Chapter 1

21st 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 have

focused on teaching and learning.

Curricula are updated to address the needs of the

community in relation to the demands of the 21" 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 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.

Educators need to focus on: what to teach; how

to teach it; and how to assess it (Greenstein,
2012; Schmoker, 2011).
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, 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.
 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.
 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 21 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.
 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.
 1.7 Technically Sound

Adjustments and accommodations are made in the

assessment process to meet the student needs and
fairness.
To be valid, the assessments must measure the stated
objectives and 21" 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.
 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.
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.
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.

Assessments can be used as basis for decision-making at

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

CATEGORY PURPOSE

1. Placement Assessment Measures entry behavior

2. Formative Assessment Monitors learning progress

Identifies causes of learning

3. Diagnostic Assessment
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.

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.
 2.3 Types of Educational Decision

Kubiszyn and Borich (2002) classified the different

educational decisions into eight (8) categories.

Instructional, Grading, Diagnostic, Selection, Placement,

Guidance and Counseling and Program or Curriculum.
 DECISION DESCRIPTION EXAMPLE

This decision is After a test was given by

normally made by the teacher, the result is
individual classroom not so satisfactory thus
teacher, as necessary to the teacher may decide
meet the targets or to re-teach the lesson
Instructional objectives set during using a different
classroom engagement. strategy so as to
Decisions are reached improve the learning
according to the results and meet the
of test administered to a objective/target set for
class. that particular lesson.
DECISION DESCRIPTION EXAMPLE

It is usually based on A quarterly grade is

teacher-made tests. based on the following:
Grades are assigned to result of the teacher-
Grading the students using made test, class
assessment as one of participation, projects,
the factors. and attendance.
DECISION DESCRIPTION EXAMPLE

A teacher gave an essay test.

The teacher noticed that the
students were able to write
more than five grammatically
It is made to determine correct sentences but the
a student's strengths coherence of the ideas
Diagnostic and weaknesses and the contained in the paragraph is
reason or reasons. poor. So the result shows
that the students still need
more help in understanding
the principles of writing a
good paragraph.
DECISION DESCRIPTION EXAMPLE

A diagnostic test on
English and Math were
It is made after a given to freshmen to
student has been determine who among
admitted to school. It them may encounter
involves the process of difficulty in these areas.
Placement identifying students who Those who will get a
needs remediation or below. average scores
may be recommended will be included in the
for enrichment program remediation program to
of the school. help the students cope
with the lessons in
English and Math.
 DECISION DESCRIPTION EXAMPLE

It utilizes test data to assist

students in making their
personal choices for future
career and help them know
their strengths: and The NCAE helps to
weaknesses by means of identify which career
standardized tests. path the student may
Guidance and On the other hand, teachers
pursue that matches
Counseling may use the results of socio- his/ her interests and
metric tests to identify who skills, whether academic,
among the students are vocational or technical
popular or unpopular. Those programs.
who are unpopular may be
given help for them to gain
friends and become more
sociable.
 DECISION DESCRIPTION EXAMPLE

It is made not at the

level of the teachers but
on higher level such as The decision to
division, regional or implement the K-12
national level. Based on Curriculum in order to
the result of assessment avoid mismatch among
Program or
and evaluation, graduates and the
Curriculum educational decisions industry and to be at
may be reached: to par with the Curriculum
continue, discontinue, implemented in the
revise or replace a Philippines' neighboring
curriculum or program countries.
being implemented.
 DECISION DESCRIPTION EXAMPLE

It involves determining
the Implications to To conduct a
resources including remediation class,
financial consideration additional budget is
in order to improve the necessary for the
student learning as a logistics (classroom,
Administrative result of an assessment. instructional materials,
Policy It may entail acquisition assessment materials,
of instructional etc) and also the
materials, books, etc. to additional pay for the
raise the level of teachers that will
students' performance handle the remedial
in academic, or non- classes.
academic or both.
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.

Thus, all assessment and evaluation activities must be

founded on the identified student intended learning
outcomes (ILO).
 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)
3.2 Sources of Student Expected Learning Outcome

As aforementioned, outcomes or targets for every lesson

is expected 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 as to what steps should be taken during the
course of the teaching-learning activities.
 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 21" century skills focusing on the following:
• Oral and written communication
• Quantitative reasoning ability together with scientific methodology
Analyzing, synthesizing and developing creative solutions.
• Use of 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 of
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.

THANK YOU
BSED II-ENGLISH
Atienza, Lyra
Cabaces, Nichole P.
Casanova, Anjheline
De Castro, Jesica
De Jesus, Razel
De Leon, Mary Angeline
Garcia, Shane
Larracas, Irish
Pilac, Diana Rose