Chapter 1

21st Century
Assessment
 Chapter Intended Learning
Outcomes At the end of this
chapter, you should be able to:

1. Use appropriate assessment tools and

techniques as applied in instructional decision.
2. Relate learning outcomes and 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.

Curricula are updated to address the needs of the

community in relation to the demands of the 21"
century.
 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).
Twenty-first century skills must build on the core
literacy and numeracy that all students must
master.

Students need to think critically and creatively,

communicate and collaborate effectively, and
work globally to be productive, accountable
citizens and leaders.

Educators need to focus on: what to teach; how

to teach it; and how to assess it (Greenstein,
2012; Schmoker, 2011).
1. Characteristics of
the 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.
 1.2 Flexible

Lesson design, curriculum, and assessment

require flexibility, suppleness, and adaptability.
Assessments and responses may not be fitted to
expected answers. Assessment need to be
adaptable to students' settings.
 1.3 Integrated

Assessments are to be incorporated into day-to-

day practice rather than as add-ons at the end
of instructions or during a single specified week
of the school calendar.
 1.4 Informative

The desired 21 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.

Learning objectives, instructional strategies,

assessment methods, and reporting processes are
clearly aligned. Complex learning takes time.
 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.
 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.
 1.7 Technically Sound

Adjustments and accommodations are made in the

assessment process to meet the student needs and
fairness.
To be valid, the assessments must measure the stated
objectives and 21" 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.
 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.
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.
 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.

Assessments can be used as basis for decision-making

at different phases of the teaching-learning process.
 DECISION(S) TO BE SOURCE(S) OF
PHASE
MADE INFORMATION
• Content to cover • Informal observation
during following day, of students during
week, month, class.
grading period and • Conservation with
so on. students’ previous
• Abilities of students teachers.
Before starting considering the • Scholastic aptitude
teaching cultural background, test results.
interests and skills • Students’ past
of students in grades and
planning the standardized test
teaching activities. results.
 DECISION(S) TO BE SOURCE(S) OF
PHASE
MADE INFORMATION
• Materials appropriate • Knowledge of
to use with the student’s personal
students. family circumstances.
• Learning activities that
will engage both the
teacher and the
students as the lesson
is being taught.
Before starting
• Learning targets that
teaching the teacher wants to
achieve as a result of
teaching.
• Organization and
arrangement of
students in class in
consideration of the
lessons and activities.
 DECISION(S) TO BE SOURCE(S) OF
PHASE
MADE INFORMATION
• Students learning on • Observation of students
what and how the during learning activities
lesson is presented. • Students’ response to the
• Improvement needed questions the teacher
asked them
to make the lesson
• Observstion of students
work better. interaction
• What feedback to give • Diagnosis of the types of
each student about errors the students made
During teaching how well the student is or erroneous thinking the
learning. students are using
• Readiness of the • Look for alternative ways
students to move to to teach the materials
the next activity as • Identify if there are
planned in the learning students who are not
participating and acting
sequence.
appropriately.
 DECISION(S) TO BE SOURCE(S) OF
PHASE
MADE INFORMATION
• How well students • Classroom tests, projects,
achieve the short and observations.
long term instructional • Interviews with students
targets. • Standardized test results
• Strengths and • Observations of each
weaknesses to be given student’s classroom
as feeback to parents or participation
guardians to students. • Review each student’s
After a Teaching • Grade to be given to each standardized
student for the lesson or achievement and
Segment unit, grading period or scholastic aptitude test
end of the course. results.
• Effectiveness of teaching • Review information about
the lesson to the a student’s personal
students. family circumstancecs.
• Effectiveness of the • Informal observation of
curriculum and materials how well the students has
used for the lesson. attained the intended
 DECISION(S) TO BE SOURCE(S) OF
PHASE
MADE INFORMATION
• How well students • Summaries of the class’
achieve the short and performance on the
long term instructional important instructional
targets. targets.
• Strengths and • Summaries of the class’
weaknesses to be given performance on selected
as feeback to parents or questions on
guardians to students. standardized tests.
After a Teaching • Grade to be given to each • Summaries of how well
Segment student for the lesson or the students liked the
unit, grading period or activities and lesson
end of the course. materials.
• Effectiveness of teaching • Summaries of the class’
the lesson to the achievement on
students. classroom tests that
• Effectiveness of the match the curriculum.
curriculum and materials
used for the lesson.
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

Linn and Gronlund (2000) described the relevance of

assessment in instructional decision by classifying the
varied assessment procedures according to use in
classroom instruction.
 Assessment in Classroom Instruction

CATEGORY PURPOSE

1. Placement Assessment Measures entry behavior

2. Formative Assessment Monitors learning progress

Identifies causes of learning

3. Diagnostic Assessment
problems
Measures end-of-course
4. Summative Assessment
achievement
 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.

