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Chapter 1

21st CENTURY ASSESSMENT

Section Intended Learning Outcome (SILO)

 Analyze the fundamental concepts and

characteristics of 21st century assessment.
Intended Learning Outcome (ILO)
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.
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OVERVIEW

In order to thrive in this constantly changing and extremely challenging

period, 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 learners
graduate. It should be integrated in the program of each discipline. More than just
acquiring knowledge, its application is important. To ensure that education has really
done its role, ways to measure or to assess the learning process are necessary. Thus,
the assessment processes and tools must be suited to the needs and requirements of
the 21st century.

DISCUSSION

Characteristics of the 21st Century Assessment

1. Responsive
2. Flexible
3. Integrated
4. Informative
5. Multiple Methods
6. Communicated
7. Technically Sound
8. Systemic

Instructional Decision in Assessment

 Decision-making at Different Phases of Teaching-Learning Process

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

Before  Content to cover during
starting following day, week, month,
teaching grading period, and so on.
 Abilities of students
considering the cultural
background, interests and
skills of students in planning
the teaching activities
 Materials appropriate to use
with the students
 Learning activities that will
engage both the teacher and
 Informal observation of students
during class
 Conversation with student’s
previous teachers
 Scholastic aptitude test results
 Students’ past grades and
standardized test results
 Knowledge of student’s personal
family circumstances

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  Students learning on what and
teaching how the lesson is presented
 Improvement needed to make
the lesson work better
 What feedback to give each
student about how well the
student is learning
 Readiness of the students to
move to the next activity as
planned in the learning
sequence
After a  How well students achieve the
teaching short and long term
segment instructional targets
 Strengths and weaknesses to
be given as feedback to
parents or guardians of
students
 Grade to be given to each
student for the lesson or unit,
grading period or end of the
course
 Effectiveness of teaching the
lesson to the students
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 Observation of students during
learning activities
 Student’s response to questions
the teacher asked them
 Observation of students
interaction
 Diagnosis of the types of errors
the students made or erroneous
thinking the students are using
 Look for alternative ways to
teach the materials
 Identify if there are students
who are not participating and
acting appropriately
 Classroom tests, projects,
observations
 Interviews with students
 Standardized test results
 Observations of each student’s
classroom participation
 Review each student’s
homework results
 Review each student’s
standardized achievement and
scholastic aptitude test results
 Review information about a
student’s personal family
circumstances
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 Effectiveness of the  Informal observation of how

curriculum and materials well the student has attained the
used for the lesson 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

 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.

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

 Types of Educational Decision

Kubiszyn and Borich (2002) classified the different educational
decisions into eight (8) categories.

DECISION DESCRIPTION
Instructional This decision is normally
made by individual classroom
teacher, as necessary to meet
the targets or objectives set
during classroom
engagement. Decisions are
reached according to the
results of test administered to
a class.
Grading It is usually based on teacher-
made tests. Grades are
assigned to the students using
assessment as one of the
factors.
Diagnostic It is made to determine a
student’s strengths and
weaknesses and the reason/s.
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
such as guidance counselors,
administrators or the
selection committee.
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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.
A quarterly grade is based on
the following: result of the
teacher-made test, class
participation, projects, and
attendance.
A teacher gave an essay test.
The teacher notices 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. So the result shows that
the students still need more
help in understanding the
principles of writing a good
paragraph.
College or university entrance
examination, choosing school
representative for a national
quiz bee

Placement It is made after a student has
been admitted to school. It
involves the process of
identifying students who
needs remediation or may be
recommended for enrichment
program of the school.
Guidance and It utilizes test data to assist
Counseling students in making their
personal choices for future
career and help them know
their strengths and
weaknesses by means of
standardized tests.
On the other hand, teachers
may use the results of socio-
metric tests to identify who
among the students are
popular or un-popular. Those
who are unpopular may be
given help for them to gain
friends and become more
sociable.
Program or It is made not at the level of
Curriculum the teachers but on higher
level such as division, regional
or national level. Based on the
result of assessment and
evaluation, educational
decisions may be reached: to
continue, discontinue, revise
or replace a curriculum or
program being implemented.
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A diagnostic test on English and
Math were given to freshmen to
determine who among them
may encounter difficulty in
these areas. Those who will get
a below-average scores will be
included in the remediation
program to help the students
cope with the lessons in English
and Math.
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.
The decision to implement the
K-12 Curriculum in order to
avoid mismatch among
graduates and the industry and
to be at par with the Curriculum
implemented in the Philippine’s
neighboring countries.
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Administrative It involves determining the To conduct a remediation class,

