LESSON 1: 21st CENTURY ASSESSMENT  Stimulates thinking: Building on prior learning, constructing

meaning, and reflecting on one’s own thinking.

Key Points:
 Encourages students to consider choices, identify strategies, transfer
 21st Century Demands: earlier learning, and demonstrate knowledge through different
o Changes, development, and re-engineering across fields methods.
for the generation.
4. INFORMATIVE
o Teachers need preparation and equipping to address the
needs of 21st-century learners.  Exemplars guide students toward achievement.

o Curricula are updated to meet the community's needs  Clear alignment between learning objectives, instructional
aligned with 21st-century demands. strategies, assessment methods, and reporting processes.

 Educational Assessment:  Learning gets progressively more rigorous as students develop skills
o Seen as an agent of educational change. in learning, innovation, communication, technology, life, and career.

5. MULTIPLE METHODS
o Revisions in teaching, learning, and assessment are
necessary to adapt.
 Students show knowledge and skills through relevant tasks,
projects, and performances.
 Core Skills for the 21st Century:
o Critical thinking and creativity.
 Authentic and performance-based assessments emphasized.

o Effective communication and collaboration.

6. COMMUNICATED

o Ability to work globally and be productive, accountable

 Clear communication of assessment data to all stakeholders.
citizens and leaders.

 Results are posted in a standardized database with accessible

o These skills should be assessed to guide future actions. commentary.

 Educators' Focus:  Regular feedback provided to students, and parents are kept
o What to teach, how to teach it, and how to assess it informed with progress reports and assessment data.
(Greenstein, 2012; Schmoker, 2011).
7. TECHNICALLY SOUND

 Adjustments and accommodations ensure fairness in assessments.

Characteristics of the 21st Century Assessment
 Students show relevant application of knowledge in ways that are
1. RESPONSIVE appropriate for them.

 Performance-based work informs curriculum and instruction.  To ensure validity, assessments must measure stated objectives and
21st-century skills.
 Teachers adjust instructions, school leaders provide opportunities,
and policymakers modify programs and resources to meet student  For reliability, assessments must be precise, consistent, and
needs. technically sound in administration and data interpretation.

 Thoughtful processes for responding to assessments, incorporating 8. SYSTEMIC

best practices in feedback and formative assessment.
 21st-century assessment is part of a comprehensive, well-aligned
2. FLEXIBLE system.

 Lesson design, curriculum, and assessment require adaptability.  The system is balanced, inclusive of all students and stakeholders,
and supports improvement at all levels.
 Assessments should adapt to students’ varied responses and
settings. Chapter 2: Types of Assessment

 Students’ decisions, actions, and applications may differ. Overview:

3. INTEGRATED  Assessment is a critical tool in the teaching and learning process.

 Assessments should be part of day-to-day practice rather than just  It involves obtaining data to measure student competence and
end-of-instruction events. learning outcomes.

 Metacognition enriches assessments.

  The process begins with identifying target goals, followed by data o Multiple indicators (e.g., portfolios) used.
collection, interpretation, and synthesis using various assessment
techniques.
o Mastery-based performance expectations.

Chapter Intended Learning Outcomes:

Wiggins (1989):

 Ability to distinguish between different types of assessment and relate

them to learning outcomes.  Teachers should test capacities and habits in context, replicating
challenges within the discipline.
DepEd No. 73, s. 2012:
Basic Characteristics of Authentic Assessment:

 Assessment serves as a quality assurance tool to track students'

1. The task should be representative of performance in the field.
progress, promote self-reflection, and provide a basis for student
profiling.
2. Attention should be paid to teaching and learning the criteria for
assessment.

3. Self-assessment should play a great role.

1. Traditional and Authentic Assessment
4. When possible, students should present their work publicly and
Traditional Assessment: defend it.

