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Assessment 2 LESSON 7

Activity Sheet

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Ma'am Joan H.
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Assessment 2 LESSON 7

Activity Sheet

Uploaded by

Ma'am Joan H.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LESSON 7

Characteristics of 21st Century Assessment


1. RESPONSIVE
 Visible performance-based work generates data that inform
curriculum and instruction.
 Processes for responding to assessments are thoughtfully
developed, incorporating best practices in feedback and
formative assessment.
2. FLEXIBLE
 Assessments and responses may not be fitted to expected
answers.
 Assessment need to be adaptable to student’s settings.
 21st century approaches are more versatile than the
traditional.
3. INTEGRATED
 Assessments are to be incorporated into day-to-day practice
rather than as add-ons at the end of instruction or during a
single specified week of the school calendar.
4. INFORMATIVE
 The desired 21st century goals and objectives are clearly
stated and explicitly taught. Students display their range of
emerging knowledge and skills.
5. MULTIPLE METHODS
 An assessment continuum that includes a spectrum of
strategies is the norm.
6. COMMUNICATED
 Communication of data is clear and transparent for all
stakeholders.
7. TECHNICALLY SOUND
 Adjustments and accommodations are made in the
assessment process to meet the students’ needs and
fairness.
8. SYSTEMATIC
 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.
ASSESSMENT IN CLASSROOM INSTRUCTION
CATEGORY PURPOSE
Placement Assessment Measures entry behavior.
Formative Assessment Monitors learning progress
Diagnostic Assessment Identifies causes of learning
progress.
Summative Assessment Measures end-of course
achievements.

TYPES OF EDUCATIONAL DECISION


1. INSTRUCTIONAL
 This decision is normally made by individual classroom
teacher, as necessary to meet the targets or objectives set
during classroom engagement.
2. GRADING
 It is usually based on teacher made tests. Grades are
assigned to the students using assessment as one of the
factors.
3. DIAGNOSTIC
 It is made to determine a student’s strengths and
weaknesses and the reason or reasons.
4. SELECTION
 It involves accepting or rejecting the examinee based on the
result of assessment, for admission and qualification to a
program or school activity.
5. PLACEMENT
 It is made after students has been admitted to school.
 It involves the process of identifying students who needs
remediation or may be recommended for enrichment
program of the school.
6. GUIDANCE AND COUNSELING
 It utilizes test data to assist students in making their
personal choices for future career and help them know their
strengths and weaknesses by means of standardized tests.

7. PROGRAM OR CURRICULUM
 It is made not at the level of the teachers but on higher level
such as division, regional or national level.
9. ADMINISTRATIVE POLICY
 Involves determining the implications to resources including
financial consideration in order to improve the student
learning as a result of an assessment.

OUTCOME BASED ASSESSMENT


1. OUTCOME-BASED ASSESSMENT
 Knowing what is expected from the learners by their
teachers at the end of a particular lesson helps them to meet
those targets successfully.
2. STUDENTS LEARNING OUTCOME
 It is the totality of accumulated knowledge, skills, and
attitudes that students develop during a course of study.
3. SOURCES OF STUDENT EXPECTED LEARNING OUTCOME
 Outcomes or targets for every lesson is expected to be
defined and clarified by the teacher at start of the
course/learning activities.

Factors that needs to be considered in crafting the


student expected learning outcomes
1. Mission statement of the school.
2. Mandated policies on competencies and standards issued by
government education agencies.
3. Competencies expected by different professions, business and
industry.
4. Development plan and goals as well as the current thrusts of
both the national and local governments.
5. Current global trends and developments so that graduates can
compete globally.

General 21st century skills focusing on the following:


1. Oral and written communication.
2. Quantitative reasoning ability together with scientific
methodology.
3. Analyzing, synthesizing and developing creative solutions.
4. Use of technology
5. Information literacy

CHARACTERISTIC OF GOOD LEARNING ASSESSMENT


1. Very specific and use verbs.
2. Focus on the learner.
3. Realistic.
4. Focus on the application and integration.
5. Good learning outcome.
6. Offer a timeline for completion of the desired learning.

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