SG - Integrating 21st Century Skills in Classroom-Based Assessment

(Enclosure No. 7 to DepEd Memorandum No. 044 s.
2023)
Republic of the Philippines

Department of Education
National Educators Academy of the Philippines
Session Guide Form
x
Title of Session: Integrating 21st Century Skills in Classroom-based Assessment
(Classroom Assessment and the Integration of the 21st Century Skills)
Name of the JEROME C. HILARIO
Developer Supervising Education Program Specialist
Professional Domain 5: Assessment and Reporting
Standards Covered: 5.1. Design, selection, organization, and utilization of assessment strategies
5.1.3. Work collaboratively with colleagues to review the design, selection,
organization, and use of a range of effective diagnostic, formative, and
summative assessment strategies consistent with curriculum requirements
PPSSH Domain 3 - Focusing on Teaching and Learning
3.5 Learning Assessment
3.5.3 Work with personnel involved in evaluating teachers’ use of learning
assessment tools, strategies, and results consistent with curriculum
requirements to ensure accountability in achieving higher learning outcomes.
PPSS Domain 1 - Supporting Curriculum Management & Implementation
1.6 Learning Outcomes Assessment
1.6.3 Mentor and coach colleagues in the development and implementation
of an effective harmonized intervention strategy based on analyses of results
of learning outcomes assessment to support divisions/districts/schools
and/or learning centers.
Session Objectives: At the end of the session, the participants will be able to realize the
implementation of classroom assessments that seamlessly integrate 21st-
century skills.
Specifically, the participants will be able to:

1. identify the key principles of effective assessment;
2. list down suggested strategies for integrating the 21st century skills in
classroom assessment; and
3. discuss formative assessment instructional resource (FAIR) integrating
21st century skills in the context of MATATAG curriculum; and
4. share a reflection on the key principles and importance of integrating
21st century skills in classroom assessment..
Session Schedule Day 4 | 8:30 - 10:15 | 105 mins.
and Duration:
Expected Outputs: Reflection Notes through a Short Note or Message
Key Content The session will cover the following topics:
• Revisiting the Classroom Assessment (DO 8, s. 2015)
• Implementing the 21st-Century Skills in Assessment
• Integrating 21st-Century Skills in Assessment
• Utilizing the Formative Assessment Instructional Resources
(Enclosure No. 7 to DepEd Memorandum No. 044 s. 2023)

Session Guide Form
Learning Resource • Slide Deck

Materials: • Handouts/Worksheet
• Sample Formative Assessment Instructional Resources (FAIR)
References: • DepEd Order No. 8 s. 2015, Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
• DepEd Order No. 31 s. 2020, Interim Policy Guidelines for
Assessment and Grading in Light of the Basic Education Learning
Continuity Plan
• PPST Resource Package (Module 10)

Session Guide Form
Schedule Detailed Materials

(Time Detailed Description of Learner’s (Slide
Content
distribution) Methodology/Activities Output Number)
Outline
Day 3 DO: Greet the participants and ensure that Slide 1, 2
they are ready for the session. Show the
8:00 - 8:05 title slide (link to the previous session).
AM
(5 mins.) SAY: The previous session concentrated on
the core ideas of the K to 10 Instructional
Design Framework in the context of the
different learning areas; the alignment of
teaching-learning resources with the ID
Framework; and the application of the
appropriate pedagogical approaches and
assessments in the context of a particular
learning area. For this session, we will be
discussing classroom assessments that
seamlessly integrate 21st-century skills.
SHOW: Share the Session Objectives Slide 4

(Terminal and Enabling Objectives) and the
flow of the session
SAY: As we progress through this session,

we will explore the key principles of effective
classroom assessment and the various
types of classroom assessments; ways to
integrate and apply strategies to assess the
21st Century Skills in a classroom context;
the importance of aligning assessments and
the benefits of integrating assessments with
21st-century skills; the reciprocal
relationship between assessment and
effective instruction and how 21st-century
skills can guide instructional strategies
based on assessment outcomes; and the
principles of FA in the design and
implementation of assessments while
focusing on the development and
assessment of 21st-century skills.
Slide 7, 8

Session Guide Form
DO: Present the Stress Check Slide and tell

the participants to look at both dolphins
jumping out of the water. The dolphins are
identical. The number of differences
observed matches closely to the amount of
stress the observer is experiencing.
Look at the photo and if you find more than

one or two differences you may be
experiencing stress.
SHOW: Present the next slide and show the

picture.
8:05 - 8:15 ACTIVITY (Classroom Genie) Slide 9
AM
(10 mins.) SAY: Imagine you discover a magical lamp
in a desert, and out pops a genie ready to
help with classroom assessment. Now, ask
the Classroom Genie:
“What's the one thing about assessing your

students that you find challenging or
confusing and would like the genie's help
with?”
8:15 - 8:20 ANALYSIS (Processing Questions) Slide 10,
AM 11, 12
(5 mins.) DO: Ask the following questions and gather
responses from the participants:
• Why did you choose this particular
aspect of assessment? How does it
impact your teaching or your
students' learning?
• Can you think of a simple and
practical solution the genie might
offer for your assessment challenge?
• How might resolving this assessment
challenge positively impact your
students' experience and
understanding in the classroom?
Appreciate the different responses from the

participants. Highlight some points that
lead to the idea of the session which is the

Session Guide Form
implementation of classroom assessments

that seamlessly integrate 21st-century
skills.
8:20 - 8:30 ABSTRACTION
AM
(10 mins.) Revisiting the Activity: Red Light Green Light Slide 13
Classroom
Assessment DO: Tell the participants to bring out any
(DO 8, s. 2015) red and green items in your bag (e.g. red
pen, green notebooks, etc.).
SAY: I will read a statement, if you believe

the statement is TRUE, raise your green
item. If you believe the statement is FALSE,
raise your red item. Hold up your chosen
item clearly for everyone to see.
After each statement, we will take a

moment to observe everyone's responses.
We will discuss briefly why you chose red or
green for each statement.
DO: Tell them to feel free to ask for

clarification if needed at any point during
the activity.
DO: Encourage participants to share their

understanding of classroom for each item.
You may underscore each item with these
suggestions:
Slide 16
1. Emphasize that assessment isn't limited
to high-stakes tests or final exams; rather,
it encompasses both formative (ongoing
assessments used to inform instruction)
and summative (assessments used to
evaluate student learning at the end of a
unit or a quarter) approaches. Both types of
assessment play crucial roles in
understanding student progress and
informing instructional decisions.
Slide 18