Policy implications to resources
including financial
consideration in order to
improve the student learning
as a result of an assessment. It
may entail acquisition of
instructional materials, books,
etc. to raise the level of
students’ performance in
academic, or non-academic or
both.
additional budget is necessary
for the logistics (classroom,
instructional materials,
assessment materials, etc.) and
also the additional pay for the
teachers that will handle the
remedial classes

Outcome-Based Assessment
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.
Student Learning Outcome. It is the totality of accumulated knowledge,
skills, and attitudes that students develop during a course of study. This serves as the
basis for assessing the extent of learning in an 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 toward the realization of the intended learning
outcome.
Sources of Student Expected Learning Outcomes. Outcomes or targets for
every lesson is expected to be defined and clarified by the teacher at the start of the
course/learning activities. Factors needed 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
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 Quantitative reasoning ability together with scientific methodology

 Analyzing, synthesizing and developing creative solutions
 Use of technology
 Information literacy

Characteristics of Good Learning Outcome.

1. very specific, and use verbs
2. focused on the learner
3. are realistic
4. focus on the application and integration of acquired knowledge and
skills
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

EXPLORE

A. Given the following school situation, how would you apply the 21st
Century Assessment Characteristics? Use the template provided.

SCENARIO
Before the school year starts, Mr. Cruz, the principal, called the teachers
to a meeting and discussed the plans for the coming school year. One of the
agenda of the meeting is the improvement of the tools and methods that the
teachers utilized to assess students’ learning. As per record, the school utilizes
traditional assessment practices. He challenged the teachers to present an
updated assessment instrument/tool that is aligned with the required skills of
the 21st century.
Note: For Step 1, you may use the assessment tools and instruments based on
your observation/field study. For Step 2, you need to do some extra work or
research about 21st century assessment.
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Step 1. ASSESSMENT INSTRUMENTS/TOOLS CURRENTLY USED

FOR WHAT IS IT USED? HOW OFTEN
INSTRUMENTS/TOOLS
(PURPOSE) IS IT USED?

Step 2.
After filling up the inventory of assessment instruments/tools used, analyze each and
classify accordingly as to which characteristics of 21 st century assessment are
exemplified by the assessment activities and the assessment tools/instruments
utilized. Use the template provided below.

The current assessment practices of the school is aligned with the 21st century
assessment fundamentals in terms of:
CURRENT ASSESSMENT PRACTICES INCLUDING
INSTRUMENTS THAT EXEMPLIFY THE 21ST
21ST CENTURY CENTURY ASSESSMENT
Note: Activities and instruments may be repeated as long as they
ASSESSMENT exemplify the characteristics.
ASSESSMENT ASSESSMENT TOOLS/
ACTIVITIES INSTRUMENTS
1. Responsive
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2. Flexible

3. Integrated

4. Informative

5. Multiple Methods

6. Communicated
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7. Technically Sound

8. Systemic

Findings:

Recommendations (Next Steps):

B. Situation Analysis
In relating to what were discussed about instructional decision in assessment,
given the following situations, what necessary actions must be done? Come up with a
sound solution/decision/set of actions. Discuss your answers with your classmates.
Use the template provided.

Situation 1.
Preparation of detailed lesson plan for the next grading period.
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Assessment Action: ________________________________________________________________________

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Situation 2.
Learning targets for the next topic that will be taught.
Assessment Action: ________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Situation 3.
Readiness of the class to proceed to the next lesson or activity.
Assessment Action: ________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Situation 4.
Preparing for a parent-teacher conference wherein students’ strengths and weaknesses
are expected by the parents.
Assessment Action: ________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Situation 5.
A grade-level competition that requires representative from each class.
Assessment Action: ________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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C. Given the following situations, identify what student learning outcomes

must be set as well as the assessment that will be done to ensure that the
student learning outcomes will be met. Discuss your answers together with
your classmates.

