CHAPTER 1

21st Century Assessment

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 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. In this chapter, the characteristics of 21 st century assessment, how it is used as
one of the inputs in making instructional decision, and outcome-based assessment will be discussed.

Section Intended Learning Outcome

Analyze the fundamental concepts and characteristics of 21 st century assessment.

Chapter Intended Learning Outcomes

At the end of this chapter, you should be able to:

1. Use appropriate assessment tools and techniques as applied in instructional decision.

2. Relate learning outcomes and assessment.

Inevitably 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 focused on teaching and learning. Preparing and equipping the teachers to cater to the
needs of the 21st century learners are part of the adjustments being done in the education system.
Curricula are updated to address the needs of the community in relation to the demands of the 21 st
century. This aspect of teaching and learning has been given its share of focus, the various
components/factors analyzed and updated to ensure that students' learning will be at par with the
demands of the 21st century. Although a lot of changes has been made on the different facets of
education, there are some members of the educational community calling for corresponding
development or change in educational assessment. 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 three 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,
2012; Schmoker, 2011).
 The Assessment and Teaching of 21st Century Skills project (atc21s.org) has a core belief that
alignment of goals with learning and assessment is essential to policy and practice. They emphasize
the importance of balanced assessment systems that incorporate the 21 st century goals.

This section focuses on the characteristics of 21 st century assessment and the different types of
assessment. You are expected to integrate the concepts that will be discussed and apply them in
using appropriate assessment tools and techniques in making instructional decisions; and finally,
relate assessment to learning outcomes.

1. Characteristics of the 21" 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, 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 and
outcome. 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.

1.2 Flexible

Lesson design, curriculum, and assessment require flexibility, suppleness, and adaptability.
Assessments and responses may not be fitted to expected answers. Assessment need to be
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 assessments and the system need to be flexible, too.

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.

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.

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.

Learning objectives, instructional strategies, assessment methods, and reporting processes

are clearly aligned. Complex learning takes time. Students have opportunities to build on prior
learning in a logical sequence. As students develop and build skills. i.e. learning and innovation skills,
information, communication and technology skills, and life and career skills; the work gets
progressively more rigorous.

Demonstration or 21st century skills are evident and support learning. Students show the
steps they go through and display their thought processes for peer and teacher review.

1.5 Multiple Methods

An assessment continuum that includes a spectrum of strategies is the norm. Students

demonstrate knowledge and skills through relevant tasks, projects, and performances. Authentic
and performance-based assessment is emphasized. There is recognition of and appreciation for the
processes and products of learning.

1.6 Communicated

Communication of assessment data is clear and transparent for all stakeholders. Results are
routinely posted to a database along with standards-based commentary, both of which must be
available and comprehensible at all levels. Students receive routine feedback on their progress, and
parents are kept informed through access to visible progress reports and assessment data.

The educational community recognizes achievement of students beyond standardized test

scores. Large-scale measures, including all the results of traditional and authentic assessments,
include and report on 21st century skills.

1.7 Technically Sound

Adjustments and accommodations are made in the assessment process to meet the student
needs and fairness. Students demonstrates what they know and how they can apply that knowledge
in ways that are relevant and appropriate for them.

To be valid, the assessments must measure the stated objectives and 21 st century skills with
legitimacy and integrity.

To be reliable, the assessment must be precise and technically sound so that users are
consistent in their administration and interpretation of data. They produce accurate information for
decision-making in all relevant circumstances.

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 improvement at all levels.

These eight characteristics of 21 st 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 21 st 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. It is done to determine the effect of the environment to the
 teaching- learning situation after which, the kind of evidence that are appropriate to use for
assessment of the individuals are set. 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 engagement. It is not merely based on a single aspect such as taking a
test, and checking it. 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. Decisions are made about
content/subject matter and specific targets, nature of students and faculty, morale and satisfaction
of both the teachers and the students, as well as the extent of which student performances meet
the standard and/or deliver the outcomes expected from them by the teacher.

Assessments can be used as basis for decision-making at different phases of the teaching-
learning process. The table below depicts the different phases of the teaching-learning process, how
and what decisions are made by the teachers:

Phase Decision(s) to be made Source(s) of information

 Content to cover during following  Informal observation of students
day, week, month, grading period, during class
and so on.  Conversation with students’
 Abilities of students considering the previous teachers
cultural background, interests and  Scholastic aptitude test results
skills of students in planning the  Students’ past grades and
teaching activities. standardized test results
 Materials appropriate to use with the  Knowledge of student’s personal
students family circumstances
Before start teaching
 Learning activities that will engage
both the teacher and students as the
lesson being taught
 Learning targets that the teacher
wants to achieve as a result of
teaching
 Organization and arrangement of
students in class in consideration of
the lessons and activities.
During Teaching  Students learning on what and how  Observation of students during
the lesson is presented learning activities
 Improvement needed to make the  Students’ response to questions
lesson work better the teacher asked them
 What feedback to give each student  Observation of student’s
about how well the student is interaction
learning  Diagnosis of the types of errors
 Readiness of the students to move to the students made or erroneous
the next activity as planned in the thinking the students are using
learning sequence  Look for alternative ways to
teach the materials
 Identify if there are students
 who are not participating and
acting appropriately
 How well students achieve the short  Classroom tests, projects,
and long term instructional targets observations
 Strengths and weaknesses to be  Interviews with students
given as feedback to parents or  Standardized test results
guardian of students  Observations of each student’s
 Grade to be given to each student for classroom participation
the lesson or unit, grading period or  Review each student’s
end of the course homework results
 Effectiveness of teaching the lesson  Review each student’s
to the students standardized achievement and
 Effectiveness of the curriculum and scholastic aptitude test results
materials used for the lesson  Review information about a
student’s personal family
circumstances
After a Teaching Segment  Informal observation of how well
the student has attained the
intended learning targets
 Summaries of the class’
performance on the important
instructional targets
 Summaries of the class’
performance on selected
questions on standardized tests
 Summaries of how well the
students liked the activities and
lesson materials
 Summaries of the class’
achievement on classroom tests
that match the curriculum

The list of decisions and possible sources of information that could be used as input in
decision-making process is not exhaustive. More can be included, based on teaching-learning
observations and experience during Field Study and Observation courses. Suggested sources of
information for decision-making is not limited to a single 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. The data on observation and evidences and other sources of
information serve as basis for the teacher to decide what action he/she needs to do to help the
learner achieve the desired learning outcome. Note that data used may be from informal
assessments such as observation from interaction of teacher and learner and through formal one,
such as giving of actual case/problem for calculation as what 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 purposes of each category:

Assessment in Classroom Instruction

CATEGORY PURPOSE
1. Placement Assessment Measures entry behavior
2. Formative Assessment Monitors learning progress
3. Diagnostic Assessment Identifies causes of learning problems
4. Summative Assessment 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 students learning
and development. In addition, there is the boost on morale and feeling of greatness in knowing
one’s competence in the area of academic skill and self-worth in knowing one’s capability to
function effectively in society. Lastly, the affective side of development is equally important, such as
personal dimensions, including being able to adjust to people and coping with various situations that
will lead to a better life adjustment.

2.3 Types of Educational Decision

On a greater scale, the use of assessment in decision-making is not just within the bounds of
the classroom. It extends to the whole education community. Results of 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 assessments and in what
particular aspect of the school system these changes are necessary.

Kubiszyn and Borich (2002) classified the different educational decisions into eight (8)
categories. These types of decisions are described briefly below.

