1 CHARACTERISTICS

OF THE 21 CENTURY
ST

ASSESSMENT
 Introduction
• In order to thrive in this constantly changing and
extremely challenging period the acquisition of
21st century skills is necessary.

• It is imperative that the educational system sees

that these skills are developed and honed before
the learners graduate. It should be integrated in
the program in each discipline.

• More than just acquiring knowledge, its

application is important. To ensure that the
education has really done its role, ways to
measure or to assess the learning process are
necessary.
• Thus, the assessment process and tools must be
suited to the needs and requirements of the 21st
century.

• Inevitably the 21st century is here, demanding a

lot of changes, development, and re-
engineering of systems in different fields for this
generation to thrive.

• In the field of education, most of the changes of

focused on teaching and learning.
• Preparing and equipping the teachers to cater
the needs of the 21st century learners are part
of the adjustments being done in the education
system.

• Curricula are updated to address the needs of

the community of relation to the demands of the
21st century.

• This aspect of teaching and learning has been

given its share of focus, the various
components/factors analyzed and updated to
ensure the students’ learning will be at par with
the demands of the 21st century.
• Although a lot of changes has been made on the
different facets of education, there are some
members of the educational community calling
for a corresponding development of change in
educational assessment.

• Viewing educational assessment as agent of

educational change is of great importance. This
belief, coupled with the traditional focus on
teaching and learning, will produce a strong and
emerging imperative to alter our long-held
conceptions of these three parts: teaching,
learning and assessment (Greenstein, 2012).
• Twenty-first century skills must build on the core
literacy and numeracy that all students must
master.

• Students need to think critically and creatively,

communicate and collaborate effectively, and
work globally to be productive, accountable
citizens and leaders.

• These skills to be honed must be assessed, not

just simply to get numerical results but more so,
to take the results of assessment of guide to take
the further action.
• Educators need to focus on: what to teach; how
to teach it; and how to assess it (Greenstein,
2012; Schmoker, 2011).

• This section focuses on the characteristics of 21st

century assessment and the different types of
assessment.

• You are expected to integrate the concepts that

will be discussed and apply them in using
appropriate assessment tools and techniques in
making instructional decisions; and finally, relate
assessment to learning outcomes.
 The following eight characteristics of
21st century assessment, are essential
guide for preparation of assessment
activities by educators. It is necessary to
refer to these characteristics to ensure
that the learners are being assessed
towards the skills and demand of the
21st century.
 RESPONSIVE
Visible performance-based work (as a result
of assessment) generates data that inform
curriculum and instruction.
In my Lit 1 1 class, I discussed
about Literature and some
Literary works. For me to
know if the class understood
the lesson, I will conduct a
formative assessment.
In a ¼ sheet of paper, the
students will answer the
question ”How does
Literature mirrors your life?”
and What literary work that
mirrors your life?”
Teachers can adjust instructions, school leaders can
consider additional educational opportunities for
students and policy makers can modify programs
and resources to cater to the present needs of the
school community.

Process for responding to assessments are

thoughtfully developed, incorporating best
practices in feedback and formative assessment.

Feedback is to be targeted to the goal and

outcome.
Rather than just a single test grade, students are
informed of progress toward the attainment of
goal.

Self-reflection, peer feedback, and opportunities

for revision will be natural outcome.
 FLEXIBLE
Assessment need to be adaptable to students’
settings. Rather than the identical approach that
works in traditional assessment, 21st century
approaches are more versatile.
In my Principles of Teaching
1 class, I let my students
have a survey on their
Multiple Intelligences. After
that, I grouped my students
according to their
intelligences and let them
have a creative
presentation.
 Lesson design, curriculum, and assessment require
flexibility, suppleness, and adaptability. Assessment
and responses may not be fitted to expected
answers.

Assessment need to be adaptability. Assessments

and responses may not fitted to expected answers.
Assessment need to be adaptable to students’
settings.

