appraisal of a learner, his/her environment and
accomplishments. The educational assessment process starts in analyzing the criterion together with the teaching-
learning environment. It is done to determine the effect of the environment to the teaching-learning situation after
which, the kind of evidence that are appropriate to use for assessment of the individuals are set. This helps to
determine the strengths, weaknesses, needs and personality characteristics, skills and abilities of the learner
(Bloom, 1970).

2.1. Decision-Making at Different Phases of Teaching-Learning Process

Assessment is constantly taking place in educational settings. Decisions are made about content/subject matter and
specific targets, nature of students and faculty, morale and satisfaction of both the teachers and the students, as
well as the extent of which student performances meet the standard and/or deliver the outcomes expected from
them by the teacher.

Phase Decision(s) to be made Source(s) of information

Before starting teaching  Content to cover during  Informal observation of
following day, week, month, students during class.
grading period, and so on.  Conversation with students'
 Abilities of students previous teachers.
considering the cultural  Scholastic aptitude test
background, interests and results.
skills of students in planning  Students' past grades and
the teaching activities. standardized test results.
  Materials appropriate to use  Knowledge of student’s
with the students. personal family
 Learning activities that will circumstances.
engage both the teacher
and students as the lesson is
being taught.
 Learning targets that the
teacher wants to achieve as
a result of teaching.
 Organization and
arrangement of students in
class in consideration of the
lessons and activities.

During Teaching  Students learning on what  Observation of students

and how the lesson is during learning activities.
presented.  Students' response to
 Improvement needed to questions the teacher asked
make the lesson work them.
better.  Observation of student’s
 What feedback to give each interaction.
student about how well the  Diagnosis of the types of
student is learning. errors the students made or
 Readiness of the students to erroneous thinking the
move to the next activity as students are using.
planned in the learning  Look for alternative ways to
sequence. teach the materials.
 Identify if there are students
who are not participating
and acting appropriately.

After a Teaching Segment  How well students achieve  Classroom tests, projects,
the short and long term observations.
instructional targets.  Interviews with students.
 Strengths and weaknesses  Standardized test results.
to be given as feedback to  Observations of each
parents or guardians of student's classroom
students. participation.
 Grade to be given to each  Review each student's
student for the lesson or homework results.
unit, grading period or end  Review each student's
of the course. standardized achievement
 Effectiveness of teaching the and scholastic aptitude test
lesson to the students. results.
 Effectiveness of the  Review information about a
curriculum and materials student's personal family
used for the lesson. circumstances.
 Informal observation of how
well the student has
attained the intended
learning targets.
 Summaries of the class'
performance on the
important instructional
targets.
 Summaries of the class'
performance on selected
 questions on standardized
tests.
 Summaries of how well the
students liked the activities
and lesson materials.
 Summaries of the class'
achievement on classroom
tests that match the
curriculum.

The list of decisions and possible sources of information that could be used as input in decision-making process is
not exhaustive. More can be included, based on teaching-learning observations and experiences during Field Study
and Observation courses. Suggested sources of information for decision-making is not limited to a single choice. A
combination of two or more if necessary may be used to make decision making process as sound as possible.

2.2. Assessment in Classroom Instruction

Category Purpose
Placement Assessment Measures entry behavior
Formative Assessment Monitors learning process
Diagnostic Assessment Identifies causes of learning problems
Summative Assessment Measures end-of-course achievement

 Placement Assessment is a type of evaluation used to determine a student's current level of knowledge or
skill before they enter a particular course, program, or educational level.
 Formative Assessment is an evaluative process conducted during the learning process to monitor students'
understanding and progress, and to inform instruction.
 Diagnostic Assessment is a type of evaluation used to identify students' existing knowledge, skills, strengths,
and weaknesses before beginning a new learning unit or course.
 Summative Assessment is an evaluation method used to assess students' learning, skill acquisition, and
academic achievement at the end of an instructional period.

Linn (1999) said that informed decision-making in education is very important because of the benefits it can bring about.
Topmost of these benefits is the enhancement of students' learning and development. In addition, there is the boost
on morale and feeling of greatness in knowing one's competence in the area of academic skill and self-worth in knowing
one's capability to function effectively in society. Lastly, the affective side of development is equally important, such as
personal dimensions, including being able to adjust to people and coping with various situations that will lead to a better
life adjustment.

2.3. Types of Educational Decision

On a greater scale, the use of assessment in decision-making is not just within the bounds of the classroom. It extends
to the whole education community. Results of assessment may trigger updates in the existing curriculum and other
policies governing the school system. Or it may be the other way around, so as to plan for changes or development in
school assessments and in what particular aspect of the school system these changes are necessary.

