Research the following LEARNING CONTENT and give an

introduction or highlights about the Course:Assessment of Learning 2.

You can copy the important lessons and make an outline. Encode and
use Microsoft Words.

LEARNING CONTENT TO RESEARCH

21st Century Assessment

1. Characteristics of 21st Century Assessment

 Responsive
 Flexible
 Integrated
 Informative
 Multiple Methods
 Communicated
 Technically Sound
 Systemic

CHARACTERISTICS OF THE 21ST CENTURY ASSESSMENT

The following eight characteristics of 21st century assessment, are essential guide
for 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.

RESPONSIVE Visible performance-based work (as a result of assessment) generates

data that inform curriculum and instruction.
In my Lit 11 class, I discussed about Literature and some Literary works. For me to
know if the class understood the lesson, I will conduct a formative assessment. In a ¼
sheet of paper, the students will answer the question ”How does Literature mirrors
your life?” and What literary work that mirrors your life?”

FLEXIBLE Assessment need to be adaptable to students’ settings. Rather than the

identical approach that works in traditional assessment, 21st century approaches are
more versatile.
In my Principles of Teaching 1 class, I let my students have a survey on their Multiple
Intelligences. After that, I grouped my students according to their intelligences and let
them have a creative presentation.

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.
I assess my students from time to time because assessments are not just given at
the end. I give my students formative assessments rather than just giving them
summative assessments.
 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.
Before I start my class, I see to it that my students are aware of the goals and
objectives. With that, my students will be guided with their achievements.
MULTIPLE METHODS An assessment continuum that includes a spectrum
of strategies is the norm.
My students have different intelligences, so I see to it that I don’t focus on only
one way of assessing their learnings.

COMMUNICATED Communication of assessment data is clear and

transparent for all stakeholders.
I let my students keep track of their progress by returning their papers or
evaluation sheet. I also see to it that I submit my student’s grade on time for their
parents to be aware of their child/children’s achievements.

TECHNICALLY SOUND Adjustments and accommodations are made in

the assessment process to meet the students’ needs and fairness.
I make sure that my assessments are valid, reliable, and supports comparisons
since my students have different intelligences, beliefs, gender and socioeconomic
groups.

SYSTEMIC 21st 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 improvement at all levels.

2. Instructional Decisions in Assessment

 2.1 Decision-making at different phases of teaching-learning phases
2.2 Assessment in Classroom Instruction
2.3 Types of Educational Decision

3. Outcome-Based Assessment
3.1 Student Learning Outcome
3.2 Sources of Student Expected Learning Outcome
3.3 Characteristics of Good Learning Outcome

Types of Assessment

1. Traditional and Authentic Assessment

4.1 Traditional as Direct and Indirect Measure
4.2 Authentic as Direct Realistic Performance Based Activity

2. Formative Evaluation and Summative Evaluation

5.1 Formative as Measure of Teaching / Learning Effectiveness
5.2 Summative as Measure of Learning at the End of Instruction

3. Norm and Criterion-Referenced Assessment

6.1 Norm-Referenced as a Survey Testing
6.2 Criterion-Referenced as Mastery Testing

4. Contextualized and Decontextualized Assessment

7.1 Contextualized as Measure of Functioning Knowledge
7.2 Decontextualized as Assessment of Artificial Situation

5. Analytic and Holistic Assessment

8.1 Analytic as Specific Approach
8.2 Holistic as Global Approach

Nature of Performance-Based Assessment (PBA)

1. Meaning and Characteristics

9.1 PBA as Defined by Authorities
9.2 Features of PBA

2. Types of Performance Tasks

10.1 Solving a Problem
10.2 Completing an Inquiry
10.3 Determining Position
10.4 Demonstrations
10.5 Developing Exhibits
10.6 Presentation Tasks
10.7 Capstone Performances

3. Strengths and Limitations

11.1 Advantages
11.2 Disadvantages

Designing Meaningful Performance-Based Assessment

 1. Designing the Purpose of Assessment
12.1Learning Targets Used in Performance Assessment
12.2 Process and Product-Oriented Performance-Based Assessment
12.3 Authentic as Direct Realistic Performance-Based Activity

2. Identifying Performance Tasks

13.1 Suggestions for Constructing Performance Tasks

3. Developing Scoring Schemes

14.1Rubric as an Assessment Tool
14.2 Types of Rubrics
14.3 Rubric Development

Affective Learning Competencies

1. Importance of Affective Targets

2. Affective Traits and Learning Targets

16.1 Attitude Targets
16.2 Value Targets
16.3 Motivation Targets
16.4 Academic Self-Concept Targets
16.5 Social Relationship Targets
2.6 Classroom Environment Targets

3. Affective Domain of the Taxonomy of Educational Objectives

17.1Receiving
17.2 Responding
17.3 Valuing
17.4 Organization
17.5 Characterization

Development of Affective Assessment Tools

4. Methods of Assessing Targets

18.1Teacher Observation
a. Self-Report

2. Utilizing the Different Methods or Combination of Methods in

Assessing Affect
19.1Type of Affect
19.2 Grouped or Individual Responses
19.3 Use of Information

3. Affective Assessment Tools

20.1 Checklists
20.2 Rating Scale
20.3 Likert Scale
20.4 Semantic Differential Scale
20.5 Sentence Completion

Nature of Portfolio Assessment

 1. Purposes
21.1 Why Use Portfolio?
21.2 Characteristics

2. Types
22.1 Showcase
22.2 Documentation
22.3 Process
22.4 Product
22.5 Standard-Based

3. Elements
23.1Parts and Designs

Grading and Reporting System

1. K to 12 Grading of Learning Outcome

2. The Effects of Grading on Students
3. Building a Grading and Reporting System
26.1Basis of Good Reporting
4. Major Purposes of Grading and Reporting
5. Grading and Reporting Methods
6. Developing Effective Reporting System
7. Tools for Comprehensive Reporting System
8. Guidelines for Better Practice
9. Planning and Implementing Parent-Teacher Conference

Statistics and Computer: Tools for Analyzing Assessment Data

4. Statistics
5. Descriptive and Inferential Statistics
6. Statistical Tools for: Grouped and Individual Data
35.1Measures of Central Tendency
35.2 Measures of Variability
35.3 Standard Scores
35.4 Indicators of Relationship
Computer: Aid in statistical computing and data presentation