Rather than the identical approach that works in

traditional assessment, 21st century approaches
are more versatile.
 These approaches best fit for the demands of the
learning environment at present since as students’
decisions, actions and applications vary, the
assessments and the system need to be flexible,
too.
 INTEGRATED
Assessments are to be incorporated into day-to-
day practice rather than as add-ons at the end
of instructions or during a single specified week
of the school calendar.
 I assess my students
from time to time
because assessments
are not just given at the
end. I give my students
formative assessments
rather than just giving
them summative
assessments.
 Assessment are enriched by metacognition.
Assessment is about stimulating thinking, building
on prior learning, constructing meaning, and
thinking about one’s thinking.

It offers opportunities for students to consider their

choices, identify alternative strategies, transfer
earlier learning, and represent knowledge through
different means.
 INFORMATIVE
The desired 21st century goals and objectives are
clearly stated and explicitly taught. Students
display their range of emerging knowledge and
skills. Exemplars routinely guide students toward
achievement of targets.
Before I start my
class, I see to it
that my
students are
aware of the
goals and
objectives. With
that, my
students will be
guided with
their
achievements.
 Learning objectives, instructional strategies,
assessment methods, and reporting processes are
clearly aligned.

Complex learning takes time. Students have

opportunities to build on prior learning in a logical
sequence.

As students develop and build skills, i.e. learning

and innovation skills, information, communication
and technology skills, and life and career skills; the
work gets progressively more rigorous.
Demonstration of 21st century skills are evident
and support learning.

Students show the steps they go through and

display their thought processes for peer and
teacher review.
MULTIPLE METHODS
An assessment continuum that includes a
spectrum of strategies is the norm.
 M y students
have different
intelligences, so I
see to it thatI
don’t focus on only
one way of assessing
their learnings.
Students demonstrate knowledge and skills through
relevant tasks, projects, and performance.

Authentic and performance-based assessment is

emphasized.

There is recognition of and appreciation for the

processes and products of learning.
 COMMUNICATED
Communication of assessment data is clear and
transparent for all stakeholders.
 I let my students keep
track of their progress by
returning their papers or
evaluation sheet. I also see
to it that I submit my
student’s grade on time
for their parents to be
aware of their
child/children’s
achievements.
Results are routinely posted to database along with
standards-based commentary, both of which must
be available and comprehensible at levels.

Students receive routine feedback on their

progress, and parents are kept informed through
access to visible progress reports and assessment
data.

The educational community recognizes

achievement of students beyond the standardized
test scores.
 Large-scale measures, including all the results of
traditional and authentic assessment, include and
report on 21st century skills.
 TECHNICALLY SOUND
Adjustments and accommodations are made in
the assessment process to meet the students’
needs and fairness.
 I make sure that my
assessments are valid,
reliable, and supports
comparisons since my
students have different
intelligences, beliefs,
gender and
socioeconomic groups.
 Students demonstrate what they know and how
they can apply that knowledge in ways that are
relevant and appropriate for them.

To be valid, the assessments must measure the

stated objective and 21st century skills with
legitimacy and integrity.

To be reliable, the assessment must be precise and

technically sound so that users are consistent in
their administration and interpretation of data.
They produce accurate information for decision-
making in all relevant circumstances.
 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.
Changes are inevitableso
I make sure that I am
able to identify the needs
of my students and the
community. With that I
will be able to develop
my students into globally
competitive individuals.
 These eight 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 the learners are being assessed towards
the skills and demand of the 21st century.
[Link] Decision in
Assessment
 The major objective of educational assessment is
to have a holistic appraisal of a learner, his/her
environment and accomplishments.

The educational assessment process start 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 (Bloom, 1970).

It is clear that educational assessment encompasses

total educational setting and not limited to the
teacher-student engagement.

It is not merely based on a single aspect such as

taking a test, and checking it. In totality, the
processes of measurement and evaluation are
subsumed in the educational assessment process.
2.1 Decision-making at
Different Phases of
Teaching-Learning
Process
 Assessment is constantly taking place in
educational settings.

Decisions are made about content/subject matter

and specific targets, nature of students and faculty,
morale and satisfaction of both the teachers and
the students, as well as the extent of which
student performances meet the standard and/or
deliver the outcomes expected from them by the
teacher.

Assessments can be used as basis for decision-

making at different phases of the teaching-learning
process.
Any questions?