Assessment of Student Learning 2

S.Y. 2021 - 20212

Module 2
Content

2.1 Characteristics of the 21st Century Assessment

2.2 Instructional Decision in Assessment

2.2.1. Decision – making at Different Phases of Teaching-

Learning Process
2.2.2. Assessment in Classroom Instruction
2.3 Outcome – Based assessment
2.3.1. Student Learning Outcome
2.3.2. Sources of Student Expected Learning Outcome
2.3.3. Characteristics of Good Learning Outcome
 Assessment of Student Learning 2
S.Y. 2021 - 20212

2.1
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.

1.
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 student and policy
makers can modify programs and resources to cater to the present needs of the
school community.

Sample strategy
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Assessment need to be adaptable to students’ settings.

Rather than the identical approach that works in
traditional assessment, 21st century approaches are more
2. versatile.

Sample strategy

Assessments are to be incorporated into day-today

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
3. metacognition. Assessment is about stimulating
thinking, building on prior learning, constructing
meaning and thinking about one’s thinking.
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S.Y. 2021 - 20212

Sample strategy

The desired 21st

century goals and objectives
are clearly stated and
explicitly taught. Students
display their range of
emerging knowledge and
4. skills. Exemplars routinely
guide students toward
achievement of targets.
Learning objectives, instructional strategies are clearly aligned.
Complex learning takes time. Students have opportunities to
build on prior learning in logical sequence.
 Assessment of Student Learning 2
S.Y. 2021 - 20212

Sample strategy
An
assessment
continuum
that
5. includes
spectrum of
a

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.

Sample
strategy

Communication of assessment data is clear and

transparent for all
stakeholders. Results
are routinely posted to a
database along with
6.
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S.Y. 2021 - 20212

standards-based commentary, both of which must be

available and comprehensible at all levels. Students
received routine feedback on their progress, and
parents are kept informed though access to visible
progress reports and assessment data.

Sample strategy

Adjustments and
accommodations are made in the
7. assessment process to meet the
students’ needs and fairness. Students
demonstrate what they know and how
they can apply in ways that are relevant
and appropriate for them.
To be valid, the assessment 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
Assessment of Student Learning 2
S.Y. 2021 - 20212
 Assessment of Student Learning 2
S.Y. 2021 - 20212

Sample strategy

21st century assessment is part of a comprehensive

and well-aligned assessment system that is balanced
and inclusive of all students, constituents, and
8. stakeholders and designed to support improvement at
all levels.

Sample strategy
 Assessment of Student Learning 2
S.Y. 2021 - 20212

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 21st century.

Let’s Try!
DIRECTIONS: Read each statement carefully. Identify what
characteristic of a 21st century assessment is being presented. Write your answer
in a separate sheet. (2 points each)

___________________1. Assessment need to be adaptable to students’

settings.
___________________2. Assessment should also be fair to ethnic, gender, and
socioeconomic groups.
___________________3. Students, as well as their parents, keep track of their
achievements.
___________________4. Ms. Abris uses different strategies and techniques in
assessing her students.
___________________5. After every discussion, Mr. Villamiel let his students
answer a check-up quiz.
___________________6. Ms. Soliman asks us to give our insights for today’s
lesson.
___________________7. 21st century assessment is balanced and inclusive of
all students, constituents, and stakeholders.
___________________8. Mr. Sejalbo always shares the objectives to us before
the lesson proper.
___________________9. Assessment data is clear and transparent for all
stakeholders.
___________________10. Ms. Orda asked us for a 1/8 sheet of paper. There,
she wrote our grade for Prelim which is 1.0 .
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T
2.2 he major objective of educational
Instructional Decision assessment is to have a holistic
in Assessment 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 the assessment of the individuals are set. (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 process of
measurement and evaluation are subsumed in the educational assessment process.

2.2.1 Decision – making at Different Phases of Teaching-Learning Process

Assessment 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

Before starting  Content to cover during following o Informal observation of
teaching day, week, month, grading period students during class
and so on. o Conversation with
 Abilities of students considering students’ previous
the cultural background, interests teachers
and skills of students in planning o Scholastic aptitude test
the teaching activities. results
 Materials appropriate to use with o Students’ past grades
the students and standardized test
 Learning activities that will engage results
both the teacher and students as o Knowledge of student’s
the lesson is being taught personal family
 Learning targets that the teacher circumstances.
wants to achieve as a result of
teaching
 Organization and arrangement of
student in class in consideration
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of the lesson activities.