 Paper-and-pencil tests or quizzes are classic examples, primarily Best Uses of Authentic Assessment (Mueller, 2010):
focusing on memorization and recall.
 Direct Measures: Students apply knowledge/skills in real-world
 Teachers commonly use traditional assessments, which are single- contexts (e.g., conducting a science experiment, hypothesis testing).
occasion tests measuring what learners can do at a specific time (Law
& Eckes, 1995).  Constructive Nature of Learning: Focuses on students creating
knowledge, not just repeating information.
 These assessments are indirect, inauthentic, standardized, one-
shot, speed-based, and norm-referenced (Bailey, 1998).  Integrates Assessment and Learning: The task is used to assess and
simultaneously support learning.
 Often focus on lower-level cognitive skills such as memorization
(Smaldino, 2000).  Multiple Paths to Demonstration: Allows students freedom in
demonstrating their learning, with pre-defined criteria for assessment.
Authentic Assessment:
Traditional vs. Performance Assessment (Liskin-Gasparo, Mueller, Wren):
 Moves towards focusing on analytical and creative thinking skills,
and cooperative work. It reflects student learning, achievement, and Attribute Traditional Assessment Performance Assessment
attitudes in real-world contexts. Assessment Activity Selecting a response Performing a task
Nature of Activity Contrived activity Real-life activity
 Authentic assessment occurs when tasks have realistic meaning, Cognitive Level Knowledge/Comprehension Application/Analysis
focusing on student performance and products that are relevant to Solution Development Teacher-structured Student-structured
real-world situations.
Objectivity of Scoring Easy to achieve Difficult to achieve
Evidence of Mastery Indirect evidence Direct evidence
Dimensions of Authenticity (Frey, 2012):

 A. Context of the Assessment: 2. Formative and Summative Evaluation

Formative Evaluation:
o Realistic activity or context

 Assessment for learning: Ongoing feedback to improve students'

o The task is performance-based learning outcomes.

o The task is cognitively complex  Occurs during instruction, between lessons, and between units.

 B. Role of the Student:  Frequent, interactive assessment of student progress to identify

learning needs and adapt instruction.
o A defense of the answer or product is required
 Feedback provides specific, immediate correction to improve student
o The assessment is formative learning (Black & William, 1998).

o Students collaborate with each other or with the teacher

 High-quality feedback supports the learning process but may lead to
learned dependence if overemphasized (Yorke, 2003).

 C. Scoring: Summative Evaluation:

o Known or student-developed scoring criteria.  Assessment of learning: Provides evidence of student achievement
in relation to learning outcomes.
  Typically conducted at the end of instructional segments to measure Comparison of Two Approaches:
achievement.
Principal Use Norm-Referenced Criterion-Referenced
Characteristics of Formative vs. Summative Assessment (McMillan, 2007): Emphasis Individual achievement Mastery of tasks
Interpretation of Compare performance with Compare performance with
Characteristics Formative Summative Results others standards
Ongoing feedback to adjust Content Coverage Broad achievement areas Limited set of learning tasks
Purpose Measure student achievement
instruction Test Plan Table of Specifications Domain specifications
When Conducted During/after instruction After instruction
Student 4. Contextualized vs. Decontextualized Assessment
Encouraged Discouraged
Involvement
Extrinsic, performance- Contextualized Assessment:
Motivation Intrinsic, mastery-oriented
oriented
Measure and grade student
Teacher Role Provide immediate feedback
achievement  Focuses on the application of knowledge in real-life situations
within the discipline.
Learning Deep understanding and Knowledge and
Emphasized application comprehension
Highly specific and  Measures functional knowledge and tasks deemed meaningful to
Specificity General and group-oriented students.
individualized
Structure Flexible, adaptable Rigid and structured
Techniques Informal Formal Decontextualized Assessment:
Impact on
Strong, positive, long-lasting Weak, fleeting
Learning  Includes written exams and term papers, assessing declarative
knowledge without real-life application.
3. Norm-Referenced vs. Criterion-Referenced Assessment
Difference:
Norm-Referenced Assessment:
 Contextualized focuses on real-world application;
 Compares student performance to that of others, ranking decontextualized on theoretical knowledge (Biggs, 2011).
achievement.

 Limited competition for high scorers.

5. Analytic vs. Holistic Assessment
 Principal Use: Survey testing.
Analytic Assessment:
 Major Emphasis: Measures individual differences in achievement.
 Evaluates specific components of a student's work.
Criterion-Referenced Assessment:
 Breaks down performance into individual parts for more detailed
 Describes student performance against predefined criteria without assessment.
comparison to others.
Holistic Assessment:
 Measures mastery of specific tasks or content.
 Assessor evaluates the overall performance of the student,
 Principal Use: Mastery testing. considering the complexity of the work as a whole.

 Major Emphasis: Describes tasks students can perform.

 Used in reflection papers, group presentations, and portfolios.

 Supports decisive and investigative skills (Sadler, 2009).