Pil es My Learning Journey in Assessment of Lear Beginning with the End in Mind Learning come 5 | demersal itn rena ‘ert npg as. Lewing Outcome 4 | Chapter west el yey 21% Century soem "4 By! Assessment eae deeded leaps ede ee) Feo tteiatdaetetces es! cr sarin Outcome 1 nce tn cha should be able to Soot teimeanegs $Y] Metenerarorer some a em | + meweeeermraccnct eeingact neal th 21° cen ihre, demanding at fs, deweopmen, reengning ystems dren flor hi geeration oe. In he ld enon meso changes ove frst on aching anderen, Preparing ‘ctoing ech eae to nen of he 2" emu ares ae af ‘Shrine ng done th cto rn Case ae ated aes te ‘tbe cmmanty aon othe demuds e enary. Ts set o aching ‘tanng as been ge Re sar fe the at component acer sealed Twenty-fstcenturyshils mast ul 0 he core eracy and numeracy tt students mist maser Sens weed to nee and wesley commune oa _alaborat let a wrk bal tobe product aecoabe ens a lend ‘These sls tobe ned mas be sessed not a sng ge ner ree ao ‘sa toca the rest of eanemen aide ake hr Sts ‘vcatars see fees on: what ees (Gretta. 202; Seman 2913). Sie | ‘he Assessment and Teaching of 2 ele agent ofp th The emplasae the importance century ga 8° Centar Sil projec (2 sor) ha co leanings aerate py an pease of nance assessment systems ti anor eo 1. Characteristics of the 21* Century Assessment 11 Responsive le roman aed nor (0 kof sss eee dt cur dart Teachers cn au ae ee at Tar en che ders Seca tcl per rae yh neds of he sco commune Processes for responding tasesments ae tought devloped, ncorporting paces in eedbac and formative auertmet. Rnd te aged the {el nd oucone, Rather than ss singe rate, ens more rages foward th tant fp Sleecon pe dbo topes 12 Flexible eston design, curiam, aod artecement require felt, spplenes nd adaptability. Aseasment ad reponse may not be fie to experedaaevers ‘eetsment need tobe aaptabe fo sade sens. Rather than te lena Spproah that works ntraions sessment, 2 entry approaches are more ‘erste These aproadhes es fi fo he demands o tearing envionment st Prevent snc stuns’ decons acs and appleatns ar he semen ad Ihe prem net tebe Bese, too 13 lotegrated Assessments ae to Be ocorpoated nod practi rather than a ons tthe endo nsoacton or rng sage Spec week oe ool eda. [Assessments are erie by metacognision.Aseesment is about simulating inking balding on pris eating coercing meaning od hang aout on {hinting It offs pportaites for dene to conier thei cha, ently ‘lermtive strategie rae cae earaing nd fepesent knowlege through 14 formative ‘The dese 21 century gs nd ojos are erty stated and ety ough. Suudens spy to rang ol eaering iowiedge soll Exemplar routinely (de students toward aches of res ec rin ig me mete td eng eee eto mens A sds voy al le. leony a entonstleoreaton,coemurcaon and chlo ssa etna he nt rs pores ore oN Demonstration 2 centy sls ar eet an supper arng. Stade son a yg ong dp ought Pcs or etd eat retew 15 Mutiple Methods ‘an asessmen continuum that incles «spectra of strategies isthe norm swudene esusrate knowtdge abd sil tough relevant tank, project: snd Peseta an pertormance and assessvet is emphasted. Thee 8 ‘ego fan appection Gre process an products ef arintna beta dcp lessens he isd onthe proper ng prensa het fre heh es va rages perso stat ‘The euctonl commun rcopie achevement of students beyond the santa wt srs. Lande meses ing a eta of ‘Sttetene snes nda pr ono ka ae 17 Techically Sound Ajsmens wd sccoramedaton are made in the xsesmen proces to met the student ds ad aes. Students Semonsrate what hey ne ad ee oe ‘py at oonieige aways hat are evant and appro teva the assessments must measure the stated objectives and 21¢ century sta wih lea and egy Tas lable he sessment must be pres ad technically sound otha we Tessin ee admiration and terpretaton ot, Popes ee Inlration or decion making ina tert coco 18 Systemic Tweny-st centryaesessment spr ofa comprehensive and welhaigned SSguRst tm that stance endnote oat necees cece ae ‘attolders and Ssgned suppor improvement sa These eg characteristics of 21° century asstsment, ae essen! guide fr SLzepaate faesnent cies each, insect eae SCTE tm lt er angel te ee 2, Instructional Decision in Assessment ‘The major objective of educational assesment to have a hls ppl of & learner his/her eneohmeat ad scomplshees ‘The educational assessment process rts anang the cero opthr with the teaching eaming envionment Is dane oer te el oe een {othe echng earning station ater whith he inde endees tat ae sprees {0 se for asossment ofthe idl ae set Tas bp to determine te welanesse, neds and personality characterise and sles ofthe learner icon, 1970, lear sat educational assesment eocompates the total ecatins setting and not ited tothe eacherstudent engagement Ie saat ery bed on singe ‘ect such as taking tet aod checking nti, he processes of measurement 2nd eraluaton are stbsumed inthe edurtonalssezinet pace 24 Decision-making at Different Phases of Tesching-Learing Process ‘Assesment is constant tang plas evan setings. Deon ae made shou content subject mater an specie tagets nature of Senta ely morale ‘nd sasfocton of toh th eachers a the sdents se wel te extent of whch ‘iden performances meet he standard andor dlver oe oucomes eee om ‘hem by the teacher ‘Assesment canbe uted a bas for decison making ferent paces ofthe teaching learing proces. Th ube below depts teint pce of te teaching leaning process ow ab what econ re ade by the techn Informal obseraton of Stade uring et ‘one cre ding following day, weet, ‘month ing period, Segond, ere Brann e eocing Seis Students pas grader fhe randariced testMate sop teva este + Ueening atts that sn engage both the Teacher aa seers helenae Bae ‘ute {eating targets hat, the teacher wars 2 hie anes of tg Organization and (Shorea sere rowed of ste personal fami ‘Aer Teaching Samet Students earning on ener me + Recainess of the Fn ne ere Berne of he wpe made or erroneous thinking ee student {ok for aieernaive wavs to teach the dentify there ate Students who are at Parcpatng and sng orp ey Strengths ang Swans tee grr faders econ of ecing Intel forthe Pret ts ‘brervaton of exch prtcerion Foie exch dent's ‘mai ofthe ae Simmaries of th dundee‘I cold Be 04 8 oy ssn ee vet reticent aa ee ae ecm cn ce at en Smet reesei mt Snort ‘ ao crenpommn tone “Sonera sno nt ae wes te a ed Se STN Sr cs i rn ce 0 ae no es Serpe oe seks ne acl SSB en ee 22 Assessment in Classroom Inston inn nd conn 0 be ee SRR ‘Te enon arth ogres 2 PS seaent in cso stresat _Pcemer ses Mens ery beh Formate Aemane Menor ig ae a Dagrete Aesent dese ssf ering probes a Seni Asean Mees eb esas achive Linn (1999) ud hat informe decsoeingin lueson ry important bec tte betes can ring na. Topas of ee ens ihe enhancement of development. nado, hres te bet on moral a feing of Ininowingones competence a he aren faxes el nd senor in ong ‘Split neon ele sce ashe side of developments Imporant sch a persona mension nang big bso ast to peoples ts vos suns tht wl ed ta beter stent 23 Types of Educational Decision On reste sale he we fesse ndecon making is ot at wil tte bounds th cssoom. etn ote wile estan sogmuni Res ‘Shesment yee pes eo ‘ubiseyn and Boric (2002) dase the diferent educonal decison It eight (ey emegoron These ype fdclone ae ceveribed iy blow Types of Bucationl Decison Tis econ ory ade by Indu cssoom teacher 25 ees to meet the reso checves et ding Shroom ‘eseemer Decor ae eched cording tothe rests of es focher the reslt 9 net 50 aac hr te teacher oy hing aferetstotgy 5028 {improve he ing ond meet {he abjecvefarget for tht ‘Gading | Wiens baed on acer fess crc ar eign to he “gare gre bose on te {lowing esa ofthe tether font wag satont sane | mage tse. class portation, the cor (roe ond eendonce awrenie | Wismade a deurine aan | A acer gre on eso fst, The Stent and weakness nd he tee ced tht the Ser ‘rer oe to wre more thn ve (Jamaica covet erences St te coherence ofthe ideas Continedn