Assessment of Learning 2

21st Century
Assessment
Chapter 1
 Group 1

Dalawampu,
Castro Sandrine V.
Alyssa May F.

Diesta, Jamaica
Salcedo, Jessa
Dianne B.
 Learning Outcomes

Use
Analyze the Relate
appropriate
fundamental learning
assessment
concepts and outcomes
tools and
characteristics and
techniques as
of 21st-century assessment.
applied in
assessment.
instructional
decisions.
 21st Century
Assessment
The acquisition of 21st
century skills is necessary. It
is imperative that the
educational system sees that
these skills are developed
and honed before the
learner’s graduate.
 It should be integrated into the program
of each discipline. More than just
acquiring knowledge, its application is
important. The assessment processes
and tools must be suited to the needs
and requirements of the 21st century.
. 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. Viewing educational assessment as an
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).
Characteristics
of the
21st Century
Assessment
 1. Responsive
Processes for responding to
assessments are
Visible performance-based
thoughtfully developed,
work generates data that
incorporating best
inform curriculum and
practices in feedback and
instruction. Teachers can
formative assessment.
adjust instructions
Feedback is to be targeted
to cater to the present
to the goal and outcome.
needs of the school
community.
 1. Responsive

Self-reflection
Peer-to-peer teaching
2. Flexible
Rather than the identical
Lesson design, curriculum, approach, 21st-century
and assessment require approaches are more
flexibility, suppleness, and versatile. These approaches
adaptability. Assessments best fit the demands of the
and responses may not be learning environment at
fitted to expected answers. present since students'
Assessment needs to be decisions
adaptable to students'
settings.
2. Flexible

Buffet Approach
Bento Approach
3. Integrated
It offers opportunities for
Assessments are to be students to consider their
incorporated into day-to- choices, identify alternative
day practice rather than as strategies, transfer earlier
add-ons at the end of learning, and represent
instructions or during a knowledge through
single specified week of the different means.
school calendar.
3. Integrated

Brainstorming
Prior Knowlege
4. Informative

Learning objectives,
instructional strategies,
Students display their
assessment methods, and
range of emerging
reporting processes are
knowledge and skills.
clearly aligned.
Exemplars routinely guide
students toward the
achievement of targets.
5. Multiple Methods
Authentic and
An assessment continuum performance-based
that includes a spectrum of assessment is emphasized.
strategies is the norm. There is recognition of and
Students demonstrate appreciation for the
knowledge and skills processes and products of
through relevant tasks, learning.
projects, and performances
5. Multiple Method

Triangulation Method
6. Communicated
Students receive routine
Communication of feedback on their progress,
assessment data is clear and parents are kept
and transparent for all informed through access to
stakeholders. Results are visible progress reports and
routinely posted to a assessment data.
database along with
standards-based
commentary.
7. Technically Sound
To be reliable, the
Adjustments and assessment must be
accommodations are made precise and technically
in the assessment process sound so that users are
to meet the student's consistent in their
needs. Students administration and
demonstrate what they
interpretation of data
know and how they can
apply that knowledge in
relevant and appropriate
ways.
8. Systemic