During  Students learning on what and o Observation of students
Teaching how the lesson is presented during learning
 Improvement needed to make the activities
lesson better o Students’ response of
 What feedback to give each questions the teacher
student about how well the asked them
student is learning o Observation of students’
 Readiness of the students to move interaction
to the next activity as planned in o Diagnosis of the types of
the learning sequence errors the students
made or erroneous
thinking the students
are using
o Look for alternative
ways to teach the
materials
o Identify if there are
students who are not
participating and acting
appropriately

After a  How well students achieve the o Classroom tests,

Teaching short- and long-term instructional projects and
Segment targets observations
 Strengths and weaknesses to be o Interviews with
given as feedback to parents or students
guardians of students o Standardized test
 Grade to be given each student for results
the lesson or unit, grading period o Observations of each
or end of the course student’s classroom
 Effectiveness of teaching the participation
lesson to the students o Review each student’s
 Effectiveness of the curriculum standardized
and materials used for the lesson achievement and
scholastic aptitude test
results
o Review information
about a student’s
personal family
circumstances
o Informal observation of
how well the student
has attained the
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intended learning
targets.
o Summaries of the class’
performance on selected
questions on
standardized tests.
o Summaries of how well
the students liked the
activities and lesson
materials
o Summaries of the class’
achievement on
classroom tests that
match the curriculum

2.2.2 Assessment in Classroom Instruction

Linn and Gronlund (2000) described the relevance of assessment in
instructional decision by classifying the varies assessment procedures according to
use in classroom instruction. The following are the categories and purposes of each
category.
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
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2.3 Outcome – Based

Assessment K nowing what is expected from the
learners by their teachers at the end
of a particular lesson helps them to
meet those targets successfully. 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 though delivery of the lessons.

2.3.1 Student Learning Outcome

Student learning outcome is the totality of accumulated knowledge, skills and
attitudes that students develop during a course of study. It serves 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. Providing feedback including the results of assessment
is important to identify the next steps toward the realization of the intended
learning outcome.

2.3.2 Sources of Student Expected Learning Outcome

There are several factors that need to be considered in defining the outcomes, to
ensure that these are aligned with the set of the program and evaluation setting in
general. Following are the factors that need to be consider in crafting the student
expected learning outcomes:
1. Mission statement of the school.
2. Mandated policies on the competencies and standards issued by the
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:
o Oral and written communication
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o Quantitative reasoning ability together with scientific methodology

o Analyzing, synthesizing and developing creative solutions
o Use of technology
o Information literacy

2.3.3 Characteristics of Good Learning Outcome

Good learning outcomes give emphasis to the application and integration of
the knowledge and skills acquired in a particular unit of instruction 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
2. Focused on the learner
3. Realistic
4. Focus on the application and integration of acquired knowledge and skills
5. Prepare students for assessment and help them feel engaged in and
empowered by the assessment and evaluation
 Assessment of Student Learning 2
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A. Given the situation, how would your group apply the 21 st

Let’s Explore!
Century Assessment Characteristics? Use the template
provided in making a group presentation using MS PowerPoint.
Scenario
Before the school year starts, Mr. Mendoza, the principal, called the teachers to
a meeting and discussed the plans for the coming school year. One of the agendas of
the meeting is the improvement of the tools and methods that the teachers utilized to
assess students’ learning. As per record, the school utilizes traditional assessment
practices. He challenged the teachers to present an updated assessment
instrument/tool that is aligned with the required skills of the 21 st century.
Note: Group may use the assessment tools and instruments based on their
observations on field study. Also, groups need to do some extra work or research
about 21st century assessment.
Current Assessment Practices including instruments that
exemplify the 21st century assessment. Note: Activities and
21st Century instruments may be repeated as long as they exemplify the
Assessment characteristics.

Assessment Activities Assessment Tools/ Instrument

1. Responsive

2. Flexible

3. Integrated

4. Informative

5. Multiple Methods

6. Communicated

7. Technically Sound

8. Systemic

B.
Findings:

Recommendations:
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Given the following situation, identify what student learning

Let’s Explore! outcomes must be set as well as the assessment that will be done
to ensure that the student learning outcomes will be met. Discuss
your answers together with your groupmates.
Situation 1
Teacher Kim aims that his students in Mathematics class will have mastery of the
four fundamental operations.

Situation 2
Teacher Mary aims that her students in English class will have mastery on the
subject and verb agreement.

Situation 3
Teacher Lliah aims that her students in Filipino will have mastery on the Different
Figure of Speech (Uri ng Tayutay).
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Situation 4
Teacher Kenneth aims for his students in MAPEH to have mastery in the different
steps of Folk Dancing.

Situation 5
Teacher Joy aims for her students in TLE to have mastery in the concepts of “gawaing
pantahanan” at ang maitutulong nito sa pag-unlad ng sarili at tahanan

Situation 6
Teacher Laarni aims for her students in Science to have mastery in identifying
different phases of matter.