MODULE I

Intended Learning Outcome:

Analyze the fundamental concepts and characteristics of 21 st century assessment.

Learning Outcomes
1. Use appropriate assessment tools and techniques as applied in instructional decision
2. Relate learning outcome and assessment
3. Distinguish the different types of assessment and relate it to learning outcomes

CHAPTER I: 21st Century Assessment

Introduction
Twenty—first century skills must build on the core literacy and numeracy that students
must master. Students need to think critically and creatively, communicate and collaborate
effectively and work globally to be productive, accountable citizens and leaders. These skills to
be honed must be assessed, not simply to get numerical results but more so, to take the results
of assessment as guide to take further action.
CONTENT:
1. Characteristics of the 21st century assessment
1.1 Responsive—visible performance—board work, generates data that inform
curriculum and instruction, consider educational opportunities for students
1.2 Flexible
Lessons, designs, curriculum and assessment require flexibility. Assessment
needs to fit student setting
1.3 Integrated
Assessment are done on a daily basis, not as add ons at the end of instruction
1.4 Informative
Learning objectives, instructional strategies, assessment methods and reporting
processes are clearly aligned to complex learning task time, learning and
innovation skills, information, communication, technology skills, life and career
skills get progressive and more rigorous
1.5 Multiple Methods
Student demonstrate knowledge and skills through relevant tasks, projects and
performances. Recognition for process and product of learning
1.6 Communicated
Communication of assessment data is clear are transparent results are posted to
a data base
Students receive routine feedbacks on their progress
Parents are kept informed through progress report and assessment
1.7 Technically Sound
Students demonstrate what they know and can apply knowledge in ways that
are relevant and appropriate for them. Assessment must be prevail and
technically sound so users and consistent in their administration and
interpretation of data
1.8 Systematic
21st century assessment is part of a comprehensive and well aligned assessment
system that is balance to all students, parents, stakeholders
2. Instructional Decision in Assessment
The major objectives of educational assessment is to have a holistic appraisal of a
learner; his environment and accomplishment (weakness, needs, skills, abilities)

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2.1 Decision- making at different phases of teaching-learning process assessment
constantly take place in the educational setting, about content/ subject matter,
specific targets, nature of standards and faculty, how student performance meet
the standard and deliver the outcome expected of them.

PHASE DECISION TO BE MADE SOURCES OF

INFORMATION
Before Content to be covered during the Informal observation of
teaching day, grading period students during class; for
students’ previous
teacher, aptitude test
results, students’ past
grades
During What and how lessons are Observation of students
teaching presented, improvement needed during learning activities,
to make the lesson better what during recitation,
feedback is given to each student observation of student
on his program; readiness of interaction, types of errors
student to move to the next lesson students make;
identification of students
who do not participate
during class activities
After teaching How well students achieved the Classroom tests, projects,
short and long term instructional observation and
goals, feedbacks to be given to interviews with students,
parents/ guardians, grade to be students framework,
given to each student summaries of class
achievements or test
results

2.2 Assessment in Classroom Instruction

Categories and purposes to use in Classroom Instruction

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 Category Purpose

- Placement assessment - Measures entry behavior

- Formative assessment - Monitor learning progress
- Diagnostic assessment - Identifies causes of learning problems
- Summative assessment - Measures end-of-course achievement

2.3 Types of Edwell Decision

Assessment in decision making is not limited to the confines of the classroom. It
is extended to the whole educational community. It brings update in the existing
curriculum and after policies governing the school system.

Types of Educational Decisions

- Instructional- done by the classroom teacher. Decision is reached sending to

the result of test administered to the class.
- Grading- it is based on teacher-made test where grades are given to the
students using assessment as one of the factors.
- Diagnostic- the test determine a student’s strength and weaknesses and the
reason or reasons for these.
- Selection- it is the acceptance or rejection of an examinee based on the
result of the assessment for qualification or admission to a program or school
activity. The decisions are made by the guidance counselors, administrators,
selection committee.
- Placement- it is made after a student has been admitted to school. Identifies
students who read remediation or recommended for enrichment program of
the school.
- Guidance and counseling- uses test data result to assist students make
personal choices for future career by means of standardized tests.
- Program or curriculum- this is at the higher level: division, regional, national
level. Based on the decision is reached as to whether it with continue,
discontinue, revise/ replace a curricular or program being implemented.
- Administrative Policy- it involves implications to resources in terms of
financial consideration to improve student learnings. It may entail acquisition
of instructional materials to raise level of students’ achievement.
3. Outcome-based Assessment 1
Knowing what is expected of the learners by their teachers at the end of a
particular lesson help them meet those targets successfully. Thus, all assessment
and evaluation must be founded on the identified student intended learning
outcomes. These should be clarified with students for an effective teaching-
learning process

3.1 Student learning outcomes

Student learning outcome is the totality of accumulated knowledge skills
and attitude that students develops during a course of study.

