EXPLORE

A. Given the following school situation, how would you apply the 21st Century assessment Characteristics? Use the
template provided.

Scenario

Before the school year starts, Mr. Cruz--the principal, called the teachers to a meeting and discussed the plans for
the coming school year. One of the agenda of the meeting is the improvement of the tools and methods that the teachers
utilized to assess student’s learning. As per record, the school utilizes traditional assessment practices. He challenged the
teachers to present an updated assessment instrument/tool that is aligned with the required skills of the 21 st century.

Note: For step 1, you may use the assessment tools and instruments based on your observation/field study. For step 2,
you need to do some extra work or research about 21st century assessment.

Step 1.

Assessment Instruments/Tools Currently Used

For what is it used?

Instrument/Tools (purpose) How often is it used?

Test Paper Use to conduct any kind of test After every lesson.
(diagnostic, aptitude and
achievement).
Flash card Use in oral recitation to test student After every topic.
communication and speaking skills.

Reading charts Use to test reading abilities of Every quarter

students.
Step 2.

After filling up the inventory of assessment instruments/tools used, analyse each and classify accordingly as to which
characteristics of 21st century assessment are exemplified by the assessment activities and the assessment
tools/instruments utilized. Use the template provided below.

21st century assessment Current assessment Practices including instruments that exemplify the 21st
century assessment. Note: Activities and instruments may be repeated as
long as they exemplify the characteristics.
Assessment Assessment
Activities Tools/ Instructions
Responsive Heterogeneous tasking Oral questioning

Flexible Simulations Heterogeneous task

Integrated Simulations, Heterogeneous task Performance based assessment

Informative Simulations Tests

Multiple Methods Simulations Heterogeneous task

 21st century assessment Current assessment Practices including instruments that exemplify the 21st
century assessment. Note: Activities and instruments may be repeated as
long as they exemplify the characteristics.
Assessment Assessment
Activities Tools/ Instructions
Communicated Oral reading Reading charts

Technical sound Simulations Oral questioning

Systematic Simulations Performance based test

Findings:

There are so many activities to be administered by different kinds of learners and it did affect their cognitive, affective and
psychomotor domain in every encounter.

Recommendations (next step):

Assessing the learners capability accurately and integrate more and discover knowledge to your student.
Situation Analysis

In relation to what were discussed about instructional decision in assessment, given showing situations, what necessary
assessment actions must be done? Come up with solution/decision/set of actions. Discuss your answers with your
classmates. Use the template provided.

Situation 1
Narration of detailed lesson plan for the next grading period.
Assessment Action:
Preparing tools to be used in
Preparing tools and things to be used in making different lesson plan knowing the competencies of student
/learner also knowing the right objectives to be used accordingly.

Situation 2
Learning targets for the next topic that will be taught.
Assessment Action:

Preparing activities to be conducted during the process. Determining skills and capabilities of the learners so
you can smoothly interact with your student.

Situation 3
Assessment action:

Brainstorming among the class. You may also introduce the next lesson through games or any energizer you
think best suited giving them assignment to be research and read at home.
Situation 4
Preparing for a parent-teacher conference wherein student’s strengths and weaknesses are expected by the parents.
Assessment Action:

Gathering accurate details about the strengths and weaknesses of the students that should be shown and
expected naturally by the parents. Making ready to the tools to be used. Communicating harmoniously with the
parents about the conference.

Situation 5
A grade level competition that requires representative from each class.
Assessment Action:

Choosing the best on the tract from the class in helping him/her enhance his/her skills in order to have the best,
you make conduct skills testing a friendly competition to know and come up with the appropriate competitor.
Given the following situations, identify what student learning outcomes must be met as well as the assessment that
will be done to ensure that the learning outcomes will be met. Discuss your answers together with your classmates.

Situation 1

Teacher Jan aims that her student in Mathematics will have mastery of the four fundamental operations.

Answer:

Teacher John should employ specific activities so his student must have full interest and cooperation with
the topic he is teaching. He can also administer assessment through games or board work assessment. In that way
the student can work on his/her own can think on his own and come up to a great and right answer.

