EDA 1130

EDUCATIONAL ASSESSMENT

MARCH 2022

ASSIGNMENT 2 – JOURNAL ARTICLE REVIEW

ARTICLE:

Assessment for the 21st Century in Higher Education Institution: Way Forward

(Khuzzan & Mahdzir, 2020)

STUDENT NAME:

Abu Ubaidah Amir Bin Abdul Aziz

IC No.: 920829-14-5765

MATRIC NO:

Matrix No.: 2021.2.edu02.0002

FACILITATOR NAME:

Dr Mohd Shahbani Mohammad

SUBMISSION DATE:

16th March 2022

Table of Contents

1. INTRODUCTION..............................................................................................................3
2. ARGUMENTS ARTICLES...............................................................................................3
3. ARTICLE SUMMARY......................................................................................................4
4. AUTHOR’S CONCLUSION.............................................................................................4
5. ARTICLE REFLECTION..................................................................................................5
REFERENCE.............................................................................................................................6
 1. INTRODUCTION

The article draws attention to the issue written exams always been to the culture for assessing

students understanding toward the subject. The article informed, 21st century teaching and

learning written examination cannot be used to assess everyone because the results do not

accurately represent their competency, particularly in their employable skills. The

employable skills are relating with soft skills needed for students in Malaysia. The article

however does not seem to bring significant to all education field as authors claimed at the end

of articles, not all education field is exposed to use holistic assessment.

Particularly, (Khuzzan & Mahdzir, 2020) author appeals concerning assessment are not

linked well to the learning outcomes. Authors supported with evidence many academicians

rise the issue students did not have good critical thinking skill after they graduated from

higher education. Students having a higher Cumulative Grade Point Average (CGPA) or

good marks in written examination does not reflect with their competency.

However, the article purpose six types of assessment strategies to increase students’ soft

skills with Rubrics, Performance-based assessment (PBAs), portfolio assessment, learner

self-assessment, peer-assessment, and student response system (SRS) from past research

Price, Pierson and Light (2011) using classroom assessment to promote 21 st century learning

in emerging market countries articles, which was limited to one articles, supposedly taking

care for more than 1 scholar articles for other recommendation assessment in 21st century.

2. ARGUMENTS ARTICLES

The articles emphasize on the good type assessment should cover basic characteristic to

encourage learner to produce the skills set. Effective assessment gives an impact to the

student and universities with new paradigm shift. Then, articles shown ad three pillars
embedding the assessment characteristics which are cognitive, socio-emotional and

behavioural to bring students to achieved the learning outcomes.

Looking into the conclusion of the articles, quantity surveying field considering to have more

technical assessment rather than written examination. The supported justification been given

by Phelps, 2014 assessment should focus on learning outcomes.

3. ARTICLE SUMMARY

A comparative research done by (Khuzzan & Mahdzir, 2020), examined various assessment

to assist higher education student in 21st century. The traditional assessment consist of written

examination must be amend to other types of assessment to covers other skills such as critical

thinking especially for future graduates. The article informed 6 existing types of assessment

done by the student have their own challenges during implementation. The article describe

types of assessment must emphasize of three main characteristics which are learners

‘engagement, interactivity, range of skills and abilities. The findings shown as a failed status

in measuring existing assessment types connecting to 21 st century students especially with

soft skills. The article also proposes conceptual framework on holistic assessment for the

learners in 21st century.

4. AUTHOR’S CONCLUSION

The conclusion stated that failed status in measuring assessment types should be proposed to

covers learners’ engagement, interactivity, and range of skills & abilities. (Khuzzan &

Mahdzir, 2020) added technology assisted as a tools to support teaching and learning.

However, level of participation from the students are important rather than technology

readiness.
 5. ARTICLE REFLECTION

In my opinion, the articles stressing about various assessment needed into 21 st Century. In

reality, continuous quality improvement report and analyse will student from time to time.

The constructive alignment designed by John B Biggs in 2003 about constructive alignment

was more precise & clear instead of conceptual framework for holistic assessment done by

this article.

Conceptual framework for holistic Adapted from John B Biggs, 2003

assessment
The article informed learner performance in
21st century processing during assessment
based on three characteristic Cognitive,
Socio-Emotional and Behavioural which not
involve a learning outcome determined for
the students. The article purpose straight line
for measuring the learners performance.
Logical alignment for assessment must
together with learning outcomes and
learning activities to make sure
effectiveness for teaching and learning.
The article informs three characteristic
Cognitive, Socio-Emotional and
Behavioural was part assessing assessment
types. However, John B Biggs
constructive alignment more clear as his
using Blooms Taxonomy Cognitive,
Affective, Psychomotor connected with 3
main elements. Even though the
framework does not state 21st century, it
still be using until now for instructional
designer to make sure assessment types are
connected with learning outcomes and
learning activities

In my reflection toward education experience, the article proposed portfolio assessment

among the best types of assessment tool and strategy. Portfolio describe and explain a

collection of the work (evidence) student acquired learning over time. The learning process
must be expressed and documented into the portfolio as to identify a student’s strength and

weakness. The assessment portfolio assessment must together with rubrics for analytical

marks done by the lecturer (assessor). However, this type of assessment may give challenges

to students to prepare and finding the reliability to the students. Hence, the portfolio may

good into psychomotor skills, especially for students doing the technique, hands-on skill in

the workplace.

In addition, six types of new assessment stated by the (Khuzzan & Mahdzir, 2020) during

prior 2020 year were more to socio-emotional and behavioural factor. Even though the

written examination need to amend as a competency graduate issue stated by the article, we

still need written examination to measuring knowledge & understand and cognitive level of

thinking a particular subject.

REFERENCE

Khuzzan, S. M. S., & Mahdzir, M. (2020). Assessment for the 21 st century in higher

education institution : way forward. International Journal of Advanced Research in

Education and Society, 2(2), 35–46. http://myjms.moe.gov.my/index.php/ijares

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