Decision Description Example

Instructional This decision is normally made by After a test was given by the teacher,
individual classroom teacher, as the result is not so satisfactory thus
necessary to meet the targets or the teacher may decide to re-teach
objectives set during classroom the lesson using a different strategy
engagement. Decisions are reached so as to improve the learning and
 according to the results of test meet the objective/target set for that
administered to a class. particular lesson.
Grading It is usually based on teacher-made A quarterly grade is based on the
tests. Grades are assigned to the following: result of the teacher- made
students using assessment as one of test, class participation, projects, and
the factors. attendance.
Diagnostic It is made to determine a student's A teacher gave an essay test. The
strengths and weaknesses and the teacher noticed that the students
reason or reasons. were able to write more than five
grammatically correct sentences but
the coherence of the ideas contained
in the paragraph is poor. So the result
shows that the students still need
more help in understanding the
principles of writing a good
paragraph.
Selection It involves accepting or rejecting the It involves accepting or rejecting the
examinee based on the results of examinee based on the results of
assessment, for admission or assessment, for admission or
qualification to a program or school qualification to a program or school
activity. The decisions are made not activity. The decisions are made not
by classroom teachers but by by classroom teachers but by
specialists such as guidance specialists such as guidance
counselors, administrators or the counselors, administrators or the
selection committee. selection committee.
Placement It is made after a student has been A diagnostic test on English and Math
admitted to school. It involves the were given to freshmen to determine
process of identifying students who who among them may encounter
needs remediation or may be difficulty in these areas. Those who
recommended for enrichment will get a below- average scores will
program of the school. be included in the remediation
program to help the students cope
with the lessons in English and Math.
Guidance and Counseling It utilizes test data to assist students The NCAE helps to identify which
in making their personal choices for career path the student may pursue
future career and help them know that matches his/ her interests and
their strengths and weaknesses by skills, whether academic, vocational
means of standardized tests. or technical programs.

On the other hand, teachers may use

the results of socio-metric tests to
identify who among the students are
popular or unpopular. Those who are
unpopular may be given help for
them to gain friends and become
more sociable.
Program or Curriculum It is made not at the level of the The decision to implement the K-12
teachers but on higher level such as Curriculum in order to avoid
division, regional or national level. mismatch among graduates and the
Based on the result of assessment industry and to be at par with the
and evaluation, educational Curriculum implemented in the
decisions may be reached: to Philippines' neighboring countries.
continue, discontinue, revise or
replace a curriculum or program
being implemented.
Administrative Policy It involves determining the To conduct a remediation class,
implications to resources including additional budget is necessary for the
 financial consideration in order to logistics (classroom, instructional
improve the student learning as a materials, assessment materials, etc)
result of an assessment. It may entail and also the additional pay for the
acquisition of instructional materials, teachers that will handle the remedial
books, etc. to raise the level of classes.
students' performance in academic,
or non-academic or both.

3. Outcome-Based Assessment

Knowing what is expected from the learners by their teachers at the end of a particular lesson helps them to meet
those targets successfully. In relation to this, teachers who have set clear targets for their lessons, will be guided
accordingly as they deliver their lesson through instructional learning activities to meet the desired outcomes. Thus,
all assessment and evaluation activities must be founded on the identified student intended learning outcomes
(ILO). These ILOS should be identified and clarified with students so that it will be an effective teaching-learning
process as the teachers commence the learning activities through delivery of the lessons.

Outcome-Based Assessment (OBA) this type of competencies evaluation that measure a person 's skills, knowledge
on specific objective, the learner centered approach that focus on what learners can do, rather than just what
taught to them.

OBA is often used in education context as vocational training, professional development competency-based
education and workplace training it is helping the students to ensure learn and achieve the expected outcome
continual improve and evaluation.

OBA is also known as authentic assessment because it is realistic and reflects thinking of an expert in the field.it can
help measure student critical thinking skills and cumulative happening at the end of a unit.

3.1. Student Learning Outcome

 Student Learning Outcome is the totality of accumulated knowledge, skills, and attitudes that students develop
during a course of study. And this serve as the basis for assessing the extent of learning in an Outcome Based
Education (OBE). Outcome Based Assessment must be continuously done during the entire teaching learning
both by the teachers and students to ensure that the activities are aligned with the expected outcomes set for
the students by the teacher. Providing feedback including the results of assessment is important to identify the
next steps (to be done by the teacher and student) toward the realization of the intended learning outcome.