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2. Stress the interconnected nature of

teaching, learning, and assessment, with a
particular emphasis on the significance of
formative assessment. By aligning
assessment practices closely with
instructional goals and learning outcomes,
educators can create a more coherent and
effective learning environment that
supports student growth and achievement.
Slide 20
3. Highlight the importance of assessment
in enabling teachers to monitor students'
progress over time. By collecting and
analyzing data from formative and
summative assessments, teachers can
identify areas of strength and areas needing
improvement, allowing them to tailor
instruction to meet the diverse needs of
their students.
Slide 22
4. Emphasize the value placed on self- and
peer assessment as integral components of
the assessment process. Encouraging
students to assess their own learning and
provide feedback to their peers promotes
metacognition and self-regulated learning,
empowering students to take greater
responsibility for their own learning
journey.
Slide 24
5. Highlight the significance of
understanding the various cognitive
processes involved in learning and
assessment. From basic recall and
comprehension to higher-order thinking
skills such as analysis, synthesis, and
evaluation, educators are guided to design
assessments that align with the cognitive
demands of their learning objectives.
6. Classroom assessment is defined as the Slide 26

continuous process of:

Session Guide Form
• Identifying areas of student knowledge

and skills that require assessment.
• Collecting both quantitative (numerical)
and qualitative (descriptive)
information about student learning.
• Organizing the assessment data in a
systematic and meaningful manner.
• Interpreting the assessment results to
gain insights into student knowledge
and skills.
This definition underscores the dynamic
nature of assessment within the classroom,
highlighting its ongoing and multifaceted
approach to understanding student
learning.
Slide 28
7. Classroom assessment serves as an
integral component of curriculum
implementation, enabling teachers to:
• Continuously track and measure
learners' progress against curriculum
standards and learning objectives.
• Use assessment data to make informed
decisions and adjust instruction to
meet the diverse needs of students. Slide 30
8. All classroom assessment is grounded in
criterion-referenced assessment principles.
This approach focuses on:
• Assessment criteria are derived directly
from curriculum standards and
competencies.
• Assessments are designed to measure
students' attainment of specific
learning objectives outlined in the
curriculum.
• Students' performance is evaluated
based on their achievement relative to
predetermined criteria, rather than in
comparison to their peers.
Slide 32,
9. & 10. The continuous process of 34
classroom assessment aims to:

Session Guide Form
• Interpret and evaluate each learner's

performance against curriculum
standards and competencies.
• Recognize each learner's strengths and
areas for improvement, providing
targeted support to address their
individual needs.
• Offer immediate and constructive
feedback to learners, guiding them
towards further growth and
development.
• Reflect on the effectiveness of teaching
strategies and instructional
approaches, making modifications to
support the diverse needs of all
learners.
• Gather evidence over time of learners'
progress against the standards and
competencies, allowing for informed
decision-making and adjustments to
instruction.
Slide 36
SHOW: Show the definition of assessment:
“the search for evidence of learning” -
(Griffin, 2018)
SAY: Let's break down the concept of

assessment and its significance:
What do we mean by the word assessment?

According to Griffin (2018), assessment can
be defined as "the search for evidence of
learning." This definition underscores the
fundamental purpose of assessment: to
uncover and gather evidence that
demonstrates what students have learned.
DO: Highlight the key points:

• Search - Emphasize that assessment
involves actively seeking out evidence
of learning. It's not a passive process;
rather, it requires deliberate efforts to
uncover insights into students'

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understanding and progress.

Examples: Large-scale assessments,
High-stakes examinations, and
Classroom assessment. These are all
different contexts where the search for
evidence of learning takes place, albeit
on different scales and with varying
stakes.
• Evidence - Highlight that assessment
should yield tangible evidence that
surfaces student learning. This
evidence should be reliable and directly
observable, providing clear insights
into what learners are doing, saying,
making, or writing. Examples:
Observable behaviors, verbal
responses, tangible artifacts, written
work, etc.
By understanding assessment as the active
search for reliable evidence of learning,
educators can better utilize various
assessment methods to gather meaningful
insights into students' progress and tailor
instruction to meet their needs effectively.
SAY: Let me show you an important

resource that you can use in terms of Slide 37
classroom assessment - Classroom
Assessment Resource Book. This
comprehensive resource book serves as a
valuable guide for teachers at all levels,
offering practical insights, strategies, and
examples to enhance their classroom
assessment practices.
SAY: Classroom assessment comes in two

main types: formative and summative. Let's
Types of explore these types in detail.
Classroom
Assessment SHOW: Display key points about formative
and summative assessments. Emphasize
the role of formative assessment in
improving learning while it happens.

Session Guide Form
Explain how summative assessment

summarizes learning over a period.
SAY: Formative assessment plays a crucial

role in guiding and supporting student
learning: Slide 38
• Teacher/Parent: Formative assessment
guides instruction by providing ongoing
feedback to teachers and parents about
student progress, allowing for timely
adjustments to teaching strategies to
meet individual learner needs.
• Peer: Through peer assessment,
formative assessment fosters
collaborative learning environments
where students actively engage in
assessing and providing feedback on
each other's work, enhancing
understanding and promoting growth.
• Learner: Formative assessment
empowers students to take ownership
of their learning by encouraging self-
assessment and reflection. By
monitoring their progress and setting
personal learning goals, students drive
their own growth and development.
In essence, formative assessment serves as
a dynamic tool for continuous
improvement, enabling educators, peers,
and learners to work together to achieve
academic success.
SAY:
Formal Formative Assessments:
• Planned: Identified prior to the lesson,
these assessments are structured and
Slide 39
aligned with specific learning
objectives.
• Timing of Modification: Changes based
on formal assessments are typically
made in subsequent lessons, informing
long-term instructional planning.