Situation 2

Teacher Ted, handling Science class, wants his students to have mastery of their lesson about conversion of units of
measure before he advances to the next lessons. He does not simply aim for concepts but he wants to have his students
acquire the skill in converting unit of measures.

Answer:

Teacher Ted should slowly teach his lesson and make sure he receives feedback or reaction about the way he
teach in that way he will be able to identify each of his student question and confusing thoughts and return an
authentic response to their respective opinions and questions.
APPLY

Name: Remilyn S. Gonzales Date: 12-28-17

A. Complete the mind map on the 21st century assessment by filling the main characteristics in the big circles and the sub-
points in the smaller circles. (Note: you may add smaller circles, if necessary)

Metacognitive Clear
Stimulating objective
Innovative

Versatile

Authentic
Integrated Informative

Adaptable
Flexible
Multiple Appreciative
21st Century
methods
Assessment
21st century assessment

Responsive
Targets Transparent
Communicated

Systematic Technical
sound
Progress
Informative

Inclusive
Valid
Balance Reliable
Note: The objective of this activity is for you to be able to put into practice what were discussed in this chapter about
student learning outcomes, which is necessary component in an outcome-based assessment.

Actions:

Choose any subject or course that you are interested in. List all the topics from the subject that you have already covered
in your class. Choose only two topics from your list.

For each of the topic, write three (3) student learning outcomes.

Finalize your output for this activity using the templates provided. Use the template below to organize your thoughts.

Subject/Course Topics
SCIENCE a. Evolution
b. Biology
c. Organisms
d. Zoology
MATHEMATICS a. Algebra
b. Arithmetic
c. Geometry
d. Measurement
ENGLISH a. Creative Writing
b. Subject Verb Agreement
c. Conjunction
d. Literature
Topic 1: Biology

Subject/Course: SCIENCE

Topic/Subject Matter: BIOLOGY

At the end of the lesson, the students should be able to:

SLO#1

List the enzymes involve in the process of digestion and how they function on each benefiting organs.

SLO#2

Recognize the significance of biogeochemical cycles in order to equilibrate our environment.

SLO#3

Apply the principles of scientific inquiry. Differentiate the theory from a hypothesis, and differentiate facts
from opinions in regards to biological sciences.
Topic 2: Creative Writing

Subject/Course: ENGLISH

Topic/Subject Matter: Creative Writing

At the end of the lesson, the students should be able to:

SLO#1

Write with proficiency in one or more literary form, (poetry, fiction, creative non-fiction).

SLO#2

Demonstrate practical awareness of classic contemporary and avant-grade models of one or more literary
form.

SLO#3

Response to peers work in one or more creative literary form with constructively critical proficiency.
(Group Activity)

Note: You need to do some research in order to help and guide you in doing this activity, most especially in the cases
indicated in the template.

Case Assessment activities to be done/action and/or decision

Implementation of Education For All (in the Philippines) Assessment activities:

Evaluating countries or each of the family situation and
implements such accordingly and appropriately.

Readiness of Students for the national achievement test
Action/Decision:
Gathering data and accurate information about the benefits
advantages and disadvantages of having one.
Assessment Activities:
Review their knowledge skills or conducting group review
about the lesson having been tackled and form all of it in
their minds.

Implementation of K to 12 Curriculum
Action/Decision:
Letting them utilize their schema and integrate those
through different aspects.
Assessment Activities:
Gather data on how will this curriculum will work on the 21st
century learners conducting exam on how you will go to
your desired and suitable tracts.

Action/Decision:
Benefits of this curriculum must be tackled to the parents as
well as to the students having a clearer view of the results of
this curriculum.
 EXPLORE

Concept Mapping

Construct a concept map showing the relationship between the different types of assessment. Show it to your
classmate and discuss what you have created.

