21st Century Assessment

GROUP 1
Assessment
Objectives
CHARACTERISTICS OF THE
21ST CENTURY ASSESSMENT
Responsive Multiple Methods
Flexible Communicated
Integrated Technically
Sounds
Informative Systematic
Decision-making at Different
Phases of Teaching-Learning
Process
Assessment in Classroom
Instruction
Types of Educational
Decision
•
Phase Decision(s) to be made Source(s) of information
• Content to cover during following day, week, • Informal observation of

Before month, grading period, and so on. students during class
starting • Abilities of students considering the cultural • Conversation with students'
background, interests and skills of students previous teachers
teaching in planning the teaching activities • Scholastic aptitude test results
• Materials appropriate to use with the • Students’ past grades and
students standardized test results
• Learning activities that will engage both the • Knowledge of student’s
teacher and students as the lesson is being personal family circumstances
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 what and how the • Observation of students

During lesson is presented during learning activities
teaching • Improvement needed to make the • Students' response to
questions the teacher asked
lesson work better
them
• What feedback to give each student • Observation of students
about how well the student is learning interaction
• Readiness of the students to move to • Diagnosis of the types of
the next activity as planned in the errors the students made or
learning sequence erroneous thinking the
students are using
• Look for alternative ways to
teach the materials
• Identify if there are students
who are not participating and
acting appropriately.
• How well students achieve the short • Classroom tests, projects,

After a and long term instructional targets observations
teaching • Strengths and weaknesses to be given • Interviews with students
• Standardized test results
segment as feedback to parents or guardians of
• Observations of each
students student's classroom
• Grade to be given to each student for participation
the lesson or unit, grading period or • Review each student's
end of the course homework results
• Effectiveness of teaching the lesson to • Review each student's
the students standardized achievement and
• Effectiveness of the curriculum and scholastic aptitude test results
• Review information about a
materials used for the lesson
student's personal family
circumstances
• Informal observation of how

After a well the student has attained
teaching the intended learning targets
• Summaries of the class'
segment performance on the important
instructional targets
performance on selected
questions on standardized tests
• Summaries of how well the
students liked the activities and
lesson materials
achievement on classroom tests
that match the curriculum
Category Purpose
1. Placement Assessment Measures entry behavior
2. Formative Assessment Monitors learning process
3. Diagnostic Assessment Identifies causes of learning
problems
4. Summative Assessment Measures end-of-course
achievement
• Instructional • Placement
• Grading • Guiding and Counseling
• Diagnostic • Program or Curriculum
• Selection • Administrative Policy
•
•
•
•
•
•
•
•
Student Learning Outcome
Sources of Student Expected

Learning Outcome
Characteristics of Good Learning

Outcome
•
•
•
•
•
•
Chapter 1 Learning Key
• Educational Assessment as an agent of education change, is
points
of great importance. Coupled with the traditional focus on
teaching and learning, it will produce a strong and emerging
imperative to alter our long-held conceptions of these three
parts: teaching, learning, and assessment (Greenstein,
2012).
• The eight characteristics of 21st century assessment are the

essentials for the assessment that will be used most
especially by the educators. These characteristics are: (1)
responsive; (2) flexible; (3) integrated; (4) informative; (5)
multiple methods; (6) communicated; (7) technically sound;
and (8) systemic.
• In assessment, teachers play various roles and have

• The assigning of value or importance to the
results of the assessment is what evaluation is
all about.
• Assessments can be used as a basis for
decision-making at different phases of the
teaching-learning process.
• Types of education decisions where results of
assessment are used: instructional, grading,
selection, placement, guidance and
counseling, diagnostic, program or curriculum,
administrative policies.
• Student Learning Outcome 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 must be considered:
institution's mission statement; policies on
competencies and standards issued by
government education agencies; competencies
expected by different professions, business and
industry; thrusts and development goals of the
national government and local government;
global trends and developments; and general
education skills.
• Good student learning outcome is specific,

realistic, focused on the learner, integrates
acquired knowledge, prepares learners for
assessment and time bound.
You
Angeline Angeles
Bianca San Juan
Cezel Suaybaguio
Jobelyn Tolentino

21st Century Assessment

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GROUP 1

• Content to cover during following day, week, • Informal observation of

• Students learning on what and how the • Observation of students

• How well students achieve the short • Classroom tests, projects,

• Informal observation of how

Sources of Student Expected

Characteristics of Good Learning

• The eight characteristics of 21st century assessment are the

• In assessment, teachers play various roles and have

• Good student learning outcome is specific,

Bianca San Juan

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