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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.
FLEXIBLE
INTEGRATED
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.
MULTIPLE METHODS
COMMUNICATED
TECHNICALLY SOUND
Adjustments and accommodations are made in the assessment process to meet the
students needs and fairness.
SYSTEMIC
There are various techniques used for assessment: formal and informal
observation, qualitative analysis of pupil performance and products, paper-and-pencil
tests, oral questioning, and analysis of student records (Buros, 1990). Teachers are left
to decide how to make use of the assessment results, and which technique will be
employed.
Despite the importance of assessment in today's education, formal training in
assessment design and analysis seems to lacking. "A recent survey showed, for
example, that fewer than half the states require competence in assessment for licensure
as a teacher (Guskey, 2003). Teachers who lack the specific training rely heavily on the
assessment methods of the textbook or instructional materials. "They treat assessments
as evaluation devices to administer when instructional activities are completed and to
use primarily for assigning students' grades (Guskey, 2003)."
First, make assessments useful for students. "Classroom assessments that serve
as meaningful sources of information don't surprise students. Instead, these
assessments reflect the concepts and skills that the teacher emphasized in class, along
with the teacher's clear criteria for judging students' performance (Guskey, 2003)."
These concepts, skills, and criteria align with the teacher's instructional activities, which
also align with state or district standards. "The students see these assessments as fair
measures of important learning goals (Guskey, 2003)." Students further their learning
when teachers provide them with important feedback on their learning progress.
Second, make assessments useful for teachers. The most useful classroom
assessments also serve a purpose for teachers: helping them identify what they taught
well and what they need to work on. Retrieving this information does not have to be
painful. Teachers can simply take note which students failed to meet criteria or missed
specific items. When reviewing the results, teachers must consider the quality of the
item or criteria; then determine whether these items adequately address the knowledge,
understanding, or skill that they were intended to measure (Guskey, 2003). If no
problems are found with the criteria, teachers must take their teaching into
consideration. Guskey says analyzing assessment results in this way means setting
aside some powerful ego issues. Many teachers may initially say, "I taught them. They
just didn't learn it!" But on reflection, most recognize that their effectiveness is not
defined on the basis of what they do as teachers but rather on what their students are
able to do. Can effective teaching take place in the absence of learning? Certainly not.
However, teachers and students share responsibility in the learning process. In some
cases, even with great teaching, some students may not learn perfectly. But, if a teacher
is reaching fewer than half the class, the teacher's method of instruction needs to
improve . This kind of evidence is what teachers need to help target their instructional
improvement efforts (Guskey, 2003).
Enhancing Instruction
When teachers are better informed of the learning progress and difficulties of their
students, they can make better decisions about what a student needs to learn next and
how to teach that material in a manner that will maximize the students learning (Fuchs
1996). According to Fuchs, teachers make three types of decisions using assessment
results:
Outcomes-Based Assessment
Learning targets, competencies, outcomesthese are all ways of describing how
teachers define what it is that students need to know. The basic premise of outcomes-
based assessment is that teachers need to be able to define explicitly, in language their
students can understand and adopt, the key content for which they and their students
will be responsible.
ensuring that every learning activity, inside and outside the classroom, maps
back to the key elements;
providing opportunities for students to demonstrate proficiency in a variety of
modalities;
collaborating up and down grade levels to build coherence of vocabulary and
expectations;
revising and revisiting learning targets in the context of the Common Core
standards and other developments
slideshare.net/sarahmgmoniva/characteristics-of-21st-century-assessment?from_action=save
https://en.wikibooks.org/wiki/Foundations_of_Education_and_Instructional_Assessment/Standa
rdized_Testing/Results Mission
The STATE
CAMARINES NORTE Camarines Norte State College shall provide higher and advanced
COLLEGE
http://www.easlinstitute.org/outcomes-based-assessment/
COLLEGE OF studies in the fields of education, arts and sciences, economics, health,
EDUCATION
Daet, Camarinesengineering, management, finance, accounting business and public
Norte Philippines
administration, fisheries, agriculture, natural resources development
and management and ladderized courses. It shall also respond to
research, extension and production services adherent to progressive
leadership towards sustainable development.
VISION
Camarines Norte State College as a premier higher
education in the Bicol Region
ASSIGNMENT
Preaparation in MSC 8
Assessment of Learning 2
1st Semester S.Y: 2017-2018