LESSON 1

Lesson Title 21st Century Assessment

Let’s Hit These

 Use appropriate assessment tools and techniques as applied in

instructional decision.
 Relate the learning outcomes and assessment.

Let’s Read

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

Lesson 1.1 CHARACTERISTICS OF THE 21ST CENTURY ASSESSMENT

 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.
 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.
 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.
 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, learning and innovation skills,
information, communication and technology skills, and life and career skills;
the work gets progressively more rigorous.
Demonstration of 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
 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.
 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 the standardized test scores. Large-scale measures, including all
the results of traditional and authentic assessments, include and report on
21st century skills
 Technically Sound
Adjustments and accommodations are made in the assessment
process to meet the student needs and fairness. Students demonstrate 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
21st 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.
 Systematic
Adjustments and accommodations are made in the assessment process to
meet the student needs and fairness. Students demonstrate 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 century skills with legitimacy and integrity.
st

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.

Lesson 1.2 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.

 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  Informal observation of
following day, week, students during class.
month, grading period,  Conversation with
and so on. students’ previous
 Abilities of students teachers.
considering the cultural  Scholastic aptitude test
background, interests results.
and skills of students in  Students’ past grades and
planning the teaching standardized test results.
activities.  Knowledge of student’s
 Materials appropriate to personal family
use with the students. circumstances.
 Learning activities that
Before starting teaching
will engage both the
teacher and students as
the lesson is 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
 Students learning on  Observation of students
what and how the lesson during learning activities.
is presented.  Students' response to
 Improvement needed to questions the teacher
make the lesson work asked them.
better.  Observation of students’
 What feedback to give interaction.
each student about how  Diagnosis of the types of
During Teaching well the student is errors the students made
learning. or erroneous thinking the
 Readiness of the studentsstudents are using
to move to the next  Look for alternative ways
activity as planned in the
to teach the materials
learning sequence.  Identify if there are
students who are not
participating and acting
appropriately.
 How well students  Classroom tests, projects,
After a Teaching Segment
achieve the short and observations
 long term instructional  Interviews with students
targets  Standardized test results
 Strengths and  Observations of each
weaknesses to be given student's classroom
as feedback to parents or participation
guardians of students  Review each student's
 Grade to be given to each homework results
student for the lesson or  Review each student's
unit, grading period or standardized
end of the course achievement and
 Effectiveness of teaching scholastic aptitude test
the lesson to the students results
 Effectiveness of the  Review information about
curriculum and materials a student's personal
used for the lesson. family circumstances
 Informal ob servati on
of how well the
stud ent has attai ned
the intended l earning
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 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.
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 also through formal one,
such as giving of actual case/problem for calculation, as what was mentioned in the
above example.

 Assessment in Classroom Instruction

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.

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

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.
Lesson 1.3 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.

 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
 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. There are several factors that need to be considered in
defining the outcomes, to ensure that these are aligned 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 215t 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

 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.
Activity No. 1

A. Given the following situations, identify what student learning outcomes must
be set as well as the assessment that will be done to ensure that the student
learning outcomes will be met.

Situation 1.
Teacher Jan aims that her students in Mathematics will have mastery
of the four fundamental operations.

Situation 2.
Teacher Ted, handling Science class, wants his students to have
mastery of their lesson about conversion of units of measure before he
advances to the next lessons. He does not simply aim for concepts but he
wants to have his students acquire the skill in converting unit of measures.

B. Directions:
1. Choose any subject or course you are interested in. List all the
topics from the subject that you have already covered in your
class. Choose only two topics from your list.
2. For each topic, write three (3) student learning outcomes.
3. Finalize your answer output for this activity using the templates
provided. Use the template below to organized your thought.

Subject/Course Topics
a.
b.
c.
d.
e.
f.
 Topic #:

Subject/Course:
Topic/Subject Matter:
At the end of the lesson, the students should be able to:

SLO #1:

SLO #2:

SLO #3:

C. Below is a sample case encountered in school setting. Identify the best

assessment that could be used as input in order to come up with a sound
decision. Include the type of decision wherein the results of assessment will
be used. Justify your answer your proposed assessment.

Case:
Based on the previous school year’s data, particularly the new
enrollees, there were students (since they have different backgrounds) who
cannot cope well in the general basic subjects particularly in English and
Mathematics. In preparation for the coming school year, the administration
mandated the academic team to improve the situation and plan a program
that will help the students improve their skills in those subjects.

Assessment:

Type of decision wherein this assessment will be used:

Ans:

Justification: