The document explores the implications of the Fourth Industrial Revolution (4IR) on educational assessment, emphasizing the need to integrate technology and prepare students with essential 21st-century skills such as critical thinking, creativity, and effective communication. It discusses various teaching strategies, assessment methods, and standards necessary for adapting education to the evolving technological landscape. The document also outlines the accountability of schools to assess and communicate students' progress in developing these skills to stakeholders.

1. Educational Assessment in the 4IR
Carlo Magno, PhD crlmgn@yahoo.com

2. Advance Organizer
What are the
implications of the
4IR on Educational
Assessment and
Education as a
whole?
What skills do we
need to assess
given the
landscape of the
4IR?
How do we assess
such skills to
prepare students
in the 4IR?
What standards
should schools
adapt to prepare
students in the
4IR?

3. Industrial RevolutionImplications of the 4IR

4. Implications of the 4IR
Changes in education, economic, social, cultural, and
human environments, at the contemporary period, to
converge with technology.
The educational sphere provides the training and
formation of learners who spearheads the creation of
technologies.
The formation process would heavily require learning
experiences that is closely integrated with technologies.

5. Implications of the 4IR
• Example of learning experiences:
– Online discussion boards
– Supplementary online learning resources for
the learners to study
– Teaching strategies and models implemented
in learning management systems
– Communicating with classmates and teachers
online
– Accomplishing school tasks making use of
online applications
Implications of the 4IR

6. Implications of the 4IR
• Technology is not limited to use of tablets and
internet, technology refers to:
– (1) scientific knowledge generated in the schools
(constructivist perspective),
– (2) mediums how these scientific information are
disseminated (information dissemination and
multimedia),
– (3) transforming these information to structures that
can be understood by people in different fields
(scientific communication),
– (4) using the existing models to be expanded to
advance models (future perspectives),
Implications of the 4IR

7. Implications of the 4IR
Technology refers to:
 (5) using the present theories and models to ask
further questions (natural curiosity of learning via
discovery),
• (6) generating efficient ways to execute and
conduct processes (e. g. Better ways of studying
and reading),
• (7) building models and concepts to explain a
phenomenon (student activities, policy
formulations),
• (8) creating a set of concepts to understanding
cause and effect relationship (educational
programs)
Implications of the 4IR

8. Implications of the 4IR
Technology refers to:
• (9) comparing events and systems in order to
come up with an enhanced system (students
activities),
• (10) formulating strategies and products to
solve problems (investigative projects), and
• (11) attitudes with future time perspective
(character formation and lifelong learning).
Implications of the 4IR

9. What skills do we assess?
• Learners need to be prepared
to:
– be flexible in their future careers,
– create knowledge,
– think critically to verify valid
information, and
– communicate well with others
• The characteristics of the
learners reflects the 21st century
skills

10. Models of 21st Century skills
Partnership for 21st
Century
EnGauge
Framework from
Metiri/NCREL
Organization for
Economic
Cooperation and
Development
Educational Testing
Service
International
Society for
Technology in
Education ICT Skills
American
Association of
College and
Universities
National Education
Association
Intel teach
Digital learning
solutions
ASCD
Asia Societies:
Global Cities
Education Network
Dede’s
Neomillennial
Learning Styles
Jenkins’ Literacies
based on New
Media

11. • Which model is adapted by the K
to 12 Basic education?

12. The 21st Century Skills
Life and Career Skills
Information, Media and Technology Skills
Learning and Innovation skills
Communication and Collaboration

13. Learning and Innovation Skills
• Creativity and Innovation
– Think creatively
– Work creatively with others
– Implement Innovation
• Critical thinking and Problem solving
– Reason effectively
– Use systems thinking
– Make judgments and decisions
– Solve problems

14. Communication and Collaboration
• Communicate clearly
– Articulate thoughts and ideas
– Listen effectively
– Communicate with a range of purpose
– Utilize multiple media
– Communicate in diverse environment
• Collaborate with others
– Work effectively and respectfully
– Willingness to be helpful
– Shared responsibility

15. Information, Media, and Technology
Skills
• Information Literacy
– Access and evaluate information
– Use and manage information
• Media literacy
– Analyze media
– Create media products
• ICT Literacy
– Apply technology effectively

16. Life and Career Skills
• Flexibility and adaptability
– Adapt to change
– Be flexible
• Initiative and self-direction
– Manage goals and time
– Work independently
– Be self-directed learners
• Social and cross cultural skills
– Interact effectively with others
– Work effectively in diverse teams

