ASSESSMENT IN THE 21ST

CENTURY
Dr. Carlo Magno
Associate Professor of Educational Psychology
De La Salle University, Manila
Answer the worksheet: Activity #1
ADVANCE ORGANIZER
 21st century skills
 Assessment competencies
of teachers
 Shifts in assessment
trends
 “Assessment for learning”
and “assessment of
learning”
 Alternative forms of
assessment
DEFINITION OF ASSESSMENT (AFT,
NCME, NEA, 1990)
 Assessment is defined as a process
of obtaining information that is
used to make educational decisions
about students, to give feedback to
students about his or her progress,
strengths and weaknesses, to judge
instructional effectiveness and
curricular adequacy, and to inform
policy.
 21ST CENTURY SKILLS
 Learning and innovation skills
 Creativity and Innovation
 Critical Thinking and Problem Solving
 Communication and Collaboration
 Information, media, and technology skills
 Information Literacy
 Media Literacy
 ICT (Information, Communications and Technology) Literacy
 Life and career skills
 Flexibility and Adaptability
 Initiative and Self-Direction
 Social and Cross-Cultural Skills
 Productivity and Accountability
 Leadership and Responsibility

Partnership for the 21st century skills

 ASSESSMENT COMPETENCIES FOR
TEACHERS
 Constructed by the AFT, NCME, NEA:
 Teachers should be skilled in:
1. choosing assessment methods appropriate
for instructional decisions.
2. Administering, scoring, and interpreting
the results of both externally produced
and teacher produced assessment
methods.
3. Using assessment results when making
decisions about individual students,
planning teaching, and developing
curriculum and school improvement.
American Federation of Teachers, National Council on Measurement and
Evaluation, and National Education Association in the United States of America.
ASSESSMENT COMPETENCIES FOR
TEACHERS
4. Developing valid pupil grading procedures that
use pupil assessment.
5. Communicating assessment results to students,
parents, other lay audiences, and other
educators.
6. Recognizing unethical, illegal, and otherwise
inappropriate assessment methods and uses of
assessment information.
SHIFTS IN ASSESSMENT
 Testing Alternative assessment

 Paper and pencil Performance assessment

 Multiple choice Supply

 Single correct answer Many correct answer

 Summative Formative

 Outcome only Process and Outcome

 Skill focused Task-based

 Isolated facts Application of knowledge

 Decontextualized task Contextualized task

 Watch Rick Stiggins Video
ASSESSMENT OF LEARNING AND
ASSESSMENT FOR LEARNING
Crucial Distinction

Assessment of Learning
How much have students
learned as of a particular
point in time?

Assessment for Learning

How can we use assessment
to help students learn more?
ASSESSMENT OF LEARNING AND
ASSESSMENT FOR LEARNING

Effect of Previous
Practices: rank students
on achievement by
graduation
New Expectation: Assure
competence in Math,
Reading, Writing, etc.
 Implications?

Assessment and grading

procedures should help
students succeed.
ASSESSMENT FOR LEARNING

 We need to close the gap between

standards and students competencies
 Risk: our society will be unable to
productively evolve in social and
economic sense.
 Assessment is a tool to ensure student
mastery of essential standards.
ASSESSMENT FOR LEARNING
 Mistaken beliefs about how to
use assessment to support
school improvement:
1. High-stakes tests are good for all
students because they motivate
learning
2. If I threaten to fail you, it will cause
you to try harder
3. If a little intimidation doesn’t work,
use a lot of intimidation
MISTAKEN BELIEFS

4. The way to maximize learning is to maximize

anxiety
5. It is the adults who use assessment results to
make the most important instructional
decision.
MISTAKEN BELIEFS

PROFOUND MISTAKE
Teachers and leaders don’t need to understand
sound assessment practices – the testing people
will take care of us.

COUNTER BELIEF
They do need to understand sound assessment
practices.
ALTERNATIVE FORMS OF ASSESSMENT
 Performance based assessment
 Authentic assessment

 Portfolio assessment
 OBJECTIVES
 1. Distinguish performance-based
assessment with the traditional paper
and pencil tests.
 2. Construct tasks that are
performance based.
 Design a rubric to assess a performance
based task
TERMS
 Authentic
assessment
 Direct assessment

 Alternative
assessment
 Performance testing

 Performance
assessment
 Changes are taking
place in assessment
METHOD
 Assessment should measure what is really
important in the curriculum.
 Assessment should look more like instructional
activities than like tests.
 Educational assessment should approximate the
learning tasks of interest, so that, when students
practice for the assessment, some useful learning
takes place.
WHAT IS PERFORMANCE ASSESSMENT?
 Testing that requires a student to create an
answer or a product that demonstrates his/her
knowledge or skills (Rudner & Boston, 1991).
FEATURES OF PERFORMANCE ASSESSMENT
 Intended to assess what it is that students know
and can do with the emphasis on doing.
 Have a high degree of realism about them.