21st 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.
These eight characteristics of 21st-century
assessment, are essential guides for the
preparation of assessment activities by
educators. It is necessary to refer these to
characteristics to ensure that the learners
are being assessed towards the skills and
demands of the 21st century.
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
1. Before starting teaching
2. During teaching
3. After teaching segment
Before starting teaching
Desicion(s) to be made Source(s) of Information
Content to cover during following day, week, Informal observation
month, grading period, and so on. of students during
Abilities of students considering the cultural class.
background, interests and skills of students in Conversation with
planning the teaching activities. students' previous
Materials appropriate to use with the students teachers
Learning activities that will engage both the Scholastic aptitude
teacher and students as the lesson is being test results
taught Students' past grades
Learning targets that the teacher wants to and standardized test
achieve as a result of teaching results.
Organization and arrangement of students in Knowledge of
class in consideration of the lessons and student's personal
activities. family circumstances
During teaching
Desicion(s) to be made Source(s) of Information
Students learning on what Observation of students during
and how the lesson is learning activities Students' response to
presented. questions the teacher asked them
Improvement needed to make Observation of students’ interaction
the lesson work better Diagnosis of the types of errors the
What feedback to give each students made or erroneous thinking
student about how well the the students are using
student is learning Look for alternative ways to teach the
Readiness of the students to materials
move to the next activity as Identify if there are students who are
planned in the learning not participating and acting
sequence appropriately.
After teaching segment
Desicion(s) to be made Source(s) of Information
How well students achieve the Classroom tests, projects,
short and long-term instructional observations
targets Interviews with students
Strengths and weaknesses to be Standardized test results
given as feedback to parents or Observations of each student's
guardians of students classroom participation
Grade to be given to each Review each student's homework
student for the lesson or unit, results
grading period or end of the Review each student's standardized
course achievement and scholastic aptitude
Effectiveness of teaching the test results
lesson to the students Review information about a
Effectiveness of the curriculum student's personal family
and materials used for the lesson circumstances
After teaching segment
Desicion(s) to be made Source(s) of Information
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
In summary, assessment and instruction are
deeply intertwined, with assessment
informing and guiding instruction, and
effective instruction enhancing assessment
outcomes. This dynamic relationship ensures
that teaching strategies are continually
adapted to improve student learning and
achievement.
2.2 Assessment in
Classroom Instruction
 Linn and Gronlund (2000) described the
relevance of assessment in instructional
decisions by classifying the varied
assessment procedures according to use in
classroom instruction.
The following are the categories and
purposes of each category:
 CATEGORY PURPOSE
1. Placement Assessment Measures entry behavior

2. Formative Assessment Monitors learning progress

3. Diagnostic Assessment Identifies causes of learning problems

4. Summative Assessment Measures end-of-course achievement

1. Placement Assessment
The purpose of placement assessment is to measure
entry behavior means evaluating what students already
know and can do before they start a new course or
program. This helps educators understand students'
current skills and knowledge levels, ensuring that they are
placed in the appropriate class or level where they can
succeed. It identifies students' strengths and areas for
improvement, allowing for better-targeted instruction
and support from the beginning.
2. Formative Assessment
The purpose of formative assessment is to monitor
learning progress means using various tools and
methods to continuously check how well students are
understanding and applying what they are being taught
during the learning process. Unlike final exams or tests,
formative assessments are conducted throughout a
course and provide ongoing feedback to both students
and teachers. This helps identify areas where students
may need additional help, allows for adjustments in
teaching strategies, and supports students in improving
their learning before they reach the final evaluation.
3. Diagnostic Assessment
The purpose of diagnostic assessment is to identify the
causes of learning problems means using specific
assessments to determine why a student is struggling with
certain concepts or skills. This type of assessment helps
uncover underlying issues, such as gaps in knowledge,
misconceptions, or specific learning difficulties. By
diagnosing these issues, educators can develop targeted
interventions and support to address the root causes of the
learning problems, ultimately helping students overcome
challenges and improve their overall performance.
4, Summative Assessment
The purpose of summative assessment is to measure end-
of-course achievement means evaluating how well
students have learned and understood the material
covered throughout a course or program. These
assessments are typically given at the end of a unit, term,
or academic year and are used to determine if students
have met the learning objectives and standards.
Summative assessments often take the form of final exams,
projects, or standardized tests, and they provide a
summary of students' overall performance and
achievement.
Linn (1999) said that informed
decision-making in education is
very important because of the
benefits it can bring about.
Top most of these benefits is the
enhancement of students'
learning and development.
2.3 Types of
Educational Decision
The use of assessment in decision-
making is not just within the bounds
of the classroom. It extends to the
whole education community. The
results of assessment may trigger
updates in the existing curriculum
and other policies governing the
school system
Kubiszyn and Borich (2002)
classified the different
educational decisions into
eight (8) categories.
1. Instructional
This decision is normally made by individual
classroom teachers, as necessary to meet
the targets or objectives set during
classroom engagement. Decisions are
reached according to the results of tests
administered to a class.
1. Instructional
Example: After a test was given by the
teacher, the result is not so satisfactory thus
the teacher may decide to re-teach the
lesson using a different strategy so as to
improve the learning and meet the
objective/target set for that particular
lesson.
2. Grading
It is usually based on teacher-made tests.
Grades are assigned to the students using
assessment as one of the factors.
2. Grading
Examples: A quarterly grade is based on the
following: result of the teacher- made test,
class participation, projects, and
attendance.
3. Diagnostic
It is made to determine a student's
strengths and weaknesses and the reason
or reasons.
3. Diagnostic
Examples: The teacher noticed that the
students were able to write more than five
grammatically correct sentences but the
coherence of the ideas contained in the
paragraph is poor.
4. Selection
It involves accepting or rejecting the
examinee based on the results of
assessment, for admission or qualification to
a program or school activity. The decisions
are made not by classroom teachers but by
specialists
4. Selection