Session Guide Form
Informal Formative Assessments:

• Spontaneous: Arising from classroom
interactions, these assessments occur
naturally during instruction.
• Timing of Modification: On-the-spot
adjustments are made based on real-
time feedback, allowing teachers to
address immediate learning needs.
Both formal and informal formative

assessments are vital tools for supporting
student learning, providing educators with
valuable insights to tailor instruction
effectively and promote student success.
In informal formative assessment, the

ESRU model serves as a valuable
framework for understanding the dynamic
interaction between teachers and students:
• Teacher Elicits Response: The teacher
prompts students to respond, typically
through questions, discussions, or
tasks that stimulate student
engagement and participation in the
learning process.
• Student Responds: Students actively
engage with the prompt, providing their
responses, ideas, or interpretations
based on their understanding of the
content or task.
• Teacher Recognizes Student Response:
The teacher acknowledges and
recognizes the student's response,
valuing their contribution to the
learning environment. This recognition
fosters a positive and supportive
classroom culture.
• Teacher Uses Student Response: The
teacher incorporates the student's
response into the instructional process,
whether by providing feedback, asking
follow-up questions, or adjusting
instruction based on student

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understanding. This step reinforces the

importance of student input in shaping
the learning experience.
This cycle of interaction between teacher

and student continues iteratively
throughout the instructional process,
promoting ongoing assessment and
feedback to support student learning and
growth.
SAY: We can see here in this slide the role

of formative assessment in the classroom.
Before we let our students have their
summative assessments, we understand
that there must be a series of formative
assessments conducted. In each lesson, Slide 40
what we are doing is we teach the learning
competency and then assess our learners
but in between these lessons, we interpret
and adjust our instruction. Also, in each of
these lessons, there are a series of
procedures that we have to do and in
between these learning procedures, we
must interpret and adjust our instruction
based on what is happening in the class.
SAY: Summative assessment serves as a

culmination of learning, providing an
overview of students' mastery of content
over a specific period:
• Summative assessment focuses on
assessing learning outcomes,
evaluating the extent to which students
have achieved the intended learning Slide 41
objectives and mastered the content
covered during a defined period.
• It summarizes students' learning
achievements, offering a snapshot of
their knowledge, skills, and
understanding at a particular point in
time.

Session Guide Form
• The results of summative assessments

are often used as the basis for
computing grades or assigning final
marks. These grades provide valuable
feedback to students and stakeholders
about their performance and
achievement relative to established
standards.
• Summative assessments are typically
administered at the end of a unit,
module, semester, or course to evaluate
overall learning outcomes and
determine students' proficiency levels.
Summative assessment plays a crucial role
in providing accountability, measuring
student achievement, and informing
decisions about students' progress and
future educational pathways. It
complements formative assessment
practices by providing a comprehensive
picture of students' learning outcomes and
guiding instructional planning and
decision-making.
SAY: Now, let's explore the principles that

underpin effective assessment practices.
Principles of These principles ensure that assessment
Effective aligns with the curriculum, promotes
Assessment fairness, and supports the holistic
development of learners.
SHOW: Display principles of effective Slide 42

assessment
SAY:
Principle 1: Alignment with Curriculum
Effective assessment must align closely
with curriculum standards and
competencies:
• Assessments should directly relate to
curriculum objectives and performance
standards.
Slide 43

Session Guide Form
• They should track learners' progress in

content mastery and the development
of twenty-first-century skills.
• By adhering to this principle,
assessments accurately measure
student learning and guide
instructional decisions effectively.
Principle 2: Validity
Assessment must be valid, meaning it
accurately measures what learners have
learned in the classroom:
• Valid assessments align with learning
objectives and accurately measure the
development of required competencies. Slide 44
• They ensure that assessment activities
and criteria reflect the standards for
the grade level.
• Validity guarantees that assessment
results provide an accurate reflection of
students' achievement and inform
instructional decisions effectively.
Principle 3: Reliability and Consistency

Assessment must be reliable and
consistent, ensuring dependable results
over time:
• Reliable assessments follow clear and
consistent processes in their
development and administration. Slide 45
• They yield consistent results when
repeated with the same learners,
conducted at different times, or
administered by different teachers.
• Reliability guarantees that assessment
outcomes accurately reflect students'
performance and provide a stable basis
for instructional decision-making.
Principle 4: Fairness and Inclusivity

Assessment must be fair and inclusive,
considering learners' diverse backgrounds
and needs:

Session Guide Form
• Fair assessments take into account

learners' race, gender, learning needs,
style, language, abilities/disabilities,
cultural background, and Slide 46
socioeconomic status.
• Assessment activities should never
exclude, disadvantage, or take
advantage of any individual or group of
learners.
• Prioritizing fairness and inclusivity
ensures that assessment practices
promote equity and provide all
students with equal opportunities to
demonstrate their learning.
Principle 5: Manageability for Learners and

Teachers
Assessment must be manageable for both
learners and teachers:
• Learners require adequate time to
process new knowledge and practice
skills, suggesting assessments should
be timed appropriately in the learning Slide 47
process.
• Assessments must be manageable for
teachers, even in large classes, to
ensure effective implementation and
evaluation of student performance.
• By prioritizing manageability,
assessments support meaningful
learning experiences for students and
facilitate efficient instructional
practices for teachers.
Principle 6: Variety in Assessment Methods

Assessment must provide learners with
diverse ways to showcase their
achievements:
• Teachers should employ a variety of
assessment methods and activities to
offer learners multiple opportunities to
demonstrate their understanding,

Session Guide Form
skills, and values as outlined in the Slide 48

curriculum.
• By incorporating various assessment
formats such as tests, projects,
presentations, portfolios, and
performances, educators cater to
diverse learning preferences and
talents.
• This principle ensures that assessment
practices are inclusive and equitable,
allowing all students to showcase their
learning in ways that best suit their
strengths and abilities.
Principle 7: Transparent and Ongoing

Assessment Process
Assessment must be transparent and part
of an ongoing process where learners'
progress is monitored over time:
• Teachers utilize assessment criteria
aligned with curriculum standards and
competencies to collect evidence of
learners' achievements throughout Slide 49
their learning journey.
• Clear assessment criteria are
communicated to learners before
assessment activities take place,
enabling them to understand
expectations and goals.
• This transparent and continuous
assessment process ensures that
learners receive timely feedback on
their progress and have opportunities
for growth and improvement over time.
Principle 8: Effective Use of Feedback