 Involve: (a) activities for which there is no correct

answer, (b) assessing groups rather than
individuals, (c) testing that would continue over
an extended period of time, (d) self-evaluation of
performances.
 Likely use open-ended tasks aimed at assessing
higher level cognitive skills.
PUSH ON PERFORMANCE ASSESSMENT
 Bring testing methods more in line with
instruction.
 Assessment should approximate closely what it is
students should know and be able to do.
EMPHASIS OF PERFORMANCE ASSESSMENT
 Should assess higher level cognitive skills rather
than narrow and lower level discreet skills.
 Direct measures of skills of interest.
CHARACTERISTICS OF PERFORMANCE-
BASED ASSESSMENT
 Students perform, create, construct, produce, or do
something.
 Deep understanding and/or reasoning skills are needed
and assessed.
 Involves sustained work, often days and weeks.
 Calls on students to explain, justify, and defend.
 Performance is directly observable.
 Involves engaging in ideas of importance and substance.
 Relies on trained assessor’s judgments for scoring
 Multiple criteria and standards are prespecified and
public
 There is no single correct answer.
 If authentic, the performance is grounded in real world
contexts and constraints.
VARIATION OF AUTHENTICITY
Relatively Somewhat Authentic
authentic authentic
Indicate which parts Design a garden Create a garden
of a garden design
are accurate
Write a paper on Write a proposal to Write a proposal to
zoning change fictitious present to city
zoning laws council to change
zoning laws
Explain what would Show how to perform Play a basketball
you teach to students basketball skills in game.
learning basketball practice
 Answer worksheet 2
CONSTRUCTING PERFORMANCE BASED
TASKS

1. Identify the performance task in which students

will be engaged
2. Develop descriptions of the task and the context
in which the performance is to be conducted.
3. Write the specific question, prompt, or problem
that the student will receive.
• Structure: Individual or group?
• Content: Specific or integrated?
• Complexity: Restricted or extended?
COMPLEXITY OF TASK
 Restricted-type task
 Narrowly defined and require brief responses
 Task is structured and specific
 Ex:
 Construct a bar graph from data provided
 Demonstrate a shorter conversation in French about what
is on a menu
 Read an article from the newspaper and answer questions

 Flip a coin ten times. Predict what the next ten flips of the

coin will be, and explain why.

 Listen to the evening news on television and explain if you
believe the stories are biased.
 Construct a circle, square, and triangle from provided
materials that have the same circumference.
 Extended-type task
 Complex, elaborate, and time-consuming.
 Often include collaborative work with small group of
students.
 Requires the use of a variety of information
 Examples:
 Design a playhouse and estimate cost of materials and labor
 Plan a trip to another country: Include the budget and

itinerary, and justify why you want to visit certain places

 Conduct a historical reenactment (e. g. impeachment trial of

ERAP)
 Diagnose and repair a car problem

 Design an advertising campaign for a new or existing

product
IDENTIFYING PERFORMANCE TASK
DESCRIPTION
 Prepare a task description
 Listing of specifications to ensure that essential if
criteria are met
 Includes the ff.:
 Content and skill targets to be assessed
 Description of student activities
 Group or individual
 Help allowed