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.
 2.3 Types of Educational Decision

Kubiszyn and Borich (2002) classified the different

educational decisions into eight (8) categories.

Instructional, Grading, Diagnostic, Selection,

Placement, Guidance and Counseling and Program or
Curriculum.
 DECISION DESCRIPTION EXAMPLE

After a test was given

This decision is
by the teacher, the
normally made by
result is not so
individual classroom
satisfactory thus the
teacher, as necessary
teacher may decide to
to meet the targets or
re-teach the lesson
Instructional objectives set during
using a different
classroom engagement.
strategy so as to
Decisions are reached
improve the learning
according to the results
and meet the
of test administered to
objective/target set for
a class.
that particular lesson.
DECISION DESCRIPTION EXAMPLE

It is usually based on A quarterly grade is

teacher-made tests. based on the following:
Grades are assigned to result of the teacher-
Grading the students using made test, class
assessment as one of participation, projects,
the factors. and attendance.
 DECISION DESCRIPTION EXAMPLE

A teacher gave an essay

test. The teacher noticed
that the students were able
to write more than five
It is made to determine grammatically correct
sentences but the
a student's strengths
Diagnostic and weaknesses and
coherence of the ideas
contained in the paragraph
the reason or reasons. is poor. So the result shows
that the students still need
more help in understanding
the principles of writing a
good paragraph.
DECISION DESCRIPTION EXAMPLE

A diagnostic test on
English and Math were
It is made after a
given to freshmen to
student has been
determine who among
admitted to school. It
them may encounter
involves the process of
difficulty in these areas.
identifying students
Placement who needs remediation
Those who will get a
below. average scores
or may be
will be included in the
recommended for
remediation program to
enrichment program of
help the students cope
the school.
with the lessons in
English and Math.
 DECISION DESCRIPTION EXAMPLE

It utilizes test data to assist

students in making their
personal choices for future
career and help them know
their strengths: and The NCAE helps to
weaknesses by means of identify which career
standardized tests. path the student may
Guidance and On the other hand, teachers
pursue that matches
Counseling may use the results of socio- his/ her interests and
metric tests to identify who skills, whether
among the students are academic, vocational or
popular or unpopular. Those technical programs.
who are unpopular may be
given help for them to gain
friends and become more
sociable.
 DECISION DESCRIPTION EXAMPLE

It is made not at the

level of the teachers
but on higher level
The decision to
such as division,
implement the K-12
regional or national
Curriculum in order to
level. Based on the
avoid mismatch among
Program or result of assessment
graduates and the
Curriculum and evaluation,
industry and to be at
educational decisions
par with the Curriculum
may be reached: to
implemented in the
continue, discontinue,
Philippines' neighboring
revise or replace a
countries.
curriculum or program
being implemented.
 DECISION DESCRIPTION EXAMPLE

It involves determining
the Implications to
To conduct a
resources including
remediation class,
financial consideration
additional budget is
in order to improve the
necessary for the
student learning as a
logistics (classroom,
result of an
Administrative instructional materials,
assessment. It may
Policy entail acquisition of
assessment materials,
etc) and also the
instructional materials,
additional pay for the
books, etc. to raise the
teachers that will
level of students'
handle the remedial
performance in
classes.
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.

Thus, all assessment and evaluation activities must be

founded on the identified student intended learning
outcomes (ILO).
 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)
 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.
 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 21" 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.
THANK YOU
BSED II-ENGLISH
Atienza, Lyra
Cabaces, Nichole P.
Casanova, Anjheline
De Castro, Jesica
De Jesus, Razel
De Leon, Mary Angeline
Garcia, Shane
Larracas, Irish
Pilac, Diana Rose