CHAPTER 1

21st Century
Assessment
REPORTER ： Charlemaine B. Firmeza
Millicent B. Apitong
BEED 3-A
 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 intergrated in the program of each discipline. More that 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.
 Section Intended Learning Outcome
Analyze the fundamental concepts and characteristics of 21st
century assessment.

Chapter Intended Learning Outcomes

1. Use appropriate assessment tools and techniques as applied in
instructional decision.
2. Relate learning outcomes and assessment.
 The 21st century is here demanding a lot of changes, development
and re-engineering of systems in different fields for this generation to
thrive. In the field of education, most of the changes have focused on
teaching and learning. Preparing and equipping the teachers to caters the
needs of the 21t century learners are part of the adjustments being
done in the education system. This aspect of teaching and learning has
been given its share of focus, the various components/ factors analyzed
and updated to ensure student’s learning will be at par with the demands
of 21st century. Viewing educational assessment as 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 theree 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. These
skills to be honed must be assessed, not just simply to get numerical
results but more so, to take the results of assessment as guide to
take further action.

Educators need to focus on: what to teach; how to teach it; and how to
assess it (Greenstein, 2021: Schmoker, 2011).
 The Assessment and Teaching of 21st Century Skills project
(atc21s,org) has a core belief that alignment of goal wih learning and
assessment is essential policy and practice. They emphasize the
importance of balanced assessment systems that incorporate the 21st
century goals.

1. Characteristics of the 21st Century Assessment

1.1 RESPONSIVE
Visible performance-based work (as a result of assessment)
generates data that inform curriculum and instruction. Teachers can
adjust instructions,
1.2 FLEXIBLE
Assessment need to be adaptable to student’s settings. Rather
than the identical approach that works in traditional assessment, 21 st
century approaches are more versatile.

1.3 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.
1.4 INFORMATIVE
The desired 21st century goals and ,objectives are clearly stated
and explicitly taught. Students display their range of emerging
knowledge and skills. Exemplars routinely guide students toward
achievement of targets.

1.5 MULTIPLE METHODS

An assessment continuum that includes a spectrum of strategies is the
norm.
1.6 COMMUNICATED
Communication of assessment data is clear and transparent for all
stakeholders.

1.7 TECHNICALLY SOUND

Adjustments and accomodation are made in the assessment process
to meet the students need and fairness.
1.8 SYSTEMIC
Twenty first 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
imporvement at all levels.
These eight characteristics of 21st century assessment, are
essential guide for the preparation of assessment activities by
educators. It is necessary to refer to these characteristics to
ensure that the learners are being assessed towards the skills
and demand 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. This helps
to determine the strengths, weaknesses, needs and personality
characteristics, skills and abilities of the learner (Bloom, 1970).
It is clear that educational assessment encompasses the total
educational setting and not limited to the teacher-student
engagemnt. In totality, the processes of measurement and evaluation
are subsumed in the educational assessment process.
2.1 DECISION MAKING AT DIFFERENT PHASES OF TEACHING-
LEARNING PROCESS
Assessment is constantly taking place in educational settings.
Assessments can be used as basis for decision making at different phases
of leaching-learning process

The table below depicts the different phases of the teaching-learning

process, how and what decisions are made by the teachers.
 The list of decisions and possible sources of information that
could be used as input in decision-making process is not exhaustive.
Suggested sources of information for decion making is not limited to
asingle choice. A combination of two or more if necessary may be
used to make decision making process as sound as possible.
Based on what was presented, it can be inferred that there is a
very close relationship between assessment and instruction. Note
that data used may be from informal assessments such as
observation from insteraction of teacher and learner and also
through formal one, such as giving of factual case/problem for
calculation, as what was mentioned in the above example.
 2.2 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.

The following are the categories and puurpose of each category.

CATEGORY PURPOSE

1. PLACEMENT ASSESSMENT Measures entry behavior

2. FORMATIVE ASSESSMENT
3. DIAGNOSTIC ASSESSMENT
4. SUMMATIVE ASSESSMENT
Monitors learning progress
Identifies causes of learning
problems
Measures end of course
achievement
 Linn (1999) said that informed decision making in education is
very important because of the benefits it can bring about. Topmost
of these benefits is the enhancement of student’s learning and
development. It also boost on morale and feeling of greatness in
knowing one’s competence in the are of academic skills and self-
worth in knowing one’s capability to function effectively in society.
And lastly, the affective side of development is equally important,
such as personal dimensions. including being able to adjust people and
coping with various situations that will lead to a better life
adjustment.
2.3 TYPES OF EDUCATIONAL DECISION

The use of assessment in decision-making is not just within the

bounds of the classroom. I extends to the whole education community.
As of its results, assessment may trigger updates in the existing
curriculum and other policies governing the school system. Or it may be
the other way around, so as to plan for changes or development in
school assessment and in what particular aspect of the school system
changes are necessary.

Kubiszyn and Borich (2002) classified the different educational

decisions into eight categories. These types of decisions are described
brieftly below.
 It involves determining the
implications to resources
including financial
consideration in order to
improve student learning as
a result of an assessment.
Administrative Policy It may entail acquisition of
instructional materials,
bootks, etc. to raise the
level of student’s
performance in academic, or
non- academic or both.
To conduct a remediation
class, 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.
 These aforementioned educational decisions are the primary
reasons why assessment in the educational setting is implemeted
continuously.

3. OUTCOME-BASED ASSESSMENT
Teachers who have set clear targets for their lessons, will be
guided accordingly as they deliver their lesson through instructional
learning activities to meet the desired outcomes. All assessment and
evaluation activities must be founded on the identified student
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.
3.1 STUDENT LEARNING OUTCOME
Student learning outcome is the totality of accumulated knowledge,
skills and attitudes that students develop during a course of study. And
this serve as the basis for assessing the extent of learning in an
Outcome-Based Education (OBE). OBE 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.

3.2 SOURCES OF STUDENT EXPECTED LEARNING OUTCOME

Outcomes of targets for every lesson is expected to be defined and
clarified by the teacher at the start of the course/learning activities.
This should be necessary for both students and teachers during the
course of teaching-learning activities.
Following are the factors that need to be considered in crafting the
student expected learning outcomes.
1. Mission statement of the school.
2. Mandated policies on competencies 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:
a. Oral and written communication
b. Quantitative reasoning ability together with scientific methodology
c. Analyzing, syntheizing and developing creative solutions
d. Use of technology and information literacy.
3.3 CHARACTERISTICS OF GOOD LEARNING OUTCOME
Good learning outcomes give emphasis to the application and integration
of knowledge and skills acquired in particular unit of instruction and emerge
from a process of reflection on the essential contents of the activity,
coure, program, etc.

1. Very specific and use verbs.

2. Focused on the learner: rather than explaining what the instructor will do in
the course.
3. Are realistic: all passing students should be able to demonstrate the
knowledge or skills described by learning outcome at the conclusion of the
course.
4. Focus on the application and integration of acquired knowledge and skills.
5. Good learning outcomes prepare students for assessment and help them feel
engaed in and empowered by the assessment and evaluation process.
6. Offer a timeline for completion of the desired learning.
Please prepare
for the short
quiz.