CHAPTER 1
21st Century Assessment
Overview
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 of each
discipline. More than just acquiring knowledge, its application is important. To ensure that education
has really done its role, ways to measure or to assess the learning process are necessary. Thus, the
assessment processes and tools must be suited to the needs and requirements of the 21st century. In
this chapter, the characteristics of 21st century assessment, how it is used as one of the inputs in
making instructional decision, and outcome-based assessment will be discussed.
Section Intended Learning Outcome
Analyze the fundamental concepts and characteristics of 21st century assessment.
Chapter Intended Learning Outcomes
At the end of this chapter, you should be able to:
1. Use appropriate assessment tools and techniques as applied in instructional decision.
2. Relate learning outcomes and assessment.
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
focused on teaching and learning. Preparing and equipping the teachers to cater to 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 in 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 that 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 corresponding development or 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 as
guide to take further action.
Educators need to focus on: what to teach; how to teach it; and how to assess it (Greenstein,
2012; Schmoker, 2011).
The Assessment and Teaching of 21st Century Skills project (atc21s.org) has a core belief that
alignment of goals with learning and assessment is essential to policy and practice. They emphasize
the importance of balanced assessment systems that incorporate the 21st century goals.
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.
1. Characteristics of the 21" Century Assessment
1.1 Responsive
Visible performance-based work (as a result of assessment) generates data that inform
curriculum and instruction. 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.
Processes 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 a natural outcome.
1.2 Flexible
Lesson design, curriculum, and assessment require flexibility, suppleness, and adaptability.
Assessments and responses may not be 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.
1.3 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.
Assessments 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.
1.4 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.
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 or 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.
1.5 Multiple Methods
An assessment continuum that includes a spectrum of strategies is the norm. Students
demonstrate knowledge and skills through relevant tasks, projects, and performances. Authentic and
performance-based assessment is emphasized. There is recognition of and appreciation for the
processes and products of learning.
1.6 Communicated
Communication of assessment data is clear and transparent for all stakeholders. Results are
routinely posted to a database along with standards-based commentary, both of which must be
available and comprehensible at all 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 standardized test
scores. Large-scale measures, including all the results of traditional and authentic assessments,
include and report on 21st century skills.
1.7 Technically Sound
Adjustments and accommodations are made in the assessment process to meet the student
needs and fairness. Students demonstrates 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 objectives 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.
1.8 Systemic
Twenty-first 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.
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.
2. Instructional 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 starts in analyzing the criterion together with the
teaching-learning environment. It is done to determine the effect of the environment to the teachinglearning 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 the 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 teachinglearning process. The table below depicts the different phases of the teaching-learning process, how
and what decisions are made by the teachers:
Phase
Decision(s) to be made



Before start teaching






During Teaching

Content to cover during following day,
week, month, grading period, and so
on.
Abilities of students considering the
cultural background, interests and
skills of students in planning the
teaching activities.
Materials appropriate to use with the
students
Learning activities that will engage
both the teacher and students as the
lesson being taught
Learning targets that the teacher
wants to achieve as a result of
teaching
Organization and arrangement of
students in class in consideration of
the lessons and activities.
Students learning on what and how
the lesson is presented
Improvement needed to make the
lesson work better
What feedback to give each student
about how well the student is learning
Readiness of the students to move to
the next activity as planned in the
learning sequence
Source(s) of information










Informal observation of students
during class
Conversation with students’
previous teachers
Scholastic aptitude test results
Students’ past grades and
standardized test results
Knowledge of student’s personal
family circumstances
Observation of students during
learning activities
Students’ response to questions
the teacher asked them
Observation
of
student’s
interaction
Diagnosis of the types of errors
the students made or erroneous
thinking the students are using
Look for alternative ways to
teach the materials






After a Teaching Segment
How well students achieve the short
and long term instructional targets
Strengths and weaknesses to be given
as feedback to parents or guardian of
students
Grade to be given to each student for
the lesson or unit, grading period or
end of the course
Effectiveness of teaching the lesson to
the students
Effectiveness of the curriculum and
materials used for the lesson