3.2 Sources of Student Expected Learning Outcome

Target/ outcome for every lesson is expected to be defined and clarified
by the teacher at the start of the course/ learning activities. The factors in
crafting the student expected learning outcomes are: mission statement of the
school, policies on competencies and standard issued by government education
agencies; competencies expected by different professors, business and industry
current global trends so graduates can compete globally; 21st century skills such

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 as oral and written communication, analyzing, synthesizing and developing
creative solutions, use of technology, information literacy.
3.3 Characteristics of Good Learning Outcomes
Gives emphasis to application and integration of knowledge and skills
acquired in a particular unit of instruction

 Inform students of the standard by which they will be assessed

 Describes knowledge/ skills students will employ
 All passing students showed
 Good learning outcomes prepare students for assessment
 Timeline for completion of the desired learning
CHAPTER 2: Types of Assessment
Intended Learning Outcome:
At the end of the chapter, students should be able to distinguish the different types of
assessment and relate it to different learning outcomes.
Introduction:
Assessment is an essential and powerful tool in the teaching learning process. It is the
process of obtaining data with which we could measure student competence and learning
outcomes. The process begins with identification of the specific target goals before collecting
and interpreting the information.
CONTENT:
1. Traditional and authentic assessment
Paper and pencil tests or quizzes are best examples of traditional assessment which
mainly describe and measure student learning outcome. It measure what learners can
do at a particular time.
Traditional assessments are indirect and in authentic measures of student learning. It
focuses on learner’s ability of memorization and recall which are lower level of cognition
skills.
Authentic assessment measures performances or products which have realistic meaning
that can be attributed to the success of the school. Activities, questions and problems
with “real world” satisfy the criteria that work within a quick situation or contextual
realism of the task.

DIMENSIONS OF AUTHENTICITY
A. The context of the assessment
 Realistic activity or context
 Task is performance-based
 Task is cognitively complex
B. Role of the student
 Defense of the answer or product is requested
 Assessment is formative
 Students collaborate with each often or with the teacher
C. The scoring
 Scoring criteria are known or student development
 Multiple indicators or portfolio are used for scoring
 Performance expectation is mastery
BEST USES OF AUTHENTIC ASSESSMENT
1. Authentic assessment are direct measures

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 Main purpose of authentic assessment is to be able to use acquired knowledge
and skills in the real world. Teacher ask students to use what they have learned
in some meaningful ways.
2. Authentic assessment capture constructivist nature of learning students don’t simply
repeat the information received but to demonstrate that they have accurately found
meaning about what they have been taught.
3. Authentic assessment integrated teaching, learning and assessment. Problem
solving and decisions making skills by which the student learn how to develop a
solution to developing a solution by applying the concepts learned.
4. Authentic assessment provide multiple paths and demonstration. Students may
have different ways by which they could demonstrate what they have learned by
carefully identifying the criteria of good performance on the authentic task ahead of
time.
2. Formative Evaluation and Summative Evaluation.
Formative Evaluation
 Used as feedback to modify tracking and learning
 Occurs during instruction, between lessons, between units
Summative evaluation

 Conducted at the end of each section or unit: unit, long test to find out student
achievement. It is a means for certification, giving of honors/ awards. It is
typically traditional paper-pencil measures
3. Norm and criterion-referenced assessment
Norm-referenced assessment gives us information on what the student can perform by
comparing to others. It describes student performance in the class by comparing to
others. Teachers can ran the achievement of their students.

Criterion-referenced assessment describes the performance of the students without

reference to the performance of others which uses present criteria or predefines and
absolute standard or outcome. It describes students’ mastery of the course content thus
there is no competition for a limited percentage for a huge score.

4. Contextualized and decontextualized assessment

Contextualized assessment focuses on students functioning knowledge and his
performance in the application of knowledge in the real world. It is used in
performance-based tasks which are authentic in nature. It is skills and knowledge
application.

Decontextualized assessment includes written exams and term paper which are best for
assessing declarative knowledge and/ or procedure knowledge in artificial situation
detached from the real work context.

5. Analytic and Holistic Assessment

Analytic assessment is a specific approach in the assessment of learning outcomes. In
this procedure, students are given specific feedbacks on how they are doing on
particular task.

Holistic assessment refers to a global approach in the assessment of a student-learning

outcome. The teacher evaluated the students’ work and provides a grade and supports
a valid justification for the assigned grade. Examples are reflection paper and journal,
peer-assessment, self-assessment, group presentation and portfolio.