Teachers and learners must utilize
feedback effectively to enhance learning and
reflect on the teaching and learning
process:
• Teachers provide ongoing and explicit
feedback to learners, highlighting their
strengths, areas for improvement, and

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strategies for enhancement throughout

the learning and assessment process.
• Learners receive timely and
constructive feedback, enabling them Slide 50
to understand their progress, identify
areas for growth, and take ownership of
their learning.
• Teachers use assessment data to reflect
on, modify, and improve their teaching
practices, ensuring instructional
effectiveness and meeting the diverse
needs of learners.
• This reciprocal feedback loop between
teachers and learners fosters
continuous improvement, promotes
self-regulated learning, and enhances
the overall quality of teaching and
learning experiences.
SHOW: "What is assessed becomes what is

valued, which becomes what is taught." -
McEwan (1995) as cited in Constantinou
(2020)
SAY: This quote underscores the profound

influence of assessment on education. It
suggests that the content and skills
assessed in educational settings shape
what is considered important or valuable in
the curriculum. Consequently, teachers
tend to focus their instruction on these
assessed areas, leading to a reinforcement Slide 51
of the assessed content and skills within
the learning environment. Thus,
assessment practices play a crucial role in
driving educational priorities and shaping
the teaching and learning process.
SAY: In the rapidly evolving landscape of

education, assessments like PISA
(Programme for International Student
Assessment) go beyond traditional

Session Guide Form
measures to evaluate students' abilities in

21st-century skills.
SHOW: Show different sample of PISA items
SAY: Let's take a closer look at various

samples of items from the Programme for
International Student Assessment (PISA). Slide 52
Did you know that PISA has been assessing
21st century skills since then?
As we examine these items, it becomes

evident that skills such as critical thinking,
problem-solving, collaboration, and
communication are integral to PISA
assessments. These skills are not just
desirable; they're essential for success in
today's rapidly evolving world.
By showcasing PISA items that emphasize

21st century skills, we aim to underscore
the importance of integrating these skills
into teaching, learning delivery, and
assessment planning. As educators, it's
crucial that we align our practices with the
demands of the 21st century, preparing
students to thrive in an increasingly
complex and interconnected global
landscape.
Let's explore these samples together and

reflect on how we can effectively incorporate
21st century skills into our instructional
strategies and assessment practices to
better support our learners' success.
SAY: As educators, it's imperative that we

think forward and prepare students for the
challenges of tomorrow. Assessments like
PISA encourage the development of future
skills such as creative problem-solving,
critical thinking, and collaboration,

Session Guide Form
ensuring that our students are equipped to

thrive in the 21st century and beyond.
PISA 2025 introduces a groundbreaking

focus on "Learning in a Digital World." This Slide 59
assessment is designed to gauge students'
proficiency in engaging with an iterative
process of knowledge building and problem-
solving utilizing computational tools.
Competencies:
1. Self-regulated Learning: This competency
assesses students' ability to monitor and
control various aspects of their learning
process. It includes metacognitive,
cognitive, behavioral, motivational, and
affective processes. Students who excel in
self-regulated learning can effectively
manage their learning strategies, set goals,
monitor progress, and adjust their
approaches accordingly.
2. Computational and Scientific Inquiry

Practices: This competency evaluates
students' capacity to leverage digital tools
for exploration, representation of ideas, and
problem-solving utilizing computational
logic. Students proficient in computational
and scientific inquiry practices demonstrate
the ability to analyze complex systems,
devise strategies, and utilize computational
thinking to address real-world challenges.
By integrating these innovative domains

into the PISA framework, educators and
policymakers aim to assess and nurture
students' readiness for the digital era.
These competencies reflect the evolving
demands of the 21st century, emphasizing
the importance of digital literacy, critical
thinking, and problem-solving skills in
preparing students for success in an
increasingly technology-driven world.

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SHOW: This is a comprehensive list of

emerging technologies anticipated by 2025
SAY: These emerging technologies are

poised to revolutionize various industries
and have significant implications for
education, workforce development, and
societal advancement. It's essential for
educators and learners to stay informed
about these advancements to adapt and
thrive in a rapidly changing technological Slide 60
landscape.
SHOW: These are the top skills anticipated

for 2025.
SAY: These skills reflect the evolving

demands of the global workforce and
society, emphasizing the importance of
adaptability, critical thinking, creativity,
and emotional intelligence in navigating
complex challenges and driving innovation.
It's essential for educators and learners to
cultivate these skills to succeed in the Slide 61
dynamic and interconnected world of the
future.
SHOW: How can formative assessment be

reimagined to promote complex 21st-
century skills?
SAY: In the evolving landscape of

education, formative assessment plays a
crucial role in cultivating the complex skills
students need to thrive in the 21st century.
By reimagining formative assessment to

promote these complex 21st-century skills, Slide 62
educators can empower students to thrive
in a rapidly changing world and become
lifelong learners prepared for success in
diverse contexts.

Session Guide Form
SHOW: DO No. 8, s. 2015: Embracing the

Zone of Proximal Development
SAY: In education, understanding and

assessing students' developmental levels
are key to effective teaching and learning
practices.
"At the heart of this assessment framework

is the recognition and deliberate
consideration of the learners’ zone of Slide 63
proximal development (Vygotsky, 1978)."
Zone of Proximal Development (ZPD):

• Introduced by Vygotsky, ZPD refers to
the gap between what a learner can do
independently and what they can
achieve with guidance and support.
• Assessments aligned with ZPD help
educators identify students' current
abilities and scaffold their learning to
reach higher levels of understanding
and skill acquisition.
Implications for Assessment:

• Assessments should be designed to
identify students' current knowledge
and skills while also challenging them
to reach beyond their current
capabilities.
• By considering ZPD, educators can
tailor instruction and provide
appropriate support to facilitate
student growth and development.
Understanding and assessing students'

developmental levels, particularly within
the context of ZPD, is essential for
designing effective teaching strategies and
supporting student progress. By embracing
this approach, educators can create
inclusive and supportive learning

Session Guide Form
environments that foster academic growth

and success for all students.
SHOW: Assessing Developmental Levels:

Glaser's Model vs. Bloom's Taxonomy
SAY: This slide juxtaposes Glaser's model
of criterion-referenced developmental levels
with Bloom's taxonomy to illustrate the
progression of learners' cognitive
development from basic recall to advanced
creation.
Glaser's Model:
• Criterion-Referenced Developmental
Levels: Assess students' proficiency Slide 64
across specific criteria, ranging from
high to low proficiency.
• Focus on Specific Criteria: Targets
learners' performance on predefined
criteria aligned with learning objectives
and standards.
• Differentiated Assessment: Provides
insights into learners' strengths and
areas for improvement, guiding
instructional decision-making.
Bloom's Taxonomy:
• Cognitive Domain: Classifies learning
objectives into six hierarchical levels,
from remembering to creating.
• Progression of Thinking Skills:
Represents the cognitive processes
involved in learning, ranging from basic
recall to higher-order thinking and
creativity.
• Framework for Instruction and
Assessment: Guides educators in
designing learning experiences and
assessments that promote cognitive
development and critical thinking
skills.