Decontextualized Formative

Contextualize

Assessment for learning

Traditional

Types
Typesofof
Assessment
assessment Summative
Authentic

Assessment of
learning

The context of The role of

The scoring.
assessment the student.
Criterion -referenced
Analytic Holistic

Norm-referenced
Specific approach Global approach
APPLY

Name: Cristine Sadicon Date: 12-28-17

You are a seasoned teacher and some beginning teachers seek for your help in determining the suitable way to evaluate
progress of the students in measuring the following domains. What will you recommend /suggest?

Cognitive

To evaluate the progress of the students in cognitive level, it is best to perform formative assessment. An analytic
assessment is also appropriate. This type can help identify the progress of students in learning.

Affective

To evaluate progress of students in the affective level, holistic assessment is appropriate because it is in form of
reflection papers and journals peer assessment, self-assessment and portfolio.

Psychomotor

Performance based assessment is appropriate to evaluate students’ progress in psychomotor domain. To measure their
skills and procedural knowledge, an assessment requiring an outcome or product.
Overview
In order to thrive in this constantly changing and extremely challenging period, the acquisition of the 21st century
skills is necessary.it is imperative that the educational system sees that these skills are honed and develop before
the learners graduate.it should be integrated in the program of each discipline. More than just acquiring knowledge,
its application is important. To insure that education really done its role, ways to measure or to assess the learning
process is necessary. Thus, the assessment process and tools must be suited to the need and requirements of the 21st
century. In this chapter .the characteristics of the 21st century assessment, how it is used as one of the inputs in
making instructional decision, and outcome- based assessment will be discussed.
ASSESS

Name: Cristine Sadicon Date: 12-28-17

A. Form a group of students. Interview at least five faculty members of your institution. Use the following as your guide.
(Write summary of responses after each question.)

1. What is your definition of assessment?

Assessment is an integral part of education that aims to measure the achievement or how far has student knowledge
and ability has reached. That is parallel to the set outcome.

2. What common assessment techniques are you utilizing in the classroom setting?

Group assessment, journals, portfolios, self-assessment, performance-based assessments, and a variety of tests are the
common assessment techniques utilized in the classroom.

(Organize the responses of the teachers and formulate your conclusions for classroom sharing.)

Conclusion/s:

Types of assessment to be used in a classroom setting depends on the desired outcome that is set an assessment is a
tool to meet what is set.
Complete the matrix of the different types of assessment.
Types of assessment Brief description
Traditional assessment Indirect and inauthentic
measures of student
learning outcomes
Authentic assessment Measures performances
which have learning that
can be attributed to the of
the school
Formative assessment Occurs at the point of
instruction, during
instruction and between
lessons
Summative assessment Conducted at the end of
each section to find out the
student achievement
Analytic assessment Refers to the specific
approach in the
assessment of learning
outcomes
Holistic assessment Refers to the global
approach in the
assessment of the students
learning outcomes
Advantages/Disadvantages Classroom Application
Ease of analysis lack of Paper and pencil test and
context and impact on quizzes
teaching
Focuses on analytical skills Performance based task
and integration of
knowledge
Focuses on the outcomes Quizzes, oral recitation and
high strakes value board work recitation
Focuses on the outcome Periodical examination
low or point value
Assessment shouldn’t be Through teachers feedback
undertaken in the part but about their performance
address the whole
performance
Higher quality and Journal and portfolio
reliability of the result
Contextualized assessment Focus is on students Stimulates and enhance Group activity or group
construction of teamwork game\project
functioning knowledge
Decontextualized Includes written exams and Do not necessarily has Applied through written
assessment focuses on declarative direction to real life exams
knowledge context
Norm referenced Gives us information on There is a limited Competition among
what the student can percentage of competition different skills of different
perform by companying for those who are high learners
students scores
Criterion referenced Describes the performance There is no competition for Performance-based task
of the student who a limited percentage for a
reference to the high score
performance of others
Overview
Assessment is an essential and powerful tool in the teaching and learning process. Moreover it is a process of
obtaining data with which we could measure student competence and learning outcomes. The process begins with the
identification of the specific target goals before collecting and interpreting the information. Classifying and synthesizing of
the gathered data are possible through the use of the different assessment techniques

This chapter deals mainly on the discussion of the different types of assessment being used in the teaching and
learning process. Some terms are used interchangeably but is essential for the student to distinguish and analyse the
concepts, principles, and application of these types of assessment.
Reflection
“There is no such thing as best assessment.”

