CHAPTER 1 - 21ST CENTURY ASSESSMENT

arrangement cicumtances
of students in
CHARACTERISTICS OF 21ST CENTURY ASSESSMENT: class

Responsive - visible performance based work, generates During - student - Observation

Teaching learning during
data that inform curriculum and instruction. (Formative
- Improvement learning
Assessment: Quiz) needed to activities
male the - Observation
Flexible - need to be adaptable to student’s settings. lesson work of student
(giving formative rather than summative) better interaction
- Feedback to - Student’s
Integrated - incorporated into day to day practice rather give response to
- Readiness of question
than as add-ons at the end of instruction
the student - Diagnosis of
to move to the types of
Informative - goals and objectives are clearly stated and the next errors
explicitly taught. activity student made
- Alternative
Multiple Method - includes a spectrum of strategies is ways to teach
- Identify
the norm. (don’t focus on one way assessment)
students who
are not
Communicated - data is clear and transparent for all participating
stakeholders. (returning papers, grades, communicate
with parents) After - How well - Classroom
Teaching student test
Segment achieved the - Interview
Technically Sound - adjustments and accommodation
targets with student
are made in the assessment process to meet the - Strengths - Observation
student needs and fairness. (valid, reliable, and support and of each
comparisons) weaknesses student’s
to be given as participation
Systemic - part of a comprehensive and well aligned feedback - Review
assessment system that is balanced and inclusive of all - Grade to be student’s
given standardized
students and stakeholders.
- Effectiveness achievement
of teaching - Review
INSTRUCTIONAL DECISION IN ASSESSMENT: - Effectiveness students
of curriculum information
- Objective is to have a holistic appraisal of a - Summaries of
learner, his/her environment and class
performance
accomplishments.
and
- Educational assessment process starts by
achievement.
analyzing the criterion together with the
teaching-learning environment.
ASSESSMENT IN CLASSROOM INSTRUCTION:
- Educational assessment encompasses the total
educational setting and is not limited to the
teacher-student engagement.
CATEGORY PURPOSE
DECISION MAKING AT DIFFERENT PHASES OF TEACHING-
Placement Measure entry behavior
LEARNING PROCESS:
Formative Monitors learning
PHASE DECISION SOURCE progress

Before - Content to - Informal Diagnostic Identify causes of

Starting cover observation learning problems
Teaching - Abilities of - Conversation
Summative Measures end of course
students with previous
achievement
- Materials teacher
- Learning - Students past
Activities grades TYPES OF EDUCATIONAL DECISION:
- Learning - Knowledge of
Targets student’s Instructional - made by individual classroom teacher
- Organization personal
and family
Grading - based on teacher-made test
Diagnostic - made to determine a student’s strengths
and weakness
Selection - accepting or rejecting the examinee based
on the result of assessment
Placement - made after student has been admitted to
school
Guidance and Counseling - utilizes the test data to assist
students in making their personal choices for future
career.
Program or Curriculum - made at the the level of the
teachers but on higher level such as division
Administrative Policy - determining the implication to
resources including financial consideration.
TYPES OF ASSESSMENT
Traditional Assessment - paper and pencil test or
quizzes
Authentic Assessment - performance based test
Authentic Assessment:
- Direct measures
- Capture constructive nature of learning
- Integrates teaching, learning and assessment
- Provide multiple paths to demonstration
Formative assessment - before, during and after
Summative assessment - at the end of the quarter
Assessment FOR Learning - use to determine and
improve student’s learning outcome
Assessment OF Learning - student;s level of
achievement
Assessment AS Learning - summative assessment
Norm Referenced Assessment - give us information on
what student can perform by comparing to another
student
Criterion Referenced Assessment - describe the
performance of students without reference to the
performance of others.
Contextualized Assessment - focus is on the student's
construction of functioning knowledge and the
student's performance in application to knowledge.
Decontextualized Assessment - includes written exams
and term papers which are suitable for assessing
declarative knowledge.
Analytic Assessment - specific approach in the
assessment of learning outcome
Holistic Assessment - refers to a global approach in the
assessment of students-learning outcome.
NATURE OF PERFORMANCE BASED ASSESSMENT:
Performance based assessment - teacher observe and
make judgment about student’s demonstration of a skill
or competency.
Multiple Evaluation Criteria - student’s performance
must be judged using more than one evaluation criteria.
Pre Specified Quality Standards - student’s performance
is to be judged is clearly explicated in advance of judging
Judgemental Appraisal - assessment depends on the
human judgment to determine how acceptable a
student’s performance really is.
TYPES OF PERFORMANCE TASK:
- Solving a problem
- Completing an inquiry
- Determining a position
- Demonstration of task
- Developing exhibits
- Presentation task
- Capstone performance
STRENGTHS OF PERFORMANCE TASK:
- Clearly identifies and clarifies learning targets
- Allows students to exhibit their own skill, talents
and, expertise
- Advocates constructivist principle of learning
- Uses variety of approaches to student
evaluation
- Allows teachers to explore the main goal and
process of teaching and learning process
LIMITATION IN PERFORMANCE TASK:
- Tedious Process
- Requires considerable amount of time
- Takes a great deal of time to score
- May have lower reliability
- Completion may be discouraging to less able
students.