 Resources needed
 Teacher role
 Administrative process
 Scoring procedures
PERFORMANCE-BASED TASK QUESTION
PROMPT
 Task prompts and questions will be based on the
task descriptions.
 Clearly identifies the outcomes, outlines what the
students are encourage dot do, explains criteria
for judgment.
EXAMPLE OF A TASK PROMPT:
PERFORMANCE CRITERIA
 What you look for in student responses to
evaluate their progress toward meeting the
learning target.
 Dimensions of traits in performance that are
used to illustrate understanding, reasoning, and
proficiency.
 Start with identifying the most important
dimensions of the performance
 What distinguishes an adequate to an inadequate
demonstration of the target?
EXAMPLE OF CRITERIA
 Learning target:
 Students will be able to write a persuasive paper to
encourage the reader to accept a specific course of
action or point of view.
 Criteria:
 Appropriateness of language for the audience
 Plausibility and relevance of supporting arguments.
 Level of detail presented
 Evidence of creative, innovative thinking
 Clarity of expression
 Organization of ideas
 Watch video of Cody Green
RATING SCALES
 Indicate the degree to which a particular
dimension is present.
 Three kinds: Numerical, qualitative, combined
qualitative/quantitative
 Numerical Scale
 Numbers of a continuum to indicate different level of
proficiency in terms of frequency or quality
Example:
No Understanding 1 2 3 4 5 Complete
understanding
No organization 1 2 3 4 5 Clear organization
Emergent reader 1 2 3 4 5 Fluent reader
 Qualitative scale
 Uses verbal descriptions to indicate student
performance.
 Provides a way to check the whether each dimension
was evidenced.
 Type A: Indicate different gradations of the dimension
 Type B: Checklist
 Example of Type A:
 Minimal, partial, complete
 Never, seldom, occasionally, frequently, always
 Consistent, sporadically, rarely
 None, some, complete
 Novice, intermediate, advance, superior
 Inadequate, needs improvement, good excellent
 Excellent, proficient, needs improvement
 Absent, developing, adequate, fully developed
 Limited, partial, thorough
 Emerging, developing, achieving
 Not there yet, shows growth, proficient
 Excellent, good, fair, poor
 Example of Type A: Checklist
 Holistic scale
 The category of the scale contains several criteria,
yielding a single score that gives an overall
impression or rating
Example
level 4: Sophisticated understanding of text
indicated with constructed meaning
level 3: Solid understanding of text indicated
with some constructed meaning
level 2: Partial understanding of text indicated
with tenuous constructed meaning
level 1: superficial understanding of text with
little or no constructed meaning
EXAMPLE HOLISTIC SCALE
  Analytic Scale
 One in which each criterion receives a separate score.
Example

Criteria Outstanding Competent Marginal

5 4 3 2 1

Creative ideas
Logical organization
Relevance of detail
Variety in words and
sentences
Vivid images
RUBRICS
 When scoring criteria are combined with a rating
scale, a complete scoring guideline is produced or
rubric.
 A scoring guide that uses criteria to differentiate
between levels of student proficiency.
EXAMPLE OF A RUBRIC
GUIDELINES IN CREATING A RUBRIC
1. Be sure the criteria focus on important aspects
of the performance
2. Match the type of rating with the purpose of
the assessment
3. The descriptions of the criteria should be
directly observable
4. The criteria should be written so that students,
parents, and others understand them.
5. The characteristics and traits used in the scale
should be clearly and specifically defined.
6. Take appropriate steps to minimize scoring
frame
PORTFOLIO ASSESSMENT: EXPLORATION
 Have you ever done a portfolio?
 Tell me about this experience. Did you
enjoy it?
 What elements did you include in your
portfolio?
 Are the materials placed in the portfolio
required?

 Watch video on Portfolio

WHAT ARE PORTFOLIOS?
 Purposeful, systematic process of collecting and
evaluating student products to document
progress toward the attainment of learning
targets or show evidence that a learning target
has been achieved.
 Includes student participation in the selection
and student self-reflection.
 “A collection of artifacts accompanied by a
reflective narrative that not only helps the
learner to understand and extend learning, but
invites the reader of the portfolio to gain insight
about learning and the learner (Porter & Cleland,
1995)
CHARACTERISTICS OF PORTFOLIO
ASSESSMENT

 Clearly defined purpose and learning targets

 Systematic and organized collection of student
products
 Preestablished guidelines for what will be
included
 Student selection of some works that will be
included
 Student self-reflection and self-evaluation
 Progress documented with specific products
and/or evaluations
 Portfolio conferences between students and
teachers
PURPOSE OF PORTFOLIO
 Showcase portfolio: Selection of best works. Student
chooses work, profile are accomplishments and
individual profile emerges.
 Documentation portfolio: Like a scrapbook of
information and examples. Includes observations,
tests, checklists, and rating scales.
 Evaluation portfolio: More standardized. Assess
student learning with self-reflection. Examples are
selected by teachers and predetermined.
ADVANTAGES OF PORTFOLIO
 Students are actively involved in self-evaluation and
self-reflection
 Involves collaborative assessment
 Ongoing process where students demonstrate
performance, evaluate , revise , and produce quality
work.
 Focus on self-improvement rather than comparison
with others
 Students become more engaged in learning because
both instruction and assessment shift from teacher
controlled to mix of internal and external control.
 Products help teachers diagnose learning difficulties
 clarify reasons for evaluation
 Flexible
 Final Workshop
 crlmgn@yahoo.com