Lesson 1: Assessment in 21st Century

     Learning can never be identified as either effective or not unless proper assessment is conducted. As technology advances and industrial revolutions goes beyond, learning also evolved throughout the ages. These days, you will be hearing and seeing terms associated with 21st century. In education it is not only limited to 21st century learning and skills, but also to 21st century assessment.


The core of the 21st century learning skills focuses on:

  1. Critical thinking
  2. Creativity
  3. Communication
  4. Collaboration



21st century assessment focus on how these four learning aspects can be gauged properly serving the three purposes of assessment.

 

Characteristics of 21st Century Assessment

 



There are eight characteristics of 21st Century Assessment. Those are:

  1. Responsive
  2. Flexible
  3. Integrated
  4. Informative
  5. Multiple Methods
  6. Communicated
  7. Technically sound
  8. Systematic

Please watch 1:02 to 6:10 of the explainer video below.

Supplementary video:



References:
  1. Balagtas, M. et al. (2020). Assessment in Learning 2. Quezon City, Philippines: Rex Book Store, Inc.
  2. Cajigal, R. & Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City, Philippines: Adriana Publishing Co., Inc.
  3. Corpuz, B. & Cuartel, I. (2021). Assessment in Learning 2: Authentic Assessment. Quezon City, Philippines: Lorimar Publishing, Inc.
  4. CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 40
  5. CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 25
  6. De Guzman-Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation. Assessment of Learning 2. Quezon City, Philippines: Lorimar Publishing, Inc.
  7. Gabuyo, Y. & Dy, G. (2013). Assessment of Learning II. Quezon City, Philippines: Rex Book Store, Inc.
  8. Garcia, C. (2008). Measuring and Evaluating Learning Outcomes: A Textbook in Assessment of Learning 1 & 2Mandaluyong City, Philippines: Books Atbp. Publishing Corp.

 

Comments

Post a Comment

Popular posts from this blog

Lesson 9 Designing Performance-Based Assessments

Image
  A. Focus of Performance-Based Assessment Performance-based assessment may assess the students’ process, product or both depending bon the learning targets.  Below are the guidelines according to Gronlund (1998) regarding on when to use process-oriented assessment instead of product-oriented assessment and vise versa. Use process when: There is no product The process is orderly and directly observable Correct procedures/steps are crucial Analysis of procedural steps can help in improving the product Learning is at the early stages   Use product when: Different procedures can be used to produce the same product Procedures are not available for observation Procedures have been mastered already Products have qualities that can be identified and judged   The following are the four types of accomplishments of the learners using performance-based assessment according to Gabuyo and Dy (2013). Accomplishment Examples Products Poems, charts, graphs, exhibits
Read more

Lesson 8 Introduction to Performance-Based Assessment

Image
    According to Zimmaro (2003), performance-based assessment is a direct and systematic observation of the actual performance of students based on a predetermined performance criteria. Performance-based assessment is sometimes called as authentic or alternative assessment. Performance assessment implies that students need to demonstrate a particular skill in an actual performance. Authentic assessment means that a teacher must use a realistic situation in the testing material. Meanwhile, alternative assessment means a different assessment method against the conventional or traditional assessment methods that are limited pen-and-paper tests. A. Features of Performance-Based Assessment Gronlund (1998) and Popham (2011) identify the following features which clearly described a performance assessment. Those are: Realistic task.  Task complexity.  Greater time needed.  Multiple evaluation criteria and pre-specified quality standard.  Judgmental appraisal B. Types of Performance
Read more