21st century assessment

1. Assessment in 21st century classrooms

2. What do you mean by assessment?
• Divide yourselves in groups of four and try to find out
the concept behind assessment and why it is
important in education?
• Present your ideas with the class.

3. Definition of Assessment
1. Assessment involves the use of empirical data on student learning to refine programs and improve
student learning. (Allen 2004)
2. Assessment is the process of gathering and discussing information from multiple and diverse sources in
order to develop a deep understanding of what students know, understand, and can do with their
knowledge as a result of their educational experiences; the process culminates when assessment results
are used to improve subsequent learning. (Huba and Freed 2000)
3. Assessment is the systematic collection, review, and use of information about educational programs
undertaken for the purpose of improving student learning and development. (Palomba and Banta 1999)
4. Assessment is the systematic basis for making inferences about the learning and development of
students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using
information to increase students’ learning and development. (Erwin 1991)

4. What do you mean by approaches of
assessment ?
•Divide yourselves in groups of three and try to
describe Approaches to Assessment ?
•Present your ideas with the class.

5. Approaches of Assessment

6. • Diagnostic assessment is completed before teaching a topic or concept to
assess what students already know. Adjustments can then be made to the
teaching schedule.
• Formative assessment is where information is gathered continuously and used
by teachers to adjust their teaching strategies, and students to adjust their
learning strategies.
• Summative assessment can be a class test, quiz or a formal standardized
assessment such as NAPLAN. Used to grade, measure and track students’
progress.

7. What do you know about Fundamental
Components of Assessment
•Divide yourselves in groups of four and try to think
about Fundamental Components of Assessment?
•Present your ideas with the class.

8. Fundamental Components
of
Assessment

9. Formulating Statements of Intended Learning Outcomes – statements describing intentions about what
students should know, understand, and be able to do with their knowledge when they graduate.
Developing or Selecting Assessment Measures – designing or selecting data gathering measures to assess
whether or not our intended learning outcomes have been achieved. Includes
Direct assessments – projects, products, papers/theses, exhibitions, performances, case studies, clinical
evaluations, portfolios, interviews, and oral exams – which ask students to demonstrate what they know or
can do with their knowledge.
Indirect assessments – self-report measures such as surveys – in which respondents share their perceptions
about what graduates know or can do with their knowledge.
Creating Experiences Leading to Outcomes – ensuring that students have experiences both in and outside their
courses that help them achieve the intended learning outcomes.
Discussing and Using Assessment Results to Improve Teaching and Learning – using the results to improve
individual student performance.(Huba and Freed 2000)

10. What do you mean by
assessment tools?
• Divide yourselves in groups of two and try to find out and think
about tools of assessment.
• Present your ideas with the class.

11. Assessment tools are techniques used to measure a student’s
academic abilities, fluency and skills in a specific subject or to
measure one’s progress toward academic proficiency in a specific
subject area.
Assessment tools refer to learning methods educators use to make
informed decisions regarding strategies to enhance student
learning. This helps determine if learning interventions are needed
to ensure student success.

12. Assessment tools

13. What do you mean by
21st century assessment practice?
• Divide yourselves in groups of two and try to find out and think
about 21st century assessment practice.
• Present your ideas with the class.

14. 21st century skills

15. 21st century Assessment practice
• Formative assessment, formative evaluation, formative feedback,
or assessment for learning,
• [1] including diagnostic testing, is a range of formal and informal assessment
procedures conducted by teachers during the learning process in order to
modify teaching and learning activities to improve student attainment.
• The goal of a formative assessment is to monitor student learning to provide
ongoing feedback that can help students identify their strengths and
weaknesses and target areas that need work.
• It also helps faculty recognize where students are struggling and address
problems immediately.[2]
• It typically involves qualitative feedback (rather than scores) for both student
and teacher that focuses on the details of content and performance.[3]

16. 1. The identification by teachers & learners of learning goals, intentions
or outcomes and criteria for achieving these.
2. Rich conversations between teachers & students that continually build
and go deeper.
3. The provision of effective, timely feedback to enable students to
advance their learning.
4. The active involvement of students in their own learning.
5. Teachers responding to identified learning needs and strengths by
modifying their teaching approach(es).
Black & Wiliam, 1998
Key Elements of Formative Assessment

17. What do you mean by
21st century assessment formative
instruments?
• Divide yourselves in groups of two and try to find out and think
about 21st century assessment practice.
• Present your ideas with the class.

18. 21st century assessment formative
instruments
• Checklist
• Rubric
• Check-bric

19. Development of
Assessment formative instruments
• Checklist
• Rubric
• Check-bric
• Try to localize your tool with the help of assessment library

20. What do you mean by
21st century assessment strategies?
• Divide yourselves in groups of two and try to find out and think
about 21st century assessment practice.
• Present your ideas with the class.

21. 21st century assessment strategies

22. What do you mean by
21st century
assessment development?
• Divide yourselves in groups of two and try to find out and think
about 21st century assessment development.
• Present your ideas with the class.

29. What do you mean by
21st century
Assessment in Action?
• Divide yourselves in groups of two and try to find out and think
about 21st century assessment in action.
• Present your ideas with the class.

