CONCEPTS OF

21st CENTURY ASSESSMENT CARLOS TIAN CHOW C. CORREOS

Education Program Supervisor
NEAP Trainer/Facilitator
Objectives:
• Discuss the goals of 21st Century Assessment for 21st
Century Learners
• Explain the 21st Century Literacies that will be
integrated to assessment
• Craft a Table of Specification for the 4th quarter test
What is 21st Century Assessment?
• Assessment that is directed towards the 21st century
skills development.
• The assessment must allow learners to practically
apply the concepts and theories in the present
demands of the GloCal communities may it be in basic
or complex circumstances.
Technical and Occupational Skills
of the 21st Century

• PROBLEM SOLVING
• INFORMATION LITERACY
• CRITICAL THINKING
Technical and Occupational Skills
of the 21st Century

PROBLEM SOLVING
• Analyzing Outcomes (AO)
- Identify Association
- Identify cause and effect
- Predict Outcome
Technical and Occupational Skills
of the 21st Century

PROBLEM SOLVING
• Executing Strategy (ES)
- Identifies a strategy or method
- Selects appropriate method to solve a problem
- Identifies alternative methods to solve the action
Technical and Occupational Skills
of the 21st Century

PROBLEM SOLVING
• Understanding the Problem (UTP)
- Generates hypothesis about the problem
- Modifies hypothesis about the problem
- Generalizes hypothesis to other problems
Technical and Occupational Skills
of the 21st Century

INFORMATION LITERACY
• Ability to Manage Information (AMI)
- Classify information
- Organize the structure
- Sequence Information/identify ways of accessing
Technical and Occupational Skills
of the 21st Century

INFORMATION LITERACY
• Identifying Types of Information (ITI)
- Acknowledges different types of information
- Present required information when explicitly asked
- Interprets questions of forms to provide
appropriate information
Technical and Occupational Skills
of the 21st Century

INFORMATION LITERACY
• Ability to Communicate Information (ACI)
- Presents information in another medium
- Organizes information in another medium
- Re-organizes or sequences the information
Technical and Occupational Skills
of the 21st Century

CRITICAL THINKING
• Analyzing Relevance (AR)
- Identifying that there is different information
- Differentiate between relevant and irrelevant
information
- Drawing only on relevant information
Technical and Occupational Skills
of the 21st Century

CRITICAL THINKING
• Evaluating Sources (ES)
- Identifies source of information
- Evaluates credibility of sources
- Develops criteria for evaluation of source
Technical and Occupational Skills
of the 21st Century

CRITICAL THINKING
• Using Evidence to Formulate an Argument (UFA)
- States evidence
- Links evidence to arguments
- Draws conclusion based on various evidence
Technical and Occupational Skills
of the 21st Century

21st Century Assessment DOESN’T focus on WHAT, WHEN ,

WHERE AND WHO.

It is MOSTLY focused on WHY and HOW, because new

generations are not historically inclined, they are FUTURE-
LIVING INDIVIDUALS. They care about today and their
future.
DESIGNING TEST
BLUEPRINTS
WHAT IS A TEST BLUEPRINT

• A test blueprint is a document that reflects the

content of an assessment that you will give your
students. ...
WHAT IS A TEST BLUEPRINT

• When you write a test for your students, the test

blueprint ensures that every instructional objective
is addressed by the test—and conversely that
every question on the test addresses an
instructional objective/competencies/skills.
WHAT IS A TEST BLUEPRINT

• A test blueprint describes the key elements of a

test, including the content/skill to be covered,
the amount of emphasis allocated to each
content area, and other important features.
• It is called the Table of Specification
FORMATIVE ASSESSMENT OF
ASSESSMENT LEARNING

COMPETENCY
SUMMATIVE ASSESSMENT OF
ASSESSMENT LEARNING AND
UNDERSTANDING
TWO-WAY TOS
TWO-WAY TOS
POINTS TO REMEMBER IN DISTRIBUTING TEST ITEMS
• Take consideration of items to the target
competencies. The test item distribution must not go
beyond the expected competency to be measured.
• Since higher level competencies only require minimal
number of items, the items can be distributed to
lower-level dimensions provided that the target
competency/ies are given already appropriate item
distribution.
POINTS TO REMEMBER IN DISTRIBUTING TEST ITEMS
• Creating is a measure of authentic performance, This
types of assessment will allow the student to create a
product out from his understanding. This is not easily
measured by multiple choice test because this needs
production of output. Therefore, competencies that
requires performance outputs may not be included in
the written test, but it must be separated through
authentic performance output.
WORKSHOP PROPER