THE GREAT PLEBEIAN COLLEGE

ALAMINOS CITY, PANGASINAN

COLLEGE OF TEACHER EDUCATION
Prof. Ed. 611 ASSESSMENT OF STUDENT LEARNING II
MODULE NO. 1

The 21st Century Assessment

Intended Learning Outcome:
Analyze the fundamental concepts and characteristics of 21st century assessment.
Background pf the topic:
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.
Characteristics of the 21st Century Assessments
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. Processes for responding to
assessments are thoughtfully developed, incorporating best practices in feedback and formative
assessment. Feedback is to be targeted to the goal income. Rather than just a single test grade,
students are informed of progress toward the attainment of goal. Self-reflection, peer
feedback, and opportunities for revision will be a natural outcome.
2. Flexible – Lesson design, curriculum, and assessment require flexibility, suppleness, and
adaptability. Assessment and responses may not be fitted to expected answers. Assessment
need to 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 assessment and the system need to be flexible too.
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.
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.
4. Informative