On this chapter, I have learned that there are various methods and assessment tools that can be used to assess affective
domain of the learners. This includes observation, student self-report and peer ratings. Teacher observation can be
structured and unstructured and there are several observations should be done. Student self-reports can be in a form of
interviews, questionnaires and surveys. I learn that trust is an essential factor in the success of this method because when
trust is not build between the teacher and the students, students may just simply respond in a way that they will please
the teacher even if it is not their true reflection of their real selves. And lastly in peer ratings, I learned that it is the least
common method of assessing the affective domain of the students. There are two methods of conducting peer ratings
which includes the guess who approach and socio metric approach which can be used together with observations and self-
reports that can strengthen the assessment of interpersonal and classroom targets.

-Maureen Eljera-
Reflection
“In an effective classroom, students should not only know what they are doing, they should also know why and how.”
-Harry Wong

In this chapter, I have learned that the 21st century is necessary for learners. It should be integrated in the
program of each discipline. On this chapter, it demands a lot of changes of development and re-engineering of systems in
different fields for this generation of thrive. I’ve also found out that in the field of education most of the changes have
focused in teaching and learning. I’ve also learned about the different characteristics of assessment, instructional decision
of assessment and also outcome-based assessment. In assessment, teacher play various roles and different goals.
Assessment can also be used as basis for decision making of different phases of the teaching and learning process.

-Laiden Castillo -
Reflection
“For teachers, as for students, the most effective evaluation comes from someone who sits beside us and helps us
grow.”

In the chapter 5 effective learning competencies that describes a number of non-cognitive

variables such as attitude, interest and values. I have learned that teacher should assess to remind themselves that there’s
more to being a successful than helping the students obtain high score on achievement and information regarding
students’ affect can help teacher teach more effectively on a day to day basis. And also educators should be interested in
doing affective variables. Because these variables are excellence indicators of student’s future behaviour, social
relationship targets involve interpersonal interaction and competence in the classroom environment, the climate
established through factors such as the affiliation, involvement, cohesiveness, formality, friction, and the warmth. In this
chapter it also says that the academic self con-concept is the way student, describe themselves as learners and their self –
esteem describe how students feel about themselves.

-Alvin john Mira –

Reflection
“Self-assessment is the first step to all assessment.”

Chapter 2 talks about traditional assessment which is done and accomplished to measure students learning
outcome. I have earned so much learning that on this chapter, learners from the past focus on the ability of memorization,
and recall which are lower level of cognition skills. This kind of learning is not applicable to most of our real life situation
because what mostly necessary is how you encounter things be able to apply your learning to it. Also the authentic
assessment should be a representative of performance in the field and self-assessment should play a great role on the
journey of the learner for them to recognize their previous learning time and effort, it may be negative or positive. It also
gives them realization of what must be done and what must not be done to improve more of themselves and attain such
progression. This kind of assessment is standardized and for that reason, they are one shot, speed-based and norm-
referenced.

- Remilyn Gonzales -
Reflection
“Assessment is the on-going process of gathering, analysing and reflecting on evidence to make informed and
consistent judgments to improve future student learning.”

In this chapter, I learned that performance–based assessment is one in which the teacher observes and makes
a judgement about the students demonstration of a skills or competency in creating a product, constructing a response or
making presentation. Student’s ability must be enhanced in order to come up with a presentable and can be seen clearly
product as an evidence of their learning progress. It is also the result of student endeavours in trying to comply with the
imperative on the four corner room along with the teacher instruction.
I learned that each performance –based assessment makes us even stable to distinguish more of our
proficiency and competency. It let us to be profitable of ourselves and to other people also it defines how we potentially
condition our life in many challenges and defiance that may possibly come through.