Examples: College or University Entrance

Examination, Choosing School
Representative for a National Quiz Bee.
5. Placement
It is made after a student has been
admitted to school. It involves the process
of identifying students who need
remediation or may be recommended for
the enrichment program of the school.
5. Placement
Examples: A diagnostic test was given to
freshmen to determine who among them
may encounter difficulty in these areas.
Those who will get below-average scores
will be included in the remediation program
to help the students cope with the lessons.
6. Guidance and Counseling
It utilizes test data to assist students in
making their personal choices for future
careers and help them know their strengths
and weaknesses using standardized tests.
6. Guidance and Counseling
Examples: The NCAE helps to identify which
career path the student may pursue that
matches his/ her interests and skills,
whether academic, vocational or technical
programs.
7. Program or Curriculum
It is made not at the level of the teachers
but at higher levels such as division,
regional, or national level.
7. Program or Curriculum
Examples: The decision to implement the K-
12 Curriculum is to avoid a mismatch
between graduates and the industry and to
be at par with the Curriculum implemented
in the Philippines' neighboring countries.
8. Administrative Policy
It involves determining the implications to
resources including financial consideration
to improve the student learning as a result of
an assessment. It may entail the acquisition
of instructional materials, books, etc. to raise
the level of student performance in
academic, non-academic, or both.
8. Administrative Policy
Examples: To conduct a remediation class,
an additional budget is necessary for the
logistics (classroom, instructional materials,
assessment materials, etc.) and also the
additional pay for the teachers who will
handle the remedial classes.
 Prior to implementing the assessment,
its objective and target must be clearly
defined so as not to cause wastage in
terms of resources and ensure that the
results will be utilized and evaluated that
will consequently yield to
recommendations that are beneficial to
the school community in general.
Outcome-Based
Assessment
3. Outcome-Based Education
is a model of education that rejects the
traditional focus on what the school
provides to students, in favor of making
students demonstrate that they "know
and are able to do" whatever the required
outcomes are.
transforming of educational landscape
from being input-based learning to
outcome-real-world and skills of learning
knowledge
3. Outcome-Based
Assessment
Knowing what is expected from learners helps
them meet targets.
Clear lesson targets guide teachers in
delivering instructional learning activities.
All assessment and evaluation activities must
be based on identified student-intended
learning outcomes (ILOs).
ILOs should be identified and clarified with
students.
Ensures the teaching-learning process aligns
with desired outcomes.
3.1 Student Learning Outcome

The totality of accumulated knowledge, skills, and

attitudes developed by students during a course,
and this serves as the basis for evaluating learning
in Outcome-Based Education (OBE).
 3.2 Sources of Student-Expected
Learning Outcome
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.
[Link] 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
Assessment
Cycle
 3.3 Characteristics of
Good Learning Outcome
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
for listening!
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