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Implications for Assessing Developmental

Levels:
• Comprehensive Assessment: Combines
Glaser's model and Bloom's taxonomy
to assess both proficiency levels and
cognitive development.
• Holistic Approach: Considers not only
what students know but also how they
think and apply knowledge in various
contexts.
• Enhanced Instructional Planning:
Informs instructional strategies and
assessment design to support learners'
holistic development and achievement
of learning goals.
8:30 - 8:45 Implementing SAY: Let's explore the integration of 21st- Slide 65
AM the 21st- century skills into our assessment
(15 mins.) Century Skills practices, aligning with the DepEd vision of
in Assessment producing holistically developed Filipino
learners. These skills encompass
knowledge, attitudes, and competencies
essential for success in both work and life.
In today's rapidly evolving world, traditional

assessments no longer suffice in capturing
the full spectrum of skills and competencies
needed for success in the 21st century. As
educators, it is imperative that we adapt
our assessment practices to align with the
demands of the modern world and prepare
students for the challenges and
opportunities ahead.
DO: Key Points to Consider:

• The advent of technology, globalization,
and the knowledge economy has
reshaped the skills and competencies
required for success in the 21st
century.
• In addition to academic knowledge,
students need to develop a range of
21st century skills such as critical
thinking, communication,

Session Guide Form
collaboration, creativity, and digital

literacy to thrive in today's
interconnected world.
• Assessment serves as a powerful tool
for measuring and fostering the
development of 21st century skills. By
embedding these skills into assessment
tasks and criteria, we can ensure that
students have opportunities to
demonstrate and refine these
competencies.
• Embracing 21st century skills in
assessment not only equips students
with the abilities they need to succeed
in higher education and the workforce,
but also empowers them to become
lifelong learners and adaptable problem
solvers in an ever-changing society.
SAY: In this session, we will explore

strategies and best practices for
implementing 21st century skills in
assessment, equipping you with the tools
and insights needed to prepare students for
success in the modern world.**
SHOW: 21st Century Skills: Anchored on Slide 66

DepEd Vision
SAY: In alignment with the vision of the

Department of Education (DepEd), our
focus is on nurturing Filipino learners who
are equipped with the essential skills,
attitudes, and competencies necessary for
success in both work and life in the 21st
century.
By anchoring our educational practices on

the DepEd vision of producing holistically
developed Filipino learners with 21st
century skills, we are committed to
preparing students to navigate the

Session Guide Form
complexities of the modern world and

contribute meaningfully to society.
Slide 67
SAY: In order to thrive in the rapidly
evolving landscape of the 21st century,
learners must develop a diverse set of
competencies across four essential
categories:
Information, Media, & Technology Skills

• Proficiency in accessing, evaluating,
and utilizing information from a variety
of sources.
• Competence in navigating digital
platforms and utilizing technology for
communication, collaboration, and
problem-solving.
Learning and Innovation Skills

• Analyzing information, evaluating
evidence, and generating creative
solutions to complex problems.
• Generating original ideas, designing
innovative solutions, and taking risks
in pursuit of new opportunities.
Communication Skills
• Articulating ideas clearly and
persuasively in various formats and
contexts.
• Working collaboratively with diverse
teams to achieve common goals and
resolve conflicts constructively.
Life and Career Skills

• Demonstrating resilience and flexibility
in response to changing circumstances
and environments.
• Taking initiative, demonstrating self-
motivation, and exercising leadership
skills in personal and professional
contexts.

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SAY: In our classroom assessments, we

focus on nurturing students' ability to Slide 68
navigate the digital world effectively. Here's
how we do it:
Information, • Students learn to find and evaluate
Media, & information from different sources like
Technology books and websites.
Skills • We incorporate tech tools like online
quizzes to see how well students can
use technology for their studies.
• Assessments include discussions on
responsible online behavior, like
respecting others' privacy and citing
sources.
• Tasks may involve creating digital
projects to showcase their ideas and
creativity using tools like video editing
or digital storytelling.
These assessments help students develop
vital skills for life in a digital society while
enhancing their ability to express
themselves and engage with technology
responsibly.
Visual literacy is crucial in today's visually

dominated world, enhancing the ability to
interpret and communicate ideas through
various visual elements.
Teachers can incorporate visual materials

into lessons and assignments, encouraging
students to analyze and communicate
information through visuals. Assessments
may involve creating presentations,
interpreting images, and critiquing visual
messages.
Information literacy is essential for

effective research, critical thinking, and
responsible communication in the digital
age.