Types of Educational Decision

DECISION DESCRIPTION EXAMPLE

This decision is normally made by individual After a test was given by the teacher, the result is
classroom teacher, as necessary to meet the not so satisfactory thus the teacher may decide to
targets or objectives set during classroom re-teach the lesson using a different strategy so
Instructional
engagement. Decisions are reached as to improve the learning and meet the
according to the results of test administered objective/target set for that particular lesson.
to a class.
It is usually based on teacher-made tests. A quarterly grade is based on the following: result
Grading Grades are assigned to the students using of the teacher-made test, class participation,
assessment as one of the factors. projects, and attendance.
Diagnostic It is made to determine a student’s strengths A teacher gave an essay test. The teacher noticed
and weaknesses and the reason or reasons. that the students were able to write more than
five grammatically correct sentences but the
coherence of the ideas contained in the
paragraph is poor. So the result shows that the
students still need more help in understanding
 the principles of writing a good paragraph.
It involves accepting or rejecting the
examinee based on the results of College or University Entrance Examination,
assessment, for admission or qualification to Choosing School Representative for a National
Selection a program or school activity. The decisions Quiz Bee
are made not by classroom teachers but by
specialists such as guidance counselors,
administrators or the selection committee.
It is made after a student has been admitted A diagnostic test for English and Math were given
to school. It involves the process of to freshmen to determine who among them may
identifying students who needs remediation encounter difficulty in these areas. Those who will
Placement
or may be recommended for enrichment get a below-average scores will be included in the
program of the school. remediation program to help the students cope
with the lessons in English and Math.
It utilizes test data to assist students in
making their personal choices for future The NCAE helps to identify which career path the
career and help the know their strengths students may pursue that matches his/her
and weaknesses by means of standardized interests and skills, whether academic, vocational
tests. or technical programs.
Guidance and
Counseling On the other hand, teachers may use the
results of socio-metric tests to identify who
among the students are popular or
unpopular. Those who are unpopular may
be given help for them to gain friends and
become more sociable.
It is made not at the level of the teachers The decisions to implement the K-12 Curriculum
but on higher level such as division, regional in order to avoid mismatch among graduates and
or national level. Based on the result of the industry and to be at par with the Curriculum
Program or
assessment and evaluation, educational implemented in the Philippines’ neighboring
Curriculum
decisions may be reached: to continue, countries.
discontinue, revise or replace a curriculum
or program being implemented.
It involves determining the implications to To conduct a remediation class, additional budget
resources including financial consideration in is necessary for the logistics (classroom,
order to improve the student learning as a instructional materials, assessment materials,
Administrative result of assessment. It may entail etc.) and also the additional pay for the teachers
Policy acquisitions of instructional materials, that ill handle the remedial classes.
books, etc. to raise the level of students’
performance in academic, or non-academic
or both.

These aforementioned educational decisions are the primary reasons why assessment in the
educational setting is implemented continuously. Prior to implementing the assessment, its objective
and target must be clearly defined so as not to cause wastage in terms of resources and ensures that
the results will be utilized and evaluated that will consequently yield to recommendations that are
beneficial to the school community in general.

3. Outcome-Based Assessment
 Knowing what is expected from the learners by their teachers at the end of a particular
lesson helps them to meet those targets successfully. In relation to this, 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. Thus, all assessment and evaluation activities must
be founded on the identified student intended 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). Outcome Based Assessment 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. Providing
feedback including the results of assessment is important to identify the next steps (to be done by
the teacher and student) toward the realization of the intended learning outcome

3.2 Sources of Student Expected Learning Outcome

As aforementioned, outcomes or targets for every lesson is to be defined and clarified by the
teacher at the start of the course/learning activities. This is necessary so as both the students and
teachers will be guided to what steps taken during the course of the teaching-learning activities.
There are several factors that need to be considered in defining the outcomes, to ensure that these
are with the set directions of the program and evaluation setting in general. 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 and 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:
 Oral and written communication
 Quantitative reasoning ability together with scientific methodology
 Analyzing, synthesizing and developing creative solutions.
 Use or technology
 Information literacy

3.3 Characteristics of Good Learning Outcome

It is important to define outcomes as clearly and explicitly as possible. Good learning

outcomes give emphasis to the application and integration of the knowledge and skills acquired in a
particular unit or instruction (e.g. activity, course program, etc.), and emerge from a process of
reflection on the essential contents of the activity, course, program. etc.
1. Very specific, and use verbs (that makes expectations clear). By being very specific, it informs
students of the standards by which they will be assessed, and ensures that student and
instructor goals in the course are aligned.
2. Focused on the learner: rather than explaining what the instructor will do in the course,
good learning outcomes describe knowledge or skills that the student will employ, and help
the learner understand why that knowledge and those skills are useful and valuable to their
personal, professional, and academic future.
3. Are realistic: all passing students should be able to demonstrate the knowledge or skill
described by the learning outcome at the conclusion of the course. In this way, learning
outcomes establish standards for the course.
4. Focus on the application and integration of acquired knowledge and skills: good learning
outcomes reflect and indicate the ways in which the described knowledge and skills may be
used by the learner now and in the future.
5. Good learning outcomes prepare students for assessment and help them feel engaged in
and empowered by the assessment and evaluation process.
6. Offer a timeline for completion of the desired learning.