-Remilyn Gonzales-
Reflection
“Assessment is the engine which drives student learning.”
-John Cowan

Chapter 4 is all about Designing Meaningful Performance- Based Assessment. I have learned that in designing
performance assessment it entails to critical processes, which start from the tasks that the teacher want to assess. It is
helpful for the students because they see the connections between the knowledge, skills and abilities they have learned
from the classroom, including the experiences which help them to construct their own meaning. I also learned that in
defining the purpose of assessment, learning targets must be carefully identified and taken in consideration. I also learned
that if the learning outcomes deal on the procedures which you could specify, then it focuses on process assessment.

- Cristine Sadicon -
Reflection
“Portfolio assessment as opposed to summative assessment speaks for itself- proof of learning vs. promise of
learning.”

In this chapter, I learned that portfolio plays a bigger role in measuring the learner’s outputs. It provides
opportunity to involve students in the assessment process which made themselves become better achiever along the
process as they understand both their weaknesses and strengths. Designing a portfolio assessment requires some advance
and careful planning. It begins with a clear idea about the purpose of the assessment.
Given the actual performance to us, to make a portfolio, isn’t a peanut eating one. It requires much time and energy
to accomplish one, it tests our skills, talents, and patience in the process of making such. Calculating the time exerted, a
typical calculator could not estimate the time we have allocated. A portfolio is an evidence of the student’s attainment of
learning progress.

-Remilyn Gonzales-
Reflection
“The important question is not how assessment is defined but whether assessment information is used.”
-Palomba and Banta

In chapter 8, I am able to know and understand the different purpose in using portfolio. It covers a broad
scope of knowledge and information that’s why as a future teacher I must consider it as an important tool in the field of
education. Teacher uses it for them to easily compile the different learning activities and achievement of the students.

-Leywelyn Rita-
CHAPTER 1
CHAPTER 2
CHAPTER 3
CHAPTER 4
CHAPTER 5
CHAPTER 6
CHAPTER 7
CHAPTER 8
 REFLECTION
“Empowering Education through High Quality Assessment.”

-March 08,2018, thursday, a colloquium was held at room 407 and 408 known as the Highschool
AVR.
The 21st Century is 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 have focused on teaching and learning processes. In order to
ensure that education has really done its role, assessing the learning processes are necessary and important. The
assessment processes and tools must be suited to the needs and requirements of the 21st century because these
will help in developing the skills and capabilities of the learners. These skills and capabilities to be hones must be
assessed not just simply to get the numerical results but to take the result of the assessment as guide to take
further action.
As a future educator, I should learn how to apply and integrate different methodologies, techniques
and strategies in the teaching and learning processes through the use of appropriate assessment tools in
making instructional decisions and relating the assessment to the learning outcomes.
The 21st century is more than just acquiring knowledge, its application is important in having a
globally competent teachers and learners.
 REFLECTION
I have learned that field study program allows the teachers to experience direct classroom
teachings before they finally go to the field. It also provides outcome-based experiential task, such that the
prospective teachers go to increasing opportunities for experience, for simple awareness and participation.
Because of those learning experience we are getting acquainted with the various assessment strategies. It
allows us to observe how the teachers vary their assessment methods and what they consider in doing this
process. From here we are able to recognize the usefulness of assessment in improving teaching and learning.
This experience brings us in contact with actual assessment tools being used in the field especially
the validity of teacher made test which is very useful in grading system.
After being acquainted with various methods of assessment we also observed how test are
administered by the teacher. It guides us in picking up good practices that assists learners in taking test
properly.
Using different learning resources or references we are able to improve our learnings. It also gives
us opportunity to plan with our cooperating teacher a strategy to develop a performance based assessment
tools.
Learning experience 6 which pertains to the use of portfolio assessment, which is the compilation of
all the accomplishments, let us realize that this is a way of doing assessment of what we have learned and how
we have learned things while in the field.
Evidences of Learning