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Teachers can design research projects that

require students to gather information from
diverse sources, evaluate credibility, and
present findings. Assessments should focus
on the ability to differentiate between
reliable and unreliable information and
communicate findings ethically.
Media literacy empowers students to

critically engage with various media forms,
fostering a deeper understanding of how
information is created, presented, and
interpreted.
Teachers can incorporate media analysis

activities, such as examining news coverage
or deconstructing advertisements.
Assessments may involve creating media
products, analyzing media messages, and
demonstrating an understanding of media
laws and issues.
Technology literacy is fundamental for

navigating and utilizing digital tools
responsibly, enhancing learning and
problem-solving in diverse contexts.
Teachers can integrate technology into

lessons, requiring students to use various
tools for research, collaboration, and
presentations. Assessments should
evaluate students' ability to apply
technology in solving problems and
communicating ideas effectively.
Digital literacy goes beyond technical

skills, emphasizing critical thinking, ethical
behavior, and awareness of the societal
impact of digital technologies.
Teachers can address digital citizenship,

online safety, and ethical considerations in
digital communication. Assessments may

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involve evaluating students' ability to use

digital tools responsibly, contribute to
online discussions, and understand the
societal implications of digital technologies.

prioritize nurturing students' ability to
navigate and respond to dynamic
challenges. Here's how we approach it: Slide 74
• Students learn to analyze and evaluate
information to make informed decisions
and solve problems effectively.
Learning and • We encourage students to think
Innovation outside the box, generate original
Skills ideas, and explore innovative solutions
to real-world problems.
• Assessments include tasks that require
students to apply their knowledge and
skills to address complex and
multifaceted problems.
• We assess students' ability to adapt to
changing circumstances, think on their
feet, and adjust their strategies
accordingly.
By embedding learning and innovation
skills into our assessments, we empower
students to thrive in a rapidly changing
world by fostering their ability to think
critically, creatively, and adaptively.
Creativity is crucial in preparing learners

for the ever-changing demands of the
modern world. It involves generating
original ideas, refining them, and
understanding the real-world applications
of innovative concepts.
Teachers can foster creativity by

encouraging students to explore alternative
solutions, apply knowledge in novel ways,
and engage in projects that require original
thinking. Assessments should focus on the

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process of ideation, refinement, and

application.
Openness is essential for embracing new

ideas, perspectives, and experiences. It
contributes to a more adaptable and
inclusive mindset, preparing learners to
navigate diverse and dynamic
environments.
Teachers can create an open and inclusive

classroom culture where students feel
encouraged to explore different viewpoints,
seek out new experiences, and embrace
curiosity. Assessments should evaluate
students' ability to consider alternative
ideas and perspectives.
Critical thinking is foundational for

making informed decisions, solving
problems, and analyzing information. It
involves analyzing evidence, synthesizing
information, and making logical decisions.
Teachers can integrate critical thinking into

lessons by posing challenging questions,
encouraging analysis of data from various
sources, and guiding students in evaluating
the credibility of information. Assessments
should measure students' ability to analyze,
synthesize, and draw reasoned conclusions.
Problem-solving skills are crucial for

addressing complex issues and adapting to
new challenges. It involves recognizing
problems, formulating solutions, and
applying logical reasoning.
Teachers can design activities that require

students to identify and solve real-world
problems, fostering analytical thinking and
creativity. Assessments should focus on the
effectiveness of solutions, the logic applied,

Session Guide Form
and the ability to tackle non-familiar

problems.
Reflective thinking enhances self-
awareness, decision-making, and
continuous improvement. It involves
critically examining one's experiences,
decisions, and actions to inform future
choices.
Teachers can incorporate reflective

practices by encouraging students to
journal, discuss experiences, and evaluate
the implications of their decisions.
Assessments should gauge students' ability
to critically reflect on their actions and
make informed decisions based on past
experiences.

emphasize the importance of effective
communication for various purposes.
Here's how we address it:
• Students learn to articulate their
thoughts and ideas clearly and
coherently, whether through speaking Slide 80
or writing.
• We assess students' ability to listen
attentively, understand others'
Communication perspectives, and respond
Skills appropriately.
• Assessments include group projects
and discussions that require students
to communicate effectively with their
peers, fostering teamwork and
cooperation.
• We provide opportunities for students
to practice presenting their ideas
confidently and persuasively, whether
through oral presentations or written
reports.
By integrating communication skills into
our assessments, we prepare students to
succeed not only in the classroom but also

Session Guide Form
in the workplace and public life, where

effective communication is essential for
building relationships, solving problems,
and achieving goals.
Teamwork is vital in collaborative settings,

mirroring real-world scenarios where
individuals need to work together towards
common goals.
Teachers can facilitate group projects or

activities, assigning roles and
responsibilities to students. Assessments
should measure not only individual
contributions but also how well students
collaborate and make decisions as a team.
Collaboration emphasizes joint decision-

making and shared efforts, fostering a
sense of collective responsibility and
mutual respect.
Group assignments that require students to

pool resources, share information, and
solve problems collaboratively can enhance
collaboration skills. Assessments should
evaluate the effectiveness of collaborative
efforts and communication.
Interpersonal skills are essential for

effective communication, understanding
emotions, and building positive
relationships.
Classroom discussions, group activities,
and role-playing exercises can help
students develop interpersonal skills.
Assessments may include observations of
students' ability to initiate and sustain
conversations, show empathy, and navigate
social situations.
Interactive Communication

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Building oracy skills, including listening

and speaking, is crucial for effective
communication in various contexts.
Classroom discussions, debates, and

presentations provide opportunities for
students to practice interactive
communication. Assessments may focus on
the clarity of expression, active listening,
and the ability to use diverse
communication methods.
Non-verbal cues play a significant role in

communication, influencing how messages
are perceived.
Activities that involve interpreting and

using non-verbal cues, such as role-playing
scenarios or analyzing visual
communication, can help students develop
non-verbal communication skills.
Assessments may include observations of
students' use of body language and
gestures.
Communicating in Diverse Environments

In a globalized world, effective
communication in diverse environments is
crucial for building inclusive and respectful
relationships.
Teachers can create scenarios that reflect

diverse communication contexts.
Assessments should evaluate students'
ability to adjust their communication style,
use appropriate language, and demonstrate
sensitivity to diverse backgrounds.
In our classroom assessments, we focus on

equipping students with the skills they
need to make informed decisions for their
future. Here's how we address it:

Session Guide Form
• Students engage in activities that help

them explore various career paths and
understand the skills and Slide 87
qualifications required for different
professions.
• Assessments include tasks that teach
Life and Career students about budgeting, saving, and
Skills managing finances, preparing them for
responsible financial decision-making
in their personal and professional lives.
• We encourage students to set short-
term and long-term goals for their
academic, career, and personal
development, and assess their progress
towards these goals.
• Assessments incorporate discussions
and projects that raise students'
awareness of global issues and
cultures, preparing them to be active
and responsible citizens in an
interconnected world.
By integrating life and career skills into our
assessments, we empower students to
make informed decisions about their future,
become active and responsible citizens, and
succeed in the global workforce.
Informed decision-making is crucial for

navigating complex situations, considering
multiple perspectives, and weighing risks
and benefits.
Teachers can design activities where

students research, analyze, and make
decisions based on available information.
ability to gather relevant data, consider
alternatives, and make well-informed
choices.
Intrapersonal skills contribute to self-

awareness, emotional regulation, and
effective personal decision-making.