Situation 1.
Teacher Jan aims that her student in Mathematics will have mastery of the four
fundamental operations.

Answer:

Situation 2.
Teacher Ted, handling Science class, wants his students to have mastery of their lesson
about conversion of units of measure before he advances to the next lessons. He does not
simply aim for concepts but he wants to have his students acquire the skill in converting
unit of measures.

Answer:
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APPLY

A. Complete the mind map on the 21st century assessment by filling the main
characteristics in the big circles and the sub-points in the smaller circles. (Note:
You may add smaller circles, if necessary).

21st Century
Assessment
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B. Note: The objective of this activity is for you to be able to put into practice what
were discussed in this chapter about student learning outcomes, which is
necessary component in an outcome-based assessment.

Directions:
1. Choose any subject or course that you are interested in. List all the topics from
the subject that you have already covered in your class. Choose only two topics
from your list.
2. For each of the topic, write three (3) student learning outcomes.
3. Finalize your output for this activity using the templates provided. Use the
template below to organize your thoughts.

SUBJECT/COURSE TOPIC/S
1. a.

b.

c.

d.

2. a.

b.

c.

d.

3. a.

b.

c.

d.
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Topic 1: ______________________________________________________________________________________

Subject/Course:

Topic/Subject Matter:

At the end of the lesson, the students should be able to:

SLO #1. _____________________________________________________________________________________

______________________________________________________________________________________________
______________________________________________________________________________________________

SLO #2. ____________________________________________________________________________________

______________________________________________________________________________________________
______________________________________________________________________________________________

SLO #3. ____________________________________________________________________________________

______________________________________________________________________________________________
______________________________________________________________________________________________

Topic 2: ______________________________________________________________________________________

Subject/Course:

Topic/Subject Matter:

At the end of the lesson, the students should be able to:

SLO #1. _____________________________________________________________________________________

______________________________________________________________________________________________
______________________________________________________________________________________________

SLO #2. ____________________________________________________________________________________

______________________________________________________________________________________________
______________________________________________________________________________________________

SLO #3. ____________________________________________________________________________________

______________________________________________________________________________________________
______________________________________________________________________________________________
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GROUP ACTIVITY
Group Members: ________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________

Note: You need to do some research in order to help and guide you in doing this
activity, most especially in the cases indicated in the template.
ASSESSMENT ACTIVITIES TO BE
CASE
DONE/ACTION AND/OR DECISION
Implementation of Education For All (in Assessment Activities:
the Philippines)

Action/Decision:

Readiness of Students for the National Assessment Activities:

Achievement Test

Action/Decision:

Implementation of K to 12 Curriculum Assessment Activities:

Action/Decision:

ASSESS

Instructional Decision in Assessment

Below are sample cases encountered in school setting. Identify the best
assessment that could be used as input in order to come up with a sound decision.
Include the type of decision wherein the results of assessment will be used. Justify
your proposed assessment. Write your answer on the space provided.
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Case 1:
Based on the previous school year’s data, particularly the new enrollees, there
were students (since they have different backgrounds) who cannot cope well in the
general basic subjects particularly English and Mathematics. In preparation for the
coming school year, the administration mandated the Academic team to improve the
situation and plan a program that will help the students improve their skills in those
subjects.

Assessment: _________________________________________________________________________________

Type of decision wherein this assessment will be used: ______________________________________

_________________________________________________________________________________________________

Justification:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Case 2:
The school received an invitation to join an international competition in the field
of Mathematics. In the invitation, the organizer asked for five representatives from the
school a week after the letter of invitation was received, since there will be an
orientation and coaching schedules. The VP for Academic Affairs endorsed the said
invitation to the Subject Area Coordinator (SAC). What should be the next step(s) to be
undertaken by the SAC?

Assessment: _________________________________________________________________________________

Type of decision wherein this assessment will be used: ______________________________________

_________________________________________________________________________________________________

Justification:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________