Identify if there are students who
are not participating and acting
appropriately
Classroom
tests,
projects,
observations
Interviews with students
Standardized test results
Observations of each student’s
classroom participation
Review
each
student’s
homework results
Review
each
student’s
standardized achievement and
scholastic aptitude test results
Review information about a
student’s
personal
family
circumstances
Informal observation of how well
the student has attained the
intended learning targets
Summaries
of
the
class’
performance on the important
instructional targets
Summaries
of
the
class’
performance
on
selected
questions on standardized tests
Summaries of how well the
students liked the activities and
lesson materials
Summaries
of
the
class’
achievement on classroom tests
that match the curriculum
The list of decisions and possible sources of information that could be used as input in
decision-making process is not exhaustive. More can be included, based on teaching-learning
observations and experience during Field Study and Observation courses. Suggested sources of
information for decision-making is not limited to a single choice. A combination of two or more if
necessary may be used to make decision making process as sound as possible.
Based on what was presented, it can be inferred that there is a very close relationship
between assessment and instruction. The data on observation and evidences and other sources of
information serve as basis for the teacher to decide what action he/she needs to do to help the learner
achieve the desired learning outcome. Note that data used may be from informal assessments such
as observation from interaction of teacher and learner and through formal one, such as giving of actual
case/problem for calculation as what mentioned in the above example.
2.2 Assessment in Classroom Instruction
Linn and Gronlund (2000) described the relevance of assessment in instructional decision by
classifying the varied assessment procedures according to use in classroom instruction. The following
are the categories and purposes of each category:
Assessment in Classroom Instruction
CATEGORY
1. Placement Assessment
2. Formative Assessment
3. Diagnostic Assessment
4. Summative Assessment
PURPOSE
Measures entry behavior
Monitors learning progress
Identifies causes of learning problems
Measures end-of-course achievement
Linn (1999) said that informed decision-making in education is very important because of the
benefits it can bring about. Topmost of these benefits is the enhancement of students learning and
development. In addition, there is the boost on morale and feeling of greatness in knowing one’s
competence in the area of academic skill and self-worth in knowing one’s capability to function
effectively in society. Lastly, the affective side of development is equally important, such as personal
dimensions, including being able to adjust to people and coping with various situations that will lead
to a better life adjustment.
2.3 Types of Educational Decision
On a greater scale, the use of assessment in decision-making is not just within the bounds of
the classroom. It extends to the whole education community. Results of assessment may trigger
updates in the existing curriculum and other policies governing the school system. Or it may be the
other way around, so as to plan for changes or development in school assessments and in what
particular aspect of the school system these changes are necessary.
Kubiszyn and Borich (2002) classified the different educational decisions into eight (8)
categories. These types of decisions are described briefly below.
Types of Educational Decision
DECISION
Instructional
Grading
Diagnostic
DESCRIPTION
EXAMPLE
This decision is normally made by individual
classroom teacher, as necessary to meet the
targets or objectives set during classroom
engagement. Decisions are reached
according to the results of test administered
to a class.
It is usually based on teacher-made tests.
Grades are assigned to the students using
assessment as one of the factors.
It is made to determine a student’s strengths
and weaknesses and the reason or reasons.
After a test was given by the teacher, the result is
not so satisfactory thus the teacher may decide to
re-teach the lesson using a different strategy so as
to improve the learning and meet the
objective/target set for that particular lesson.
A quarterly grade is based on the following: result
of the teacher-made test, class participation,
projects, and attendance.
A teacher gave an essay test. The teacher noticed
that the students were able to write more than five
grammatically correct sentences but the
coherence of the ideas contained in the paragraph
is poor. So the result shows that the students still
need more help in understanding the principles of
writing a good paragraph.
Selection
Placement
It involves accepting or rejecting the
examinee based on the results of assessment,
for admission or qualification to a program or
school activity. The decisions are made not by
classroom teachers but by specialists such as
guidance counselors, administrators or the
selection committee.
It is made after a student 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.
College or University Entrance Examination,
Choosing School Representative for a National
Quiz Bee
A diagnostic test for English and Math were given
to freshmen to determine who among them may
encounter difficulty in these areas. Those who will
get a below-average scores will be included in the
remediation program to help the students cope
with the lessons in English and Math.
It utilizes test data to assist students in
making their personal choices for future The NCAE helps to identify which career path the
career and help the know their strengths and students may pursue that matches his/her