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Reflective exercises, goal-setting activities,

and discussions about managing emotions
can help students develop intrapersonal
skills. Assessments can gauge students'
ability to self-reflect, set goals, and adapt
their approach in different situations.
Adaptive leadership prepares learners to

effectively lead in dynamic and changing
environments, emphasizing accountability,
conflict resolution, and the development of
others.
Teachers can encourage students to take

leadership roles in group projects, mentor
peers, and contribute positively to the
classroom environment. Assessments
should focus on leadership qualities
demonstrated in various situations.
Intercultural understanding promotes

respect, empathy, and awareness of diverse
cultures, fostering a global perspective and
the ability to work harmoniously in
multicultural settings.
Teachers can incorporate diverse

perspectives in the curriculum, organize
cultural exchange activities, and encourage
open discussions about different cultures.
Assessments should gauge students' ability
to appreciate and understand cultural
diversity.
Self-discipline is essential for goal-setting,

time management, and making choices that
contribute to personal and academic
success.
Teachers can help students set realistic

goals, manage their time effectively, and
develop strategies for resisting distractions.

Session Guide Form

ability to demonstrate self-discipline in
various aspects of their lives.
Future orientation encourages individuals

to consider the long-term consequences of
their actions, promoting sustainable
practices and responsible decision-making.
Teachers can integrate discussions on

sustainability, assign projects that involve
future planning, and encourage students to
participate in activities that contribute to a
better future. Assessments should measure
students' understanding of future
consequences and their ability to make
responsible choices.
Resilience & Adversity Management

Resilience enables individuals to bounce
back from challenges and adversity,
fostering adaptability and personal growth.
Teachers can create a supportive

environment that encourages risk-taking,
perseverance, and resilience. Assessments
should evaluate students' ability to
overcome challenges, adapt to new
situations, and demonstrate a growth
mindset.
8:45 - 9:00 Integrating the SAY: Remember that the relationship Slide 95
AM 21st-Century between assessment and instruction is
(15 mins.) Skills in dynamic and mutually influential. Aligning
Assessment assessments with learning objectives,
applying backward design, recognizing
assessment as a learning tool, practicing
constructive alignment, and leveraging
formative assessment feedback are key
elements in creating a harmonious
connection between assessment and
instruction.

Session Guide Form
SAY: Now, let’s delve in on how we integrate

these 21st Century Skills into Classroom
Assessment Practice
Multi-dimensional Assessments: To truly

integrate 21st-century skills, consider
multi-dimensional assessments. These
assess projects not only for content
knowledge but also for creativity, problem-
solving, and effective communication. We
evaluate projects not just for content
knowledge but also for creativity, problem-
solving, and communication.
Portfolio Assessments: Assemble a digital

portfolio showcasing various skills,
including technology literacy,
communication, and critical thinking,
providing a comprehensive view of a
learner's capabilities. Students create
digital portfolios showcasing skills like
technology literacy, communication, and
critical thinking.
Collaborative Assessments: Incorporate

group projects that evaluate teamwork,
collaboration, and interpersonal skills
alongside subject-specific content,
preparing students for collaborative work
environments. Group projects assess
teamwork, collaboration, and interpersonal
skills alongside subject-specific content.
Real-world Problem Solving: Present

students with real-world problems,
assessing their ability to apply knowledge,
think critically, and propose solutions,
bridging the gap between classroom
learning and real-world challenges.
Students tackle authentic problems,
demonstrating their ability to apply
knowledge and think critically.

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Holistic Development: Remember,

classroom assessments should go beyond
content knowledge, fostering holistic skill
development for a well-rounded education.
Assessments go beyond content to foster
overall skill development in students.
Preparation for Future Challenges: By

integrating 21st-century skills, students are
better prepared for the demands of the
future workforce, where these skills are
highly valued. We ensure students are
ready for the demands of the future
workforce, where 21st-century skills are
crucial.
Learner-Centered Approach: Adopt a

learner-centered approach, using
assessment as a tool for personalized
learning, focusing on individual strengths
and areas for improvement. Assessment is
personalized, focusing on individual
strengths and areas for improvement.
Continuous Improvement: Ongoing

assessment allows for continuous reflection
on teaching methods, promoting adaptive
instructional strategies for the ever-evolving
educational landscape. Assessment is
personalized, focusing on individual
strengths and areas for improvement.
SAY: By integrating these practices, we

equip students with essential 21st-century
skills for lifelong success. The integration of
21st-century skills into our assessment
practices is a transformative journey. By
aligning assessments with these skills, we
not only prepare our learners for the
challenges of the future but also contribute
to their holistic development.
9:00 - 9:25 Utilizing the SAY: Now, let's explore the dynamic and Slide 104
AM Formative impactful utilization of formative

Session Guide Form
(25 mins.) Assessment assessment with a specific focus on

Instructional developing 21st-century skills.
Resources
SHOW: Display key points on formative
assessment and 21st century skills.
SAY: Formative Assessment is any

assessment conducted before, during, and
after instruction to enhance teaching or
learning. Its purpose is to immediately use
feedback for instructional adjustments.
DO: Discuss the effectiveness of formative

assessment when embedded in instruction
to promote learning.
Observe Change SAY: Assessment without the use of Slide 108

in Instruction instructional change is not truly formative.
Let's explore how instructional correctives
should be delivered differently from the
initial lesson.
The FA Design DO: Discuss the three key steps in the FA Slide 111
design according to Bookhart (2010):
Understanding the Learning Target,
Establishing the Starting Point, and Taking
Action for Progress.
The Role of SAY: Continuous assessment aids in

Feedback and identifying areas of improvement, and
Revision revision ensures alignment with learning
targets. This feedback loop is essential for
student self-regulation.
What is FAIR? SAY: Formative Assessment Instructional Slide 113

