Chapter 1.

21 Centuryst

Assessment
GED 321 – Assessment of Learning 2
Chapter Intended Learning Outcomes
At the end of this chapter, you should be able to:
1. Use appropriate assessment tools and techniques as applied in
instructional decision.
2. Relate learning outcomes and assessment.
 1. Characteristics of the 21st Century
Assessment
1. Responsive
Visible performance – based work (as a result of assessment)
generates data that inform curriculum and instruction.
2. Flexible
Lesson design, curriculum and assessment requires flexibility,
suppleness, and adaptability.
3. Integrated
Assessment are enriched by metacognition.
 Characteristics of the 21st Century
Assessment
4. Informative
The desired 21 century goals and objectives are clearly stated
st

and explicitly taught.

5. Multiple Methods
An assessment continuum that includes a spectrum of strategies
is the norm.
6. Communicated
Communication of assessment data is clear and transparent for
all stakeholders.
 Characteristics of the 21st Century
Assessment
7. Technically Sound
To be valid, the assessments must measure the stated
objectives and 21st century skills with legitimacy and
integrity.
8. Systemic
21st century assessment is part of a comprehensive and well
– aligned assessment system that is balanced and inclusive
of all students, constituents and stakeholders and designed
to support improvement at all levels.
 The 8 characteristics of 21st century
assessment, are essential guide for the
preparation of assessment activities by
educators. It is necessary to refer to
these characteristics to ensure that
learners are being assessed towards
the skills and demand of the 21 st

Century.
Instructional Decision in Assessment
• The major objectives of education assessment is to have a holistic
appraisal of a learner, his/her environment and accomplishments.
(Bloom, 1970)
• 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.
 2. Instructional Decision in
Assessment

2.1 Decision – making at Different Phases

of Teaching – Learning Process
2.2 Assessment in Classroom Instruction
2.3 Types of Educational Decision
2.1 Decision – making at Different Phases of
Teaching – Learning Process
• Assessment can be used as basis for decision-
making at different phases of teaching – learning
process
• Phases
Before starting teaching
During Teaching
After a Teaching Segment
 Phase Decision(s) to be made
Before starting teaching • Materials appropriate to use
with the students in planning
the teaching activities.
During Teaching • What feedback to give each
student about how well the
students is learning.
• Readiness of the students to
move to the next activity as
planned in the learning
sequence.
After a Teaching Segment • How well students achieve the
short and long term
instructional target
Source(s) of Information
• Conversation with students’
previous teachers
• Informal observation of
students during class
• Observation of students during
learning activities.
• Students’ Response to
questions the teacher ask them.
• Classroom tests, projects,
observations
• Summaries of the class
performance on the important
instructional targets.
• Based on what was presented, it can be inferred
that there is 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 help the
learner achieve the desired learning outcome.
 2.2 Assessment in Classroom
Instruction
Category Purpose

1. Placement Assessment Measure entry behavior

2. Formative Assessment Monitors learning progress

3. Diagnostic Assessment Identifies causes of learning

problems
4. Summative Assessment Measures end – of – course
achievement
 2.3 Type of Educational Decision
Decision Description
Instructional This decision is normally made by
individual classroom teacher, as necessary
to meet the targets or objectives set during
classroom engagement. Decisions are
reached according to the results of test
administered to a class.
Grading It is usually based on teacher – made tests.
Grades are assigned to the students using
assessment as one of the factors.
Example
After a test was given by the teacher, the
result is not so satisfactory thus the
teacher may decide to re – teach the
lesson using a different strategy so as to
improve the learning and meet the
objective/ target set for that particular
lesson.
A quarterly grade is based on the
following: result of the teacher – made
test, class participation, projects, and
attendance.
 2.3 Type of Educational Decision
Decision Description Example
Diagnostic It is made to determine a student’s A teacher gave an essay test. The teacher noticed
strengths and weaknesses as one of that the students were able to write more than five
the factors. grammatically correct sentences but the coherence
of the ideas 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.

Selection It involves accepting or rejecting the College or University Entrance Examination,

examinee based on the results of Choosing School Representative for a National
assessment, for admission or Quiz Bee
qualification to a program or school
activity.
 2.3 Type of Educational Decision
Decision Description
Placement It is made after student has been
admitted to school. It involves the
process of identifying students who
needs remediation or may be
recommended for enrichment program
of the school.
Guidance and It utilizes test data to assist students in
Counseling making their personal choices for future
career and help them know their
strengths and weaknesses by means of
standardized tests.
Example
A diagnostic test on English and Math
were given to freshmen to determine who
among them may encounter difficulty in
these areas. Those who will get a below –
average scores will be included in the
remediation program to help the students
cope with the lessons in English and
Math.
NCAE
 2.3 Type of Educational Decision
Decision Description
Program or Curriculum It is made not at the level of the teachers
but on higher level such as division,
regional or national level. Based on the
result of assessment and evaluation,
educational decisions may be reached:
to continue, discontinue, revise or
replace a curriculum or program being
implemented.
Administrative Policy It involves determining the implications
to resources including financial
consideration in order to improve the
student learning as result of an
assessment.
Example
The decision to implement the k –
12 Curriculum in order to avoid
mismatch among graduates and
the industry and to be at par with
the curriculum implemented in
the Philippines’ neighboring
countries.
To conduct a remediation class
additional budget is necessary for
the logistics.
 3. Outcome – Based Assessment

• Knowing what is expected from the learners by their teachers at

the end of 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.
• All assessment and evaluation activities must be found on the
identified student intended learning outcomes (ILO).
 3.1 Student Learning Outcome
• It is the totality of accumulated knowledge, skills, and attitudes that students develop
during a course of study.
In crafting student learning outcomes, the following sources is to be considered:
1. Institution’s Mission Statement
2. Policies on competencies and standards issued by government education agencies.
3. Competencies expected by different professions, business and industry.
4. Thrusts and development goals of the national government and local government
5. Global trends and development so that graduates can compete globally
6. General 21st century skills focusing on the following:
Oral and written communication; Quantitative reasoning ability together with scientific
methodology; Analyzing, synthesizing and developing creative solutions; Use technology;
and Information literacy
 21st century skills are built on core literacy and
numeracy required of students to master. In
order to meet the demands of 21st century,
educators need to focus on: What to teach, How
to teach and How to assess.
END OF CHAPTER 1