he paegroph oor So the res shows tet these oned mare Me In understng he princes of tring 2 ood pororenh the amie Bed one es fof aressment, for 2émsson fr gulfiestion to program 0° eho ac. The desis ae ‘rade not by elton teaches cn es ‘eho commie. ‘alge or Univesity Entvonce Eromination, choosing Schoo! Ieprsontoe fre Navona aitAvsetament of Leaeniog 2 Tse aera stuet a ben miedo saa ces Proceso ent students Sto nee emesition ory Se reconmngad fr ener Popom fhe sco “agree est on Engi hath were vent freshmen ‘deerme who anes then xc ciety nee These who will get o bel nerope sores lB incu inthe remedation pogrom to tip he rents cope wh (Coons in English ond Moth Sep then iow ate one sin tery ‘5 oe tae the Seer pp pe hen horton es atecame nv tc Prawn oF ira ‘cannes ontcacencn ‘vise or replace a curriculum oF Pree ne Ti caain mtn ‘nny st et pw eorkamsmrtsate toner cig Te volves determining the Ips to resus dg ‘onc camietan nor 9 itor he tet rang frat scqston of uct ‘otra, boots rab the ee of stodent gertrmance ‘aniave dationel dye cessor, Jor the logistics (eossoom. moter, et) ond iso the ‘detonalpy forthe techs ‘hot wil hod the remedial ‘lo “These aforementioned eduction decons are th primary reasons hy assent se he educational sting is iplemested contneeu. Pert implementing the ‘Sather objective tage mt be early dled so a Bo 9 cause wastage ‘EGEnr resources and ensure at he re fl be eed and ranted ht wi i eemtenty el fo recommeodatan hat ae Bee othe shoe comms 8 eer 3. Outcome-Based Assessment Koi what sexpert rom the learners by thei teachers tthe end of 2 part ssn hls thf mes owe targets sees. n retin 0S aarp hae ot clara fr te ssw, wil be ued score 35 EMG st aso tho strc! ieee aces to met the sired a ses: td eauaton acide mite funded 09 the Sum det mcned hari outcome (10) These 1s sos be ented erie cna tens tur al an ece teaching arin oC 25 the EiSaeommence th euming ses hough very othe ses. 2.4 Student Learning Outome student LearsingOstome the taaty of accumulated owed, skis. and si states develo daring course o sty And HS Serve asthe ass fer sessing ee extent aig fo sessing th uty don rng the etre ech eaoing both by the each ae er by be tear Provan edge nding he revs cues ar porate oe met eps (be doe bythe teacher nd SRS) ete te sation fended arg oom 4.2 Sources of taent Expected Learning Outs vente come or args or every lesson expected tobe defined ancl ements er ate sat ofthe oee/arng acti, TM i nd cle ea neh ibe ed twat tp shou iit recng eng sce. Thereae weve crs tar tg oe ting the tse 0 ensure Bt hee are aiseeer Following ar e program nd erunton sing eT, Boat ota ce comteed mn cafing the det expec TNE i pceaencaser aes snd standards issued by governmg 2 ste oe on omen =z pece 2 sped in pens a {scp pr sn ea wlth sf OE ao 5. Carn gt eds an epee at 6 nr cy i uo be lo {antares iy per wah scenic ebony 5 saapang sign dtp ate sos resi cn compet ot raleee eae eee atnrprrsete eect clement tra Saris ee cera omar en Seri at em pee a a Ee iiconscesmrecenmnate ‘etcetera ten Se Sheeran mca ester ores ieeecapeaigleet ee cee sri ce ett ra ‘way, learning outcomes establish standards for the course. e easement pin calgrnaras tecceancnme memo 5. Good learning outcomes prepare students for assessment, ~ Sree e a arena Pie also cecal ge and 1A Given the ‘choo station, how would you apply the 21" Centary ‘Assessment Characerists? Use he template provid scenario Before the schoo year sare Me Ca, the principe called th aches mating end alcsed the pls othe coming schol yore of te aged of the meting ht Improvement fe ool and methods he the teachers aed eee dent oe ‘Argo record the sil ties odo easmen rcs he henge techs {e prsent an updoed essen ramen/ta that © agned wth the Youre ils of (hadi cenuye Note: For Step 1, you may are the assesment tals and instruments based on your ‘Shsreton/eld sy For Sap 2, ou eed tod some era wok or reach Abou 21° ‘tury atesament Sep _ssesemen tren Tol Curent Used