weaknesses by means of standardized tests. interests and skills, whether academic, vocational
or technical programs.
Guidance and
On the other hand, teachers may use the
Counseling
results of socio-metric tests to identify who
among the students are popular or
unpopular. Those who are unpopular may be
given help for them to gain friends and
become more sociable.
It is made not at the level of the teachers but The decisions to implement the K-12 Curriculum in
on higher level such as division, regional or order to avoid mismatch among graduates and the
national level. Based on the result of industry and to be at par with the Curriculum
Program or
assessment and evaluation, educational implemented in the Philippines’ neighboring
Curriculum
decisions may be reached: to continue, countries.
discontinue, revise or replace a curriculum or
program being implemented.
It involves determining the implications to To conduct a remediation class, additional budget
resources including financial consideration in is necessary for the logistics (classroom,
order to improve the student learning as a instructional materials, assessment materials,
Administrative result of assessment. It may entail etc.) and also the additional pay for the teachers
Policy
acquisitions of instructional materials, books, that ill handle the remedial classes.
etc. to raise the level of students’
performance in academic, or non-academic
or both.
These aforementioned educational decisions are the primary reasons why assessment in the
educational setting is implemented continuously. Prior to implementing the assessment, its objective
and target must be clearly defined so as not to cause wastage in terms of resources and ensures that
the results will be utilized and evaluated that will consequently yield to recommendations that are
beneficial to the school community in general.
3. 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. In relation to this, teachers who have set clear targets
for their lessons, will be guided accordingly as they deliver their lesson through instructional learning
activities to meet the desired outcomes. Thus, all assessment and evaluation activities must be
founded on the identified student intended learning outcomes (ILO). These ILOs should be identified
and clarified with students so that it will be an effective teaching-learning process as the teachers
commence the learning activities through delivery of the lessons.
3.1 Student Learning Outcome
Student Learning Outcome is the totality of accumulated knowledge, skills, and attitudes that
students develop during a course of study. And this serve as the basis for assessing the extent of
learning in an Outcome Based Education (OBE). Outcome Based Assessment must be continuously
done during the entire teaching learning both by the teachers and students to ensure that the
activities are aligned with the expected outcomes set for the students by the teacher. Providing
feedback including the results of assessment is important to identify the next steps (to be done by the
teacher and student) toward the realization of the intended learning outcome
3.2 Sources of Student Expected Learning Outcome
As aforementioned, outcomes or targets for every lesson is to be defined and clarified by the
teacher at the start of the course/learning activities. This is necessary so as both the students and
teachers will be guided to what steps taken during the course of the teaching-learning activities. There
are several factors that need to be considered in defining the outcomes, to ensure that these are with
the set directions of the program and evaluation setting in general. Following are the factors that need
to be considered in crafting the student expected learning outcomes.
1.
2.
3.
4.
Mission statement of the school.
Mandated policies on competencies and standards issued by government education agencies.
Competencies expected by different professions, business and industry.
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.
6. General 21st century skills focusing on the following:
 Oral and written communication
 Quantitative reasoning ability together with scientific methodology
 Analyzing, synthesizing and developing creative solutions.
 Use or technology
 Information literacy
3.3 Characteristics of Good Learning Outcome
It is important to define outcomes as clearly and explicitly as possible. Good learning
outcomes give emphasis to the application and integration of the knowledge and skills acquired in a
particular unit or instruction (e.g. activity, course program, etc.), and emerge from a process of
reflection on the essential contents of the activity, course, program. etc.
1. Very specific, and use verbs (that makes expectations clear). By being very specific, it informs
students of the standards by which they will be assessed, and ensures that student and
instructor goals in the course are aligned.
2. Focused on the learner: rather than explaining what the instructor will do in the course, good
learning outcomes describe knowledge or skills that the student will employ, and help the
learner understand why that knowledge and those skills are useful and valuable to their
personal, professional, and academic future.
3. Are realistic: all passing students should be able to demonstrate the knowledge or skill
described by the learning outcome at the conclusion of the course. In this way, learning
outcomes establish standards for the course.
4. Focus on the application and integration of acquired knowledge and skills: good learning
outcomes reflect and indicate the ways in which the described knowledge and skills may be
used by the learner now and in the future.
5. Good learning outcomes prepare students for assessment and help them feel engaged in and
empowered by the assessment and evaluation process.
6. Offer a timeline for completion of the desired learning.