3.2. Sources of Student Expected Learning Outcome

 As aforementioned, outcomes or targets for every lesson is expected to be defined and clarified by the teacher
at the start of the course/learning activities. This is necessary so as both the students and teachers will be guided
as to what steps should be taken during the course of the teaching-learning activities. There are several factors
that need to be considered in defining the outcomes, to ensure that these are aligned with the set directions
of the program and evaluation setting in general. Following a factors that need to be considered in crafting the
student expected learning outcomes:
1. Mission statement of the school.
2. Mandated policies on competencies and standards issued by government education agencies.
3. Competencies expected by different professions, business and industry.
4. Development plan and goals as well as the current thrusts of both the national and local
governments.
5. Current global trends and developments so that graduates can compete globally.
6. General 21st century skills focusing on the following:
 Oral and written communication
 Quantitative reasoning ability together with scientific methodology
 Analyzing, synthesizing and developing creative solutions.
 Use of technology
 Information literacy
 3.3. Characteristics of Good Learning Outcome

It is important to define outcomes as clearly and explicitly as possible. Good learning outcomes give emphasis to the
application and integration of the knowledge and skills acquired in a particular unit of instruction (e.g. activity, course
program, etc.), and emerge from a process of reflection on the essential contents of the activity, course, program, etc.

1. Very specific, and use verbs (that makes expectations clear). By being very specific, it informs students of the
standards by which they will be assessed, and ensures that student and instructor goals in the course are
aligned.
2. Focused on the learner: rather than explaining what the instructor will do in the course, good learning
outcomes describe knowledge or skills that the student will employ, and help the learner understand why that
knowledge and those skills are useful and valuable to their personal, professional, and academic future.
3. Are realistic: all passing students should be able to demonstrate the knowledge or skill described by the learning
outcome at the conclusion of the course. In this way, learning outcomes establish standards for the course.
4. Focus on the application and integration of acquired knowledge and skills: good learning outcomes reflect and
indicate the ways in which the described. knowledge and skills may be used by the learner now and in the
future.
5. Good learning outcomes prepare students for assessment and help them feel engaged in and empowered by
the assessment and evaluation process.
6. Offer a timeline for completion of the desired learning.

KEY POINTS:

 Educational assessment as an agent of educational change, is of great importance. Coupled with the traditional
focus on teaching and learning, it will produce a strong and emerging imperative to alter our long-held
conceptions of these three parts: teaching, learning, and assessment (Greenstein, 2012).
 The eight characteristics of 21st century assessment, are the essentials for the assessment that will be used
most especially by the educators. These characteristics are: (1) responsive; (2) flexible; (3) integrated; (4)
informative; (5) multiple methods; (6) communicated; (7) technically sound; and (8) systemic.
 In assessment, teachers play various roles and have different goals. These are as follows: mentor, guide,
accountant, reporter, and program director.
 The assigning of value or importance to the results of the assessment is what evaluation is all about.
 Assessments can be used as basis for decision-making at different phases of the teaching-learning process.
 Types of education decisions where results of assessment are used: instructional, grading, selection, placement,
guidance and counseling, diagnostic, program or curriculum, administrative policies.
 Student Learning Outcome is the totality of accumulated knowledge, skills, and attitudes that students develop
during a course of study.
 In crafting student learning outcomes, the following sources must be considered: institution's mission
statement; policies on competencies and standards issued by government education agencies; competencies
expected by different professions, business and industry; thrusts and development goals of the national
government and local government; global trends and developments; and general education skills.
 Good student learning outcome is specific, realistic, focused on learner, integrates acquired knowledge,
prepares learners for assessment and time bound.
References:

 Characteristics of the 21st Century Assessment. (2020). Studocu; Studocu.

https://www.studocu.com/ph/document/christ-the-king-college/education/characteristics-of-the-21st-
century-
assessment/37101758?fbclid=IwY2xjawE1O9lleHRuA2FlbQIxMAABHQW4eoxiKbamMcNnYkFamQywPO-
2PdNB9mEgRmVd4JBf39rs0jJlmlfMNA_aem_wk0qOHqn3RMoUPeneKXX8w
 Instructional Decision in Teaching.pptx. (2023). SlideShare; Slideshare.
https://www.slideshare.net/slideshow/instructional-decision-in-
teachingpptx/262522164?fbclid=IwY2xjawE1ANhleHRuA2FlbQIxMAABHT5CGpuf_qER8AGR07czzdj6KdaRZad3
oYEhWv7TRof0SpXjHznE6yDXkA_aem_0_jo2W-T8CrezW3Qd-sFWw
 Peterson, T. (n.d.). Defining Outcomes Assessment.
https://www.clark.edu/tlc/outcome_assessment/documents/DefiningOutcomesAssessment.pdf

Prepared and Presented by: Group 1

 Dimayuga, Aubrey Mae D.

 Magtagad, Evelyn B.
 Osias, Aires M.