Resource (FAIR) is a comprehensive tool
tailored to optimize the FA process, making
it more efficient, aligned, and beneficial for
both teachers and learners.
SHOW: Display key points about FAIR
FAIR as a Tool

Session Guide Form
DO: Discuss how FAIR is developed to

guide and assist both teachers and
students in the FA process, systematize and
enhance the practice of FA in classrooms,
and determine what students already know,
where they need to go, and how best to get
there.
Mapping
Against 21st DO: Explain how each Learning
Century Skills Competency (LC) is mapped against 21st-
century skills to ensure a holistic learning
experience.
FAIR Slide 123
Framework SAY: The FAIR resource consists of a series
of assessments interjected with
instructional correctives. Let's delve into
the framework that sequences the parts of
Formative Assessment.
FAIR in Practice Slide 124
- Sample SHOW: Display FAIR in practice - Sample
Walkthrough Walkthrough
DO:
The FA Process - Round 1: Discuss the first
round of assessment: Diagnostic
assessment, identifying learners' strengths
and weaknesses, recognizing competencies,
and pinpointing confusions and
misconceptions.
Instructional Correctives - Round 1:

Present features of instructional
correctives: Feedforward, Procedure
explanation, and Key information.
The FA Process - Round 2: Discuss the

second round of assessment: Assessment
during instruction, checking progression
towards the learning competency.
Instructional Mastery - Round 2: Discuss

strengthening the learning competency and

Session Guide Form
addressing the remaining areas of

weakness from the second assessment.
The FA Process - Round 3: Discuss the final

practice opportunity to master the task,
gauging improvement in the learning
competency.
SHOW: Display the format of FAIR and

walkthrough a sample, highlighting the key
components.
DO: Tell them to use this link to access

samples of FAIR for each learning area –
English, Science, and Mathematics:
https://bit.ly/FAIR_Samples
SAY: Utilizing formative assessment with a

focus on 21st-century skills is a powerful
strategy for enhancing teaching and
learning. FAIR, as a comprehensive tool,
guides us in aligning assessments with
desired learning outcomes and nurturing
the skills essential for success in the
modern world.
9:25 - 9:35 APPLICATION Accomplis Slide125
AM hed
(15 mins.) Crafting Integrating 21st Century Skills in Worksheet
Innovative Classroom Assessment Integrating
Assessment 21st
Strategies DO: Participants will revisit their outputs Century
from the sessions on unpacking learning Skills in
competencies, formulating learning Classroom
objectives, determining 21st-century skills, Assessmen
and understanding pedagogy and t
assessment.
SAY: Please refer to your selected learning-

area-specific learning competencies (LCs),
formulated learning objectives, suggested
teaching strategies, and identified
assessment methods.

Session Guide Form
DO: Participants will analyze their learning

objectives and teaching strategies to
identify which 21st-century skills can be
targeted within the context of their subject
area.
SAY: List down these 21st-century skills

alongside the corresponding learning
objectives.
DO: Participants will review their previously

identified assessment methods. With
reference to the identified 21st-century
skills, they will modify their assessment
strategies by:
- Adding new assessment methods that
specifically target 21st-century skills.
- Replacing existing methods with ones
that better assess the targeted skills.
- Deleting methods that are not aligned
with the targeted skills.
Participants will use the provided

worksheet template to document their
analysis and modifications. The worksheet
will include sections for:
- Learning objectives
- Suggested teaching strategies
- Identified 21st-century skills
- Modified assessment strategies
SHOW: Worksheet Template
(Refer to the Integrating 21st Century Skills

in Classroom Assessment Worksheet
Template)

Session Guide Form
DO: Participants will be given ample time to

reflect on their learning experience.
They will consider how their understanding
of 21st-century skills and assessment
methods has evolved throughout the
session.
Ask them that they will share their insights

and key takeaways from the activity.
Provide additional guidance and
clarification as needed.
9:35 - 9:43 SYNTHESIS Reflection Slide 129
AM Notes
(8 mins.) SAY: Now, let's transition to an application
activity called "Classroom Genie." Imagine
the Classroom Genie reappears after our
session, eager to hear about your insights
and learning.
Your task is to write a short note or

message to the Classroom Genie,
summarizing what you gained from the
session and expressing your gratitude.
DO: Pause for participants to write their

notes
SAY: Now, let's reflect. How do you

anticipate applying what you've learned in
your own teaching context? How do you
envision the principles discussed today
influencing your approach to classroom
assessment in the future? Are there specific
goals or milestones you would like to set for
incorporating these ideas into your teaching
practice?
9:43 - 9:45 CLOSURE Slide 133
AM
(2 mins.) SAY: As we wrap up our session, remember
the words of Carol Ann Tomlinson:

Session Guide Form
SHOW: “Assessment is today’s means of

modifying tomorrow’s instruction.”- Carol
Ann Tomlinson
SAY: Thank you for listening and for your

active participation.

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(Enclosure No. 7 to DepEd Memorandum No. 044 s.

Republic of the Philippines

National Educators Academy of the Philippines

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Specifically, the participants will be able to:

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National Educators Academy of the Philippines

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Learning Resource • Slide Deck

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National Educators Academy of the Philippines

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Schedule Detailed Materials

SHOW: Share the Session Objectives Slide 4

SAY: As we progress through this session,

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National Educators Academy of the Philippines

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DO: Present the Stress Check Slide and tell

Look at the photo and if you find more than

SHOW: Present the next slide and show the

“What's the one thing about assessing your

Appreciate the different responses from the

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National Educators Academy of the Philippines

Session Guide Form

implementation of classroom assessments

SAY: I will read a statement, if you believe

After each statement, we will take a

DO: Tell them to feel free to ask for

DO: Encourage participants to share their

Republic of the Philippines

National Educators Academy of the Philippines

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2. Stress the interconnected nature of

6. Classroom assessment is defined as the Slide 26

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National Educators Academy of the Philippines

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• Identifying areas of student knowledge

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National Educators Academy of the Philippines

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• Interpret and evaluate each learner's

SAY: Let's break down the concept of

What do we mean by the word assessment?

DO: Highlight the key points:

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National Educators Academy of the Philippines

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understanding and progress.

SAY: Let me show you an important

SAY: Classroom assessment comes in two

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

Explain how summative assessment

SAY: Formative assessment plays a crucial

Republic of the Philippines