37. Summative Assessment
• Assessment of learning
• Generally taken by students at the end of a unit or semester to
demonstrate the "sum" of what they have or have not learned.
• Summative assessment methods are the most traditional way of
evaluating student work.
• "Good summative assessments--tests and other graded evaluations--
must be demonstrably reliable, valid, and free of bias" (Angelo and
Cross, 1993).

38. Formative
•‘… often means no more than that
the assessment is carried out
frequently and is planned at the
same time as teaching.’ (Black and
Wiliam, 1999)
•‘… provides feedback which leads
to students recognizing the
(learning) gap and closing it … it is
forward looking …’ (Harlen, 1998)
•‘ … includes both feedback and
self-monitoring.’ (Sadler, 1989)
•‘… is used essentially to feed back
into the teaching and learning
process.’ (Tunstall and Gipps, 1996)
Summative
•‘…assessment (that) has increasingly
been used to sum up learning…’(Black
and Wiliam, 1999)
•‘… looks at past achievements … adds
procedures or tests to existing work ...
involves only marking and feedback
grades to student … is separated from
teaching … is carried out at intervals
when achievement has to be
summarized and reported.’ (Harlen,
1998)

40. K-6 Student Assessment
2005-2006
Grade Assessment Type of Timeframe Other
Level(s) Tool Assessment
Kindergarten
*Observational
Survey Summative End of Kindergarten Year
Results given to
principals
K- 4
*Guided Reading
Levels Formative
Dec./Jan, March,
May/June
Results given to
principals
K- 6 *Writing Sample Summative April - June *
*Pre Tests Formative Throughout Year *
*Post Tests Summative Throughout Year *
*District Wide
Math Assessment To be determined To be determined To be determined
1st - 6th
*Benchmarks Formative Throughout Year
Administered to new and/or
low achieving students

41. K-6 Student Assessment
2005-2006
Grade Assessment Type of Timeframe Other
Level(s) Tool Assessment
2nd - 6th
*Qualitative Spelling
Inventory Formative Completed by Nov. 1st
To be shared at parent
conference
*M.A.P. (NWEA) Formative September *
*M.A.P. (NWEA) Summative June *
Full implementation by
June, 2006
Will replace QRI,
Benchmarks, Gates and
possibly Terra Nova
3rd - 6th *NECAP Summative October *
5th - 6th
*Record of
Instructional Reading
Progress
Summative Dec./Jan, March, May/June
Results given to
principals

42. Self-evaluation
Where would you place your assessment practice on the
following continuum?
The main focus is on:
Quantity of work/Presentation Quality of learning
Marking/Grading
Comparing students
Advice for improvement
Identifying individual
progress

43. Assessment in 21st Century Classrooms
• University of Wisconsin—Stout
www.uwstout.edu/soe/profdev/rubrics.shtml
• Regina Public Schools
http://web.rbe.sk.ca/assessment/Rubrics/#cels
• Canada's Literacy and Essentials Skills Networks
www.nald.ca/CLR/btg/ed/evaluation/evaluation.pdf
• Alaska Department of Education & Early Development
Sample Assessment Instruments
www.eed.state.ak.us/tls/Frameworks/wrldlang/wlinstr3.html
• Exemplars Rubric Samples
www.exemplars.com/resources/rubrics/index.html
• Project Based Learning Checklists
http://blchecklist.4teachers.org/checklist.shtml
• Teacher Planet
www.rubrics4teachers.com/organizational.php
• Bowling Green State University
www.bgsu.edu/offices/assessment/page31439.html
• Palomar College
www.palomar.edu/alp/benchmarks_for_core_skills.htm#com
• University of Arkansas—Fort Smith
www.uafortsmith.edu/attach/Learning/Rubrics/all_rubrics.pdf

44. Assessments by Skill
• Critical Thinking
• Critical Thinking Rubric
University of Scranton
http://academic.scranton.edu/department/assessment/ks
om/Critical-Thinking-Rubric.doc
• Holistic Critical Thinking—Inquiry and Critical Thinking
Rubric
University of Alabama
www.assessment.ua.edu/Rubrics/RUBRIC WEBSITE/UA
RUBRICS/NON UA RUBRICS/Critical
Thinking/Holistic_Critical_Thinking_inquiry.pdf

45. Information Literacy
• Bucknell University
www.bucknell.edu/Documents/ISR/Rubric%20for%20Evaluating%20
Websites.pdf
• McKendree University
www.mckendree.edu/academics/Information_Literacy_Rubric.aspx
• Self-Direction
• Miami University
www.units.muohio.edu/celt/assessment/basics/rubric_samples/Actio
n_Project.pdf
•

46. Leadership
• Leadership Rubric
Iowa State University
www.elps.hs.iastate.edu/edadm/document/Leadership_rubric.pdf
• Habits of Leadership Rubric
Harvard University
www.hks.harvard.edu/saguaro/pdfs/MOSAIC-LeaderHabits.pdf
• Collaboration
• Teamwork Rubric
California State University—East Bay
www.csueastbay.edu/wasc/slo/SLO%20Bus%20Admin%20MBA.doc
• Collaboration Rubric
San Diego State University
http://edweb.sdsu.edu/triton/tidepoolunit/Rubrics/collrubric.html

48. Thank you
For your active participation