17. Life and Career Skills
• Productivity and accountability
– Manage projects
– Produce results
• Leadership and responsibility
– Guide and lead others
– Be responsible to others

18. What skills do we assess?
• The teachers, parents and other stakeholders of
assessment results needs to be provided with
information whether the learners are able to
develop these 21st century skills.
• The accountability of the school is done in two
pathways:
– Presenting information with evidences of the four 21st
century skills
– communicating the progress of the learner with these
skills

19. What skills do we need to assess?
21C skills English (Grade
6)
Mathematics
(Grade 7)
Science
Learning and
innovation skills
-Self-correct
when reading
-Use
appropriate
graphic
organizers in
texts read
-Solves
problems
involving sets.
-Evaluates
algebraic
expressions for
given values of
the variables.
-Explain the
different
processes that
occur along the
plate
boundaries;
-Explain the
effects of EM
radiation on
living things
and the
environment;
What skills do we assess?

20. What skills do we need to assess?
21C skills English (Grade
6)
Mathematics
(Grade 7)
Science
Communication
and collaboration
-Relate an
experience
appropriate to the
occasion
-Use appropriate
strategies to keep
a discussion going
-translates English
phrases to
mathematical
phrases and vice
versa
-uses appropriate
graphs to
represent
organized data: pie
chart, bar graph,
line graph,
histogram, and
ogive
-suggest ways by
which he/she can
contribute to
government
efforts in reducing
damage due to
earthquakes,
tsunamis, and
volcanic eruptions
-write an essay on
the importance of
adaptation as a
mechanism for the
survival of a
species
What skills do we assess?

21. What skills do we need to assess?
21C skills English (Grade
6)
Mathematics
(Grade 7)
Science
Information,
Media and
Technology skills
-Write a 3-
paragraph
editorial article
using pagemaker
-Make
connections
between
information
viewed and
personal
experiences
-Represents
point, line and
plane using
concrete and
pictorial models.
-Uses a compass
and straightedge
to bisect line
segments and
angles and
construct
perpendiculars
and parallels.
using any form
of media,
present chemical
reactions
involved in
biological and
industrial
processes
affecting life and
the environment
What skills do we assess?

22. What skills do we need to assess?
21C skills English (Grade
6)
Mathematics
(Grade 7)
Science
Life and Career
skills
-Show tactfulness
when
communicating
with others
-Observe
politeness at all
times
-represents real-
life situations
which involve real
numbers.
-explains the
importance of
Statistics.
-demonstrate
ways to ensure
disaster
preparedness
during
earthquakes,
tsunamis, and
volcanic eruptions
-cite examples of
practical
applications of the
different regions
of EM waves, such
as the use of radio
waves in
telecommunicatio
What skills do we assess?

23. What skills do we need to assess?
21C skills English (Grade 6) FA1 FA2 FA3
Learning
and
innovation
skills
Self-correct when reading 3 3 4
Use appropriate graphic
organizers in texts read
3 4 4

24. What skills do we need to assess?
21C skills English (Grade 6) FA1 FA2 FA3
Communic
ation and
collaboratio
n
Relate an experience
appropriate to the occasion
1 2 4
Use appropriate strategies to
keep a discussion going
1 1 3
What skills do we need to assess?

25. What skills do we need to assess?
21C skills English (Grade 6) FA1 FA2 FA3
Informatio
n, Media
and
Technolog
y skills
Write a 3-paragraph editorial
article using pagemaker
2 3 4
Make connections between
information viewed and
personal experiences
1 1 3
What skills do we need to assess?

26. What skills do we need to assess?
21C skills English (Grade 6) FA1 FA2 FA3
Life and
Career
skills
Show tactfulness when
communicating with others
2 4 4
Observe politeness at all times 2 3 4
What skills do we need to assess?

27. What skills do we need to assess?
21C skills English (Grade 6) RS PR z
Learning and
innovation skills
Self-correct when reading 3 45 0.11
Use appropriate graphic organizers in texts
read
5 70 1.52
Communication
and collaboration
Relate an experience appropriate to the
occasion
4 90 2.32
Use appropriate strategies to keep a discussion
going
2 31 -1.21
Information,
Media and
Technology
skills
Write a 3-paragraph editorial article using
pagemaker
2 20 -1.90
Make connections between information viewed
and personal experiences
3 67 1.02
Life and Career
skills
Show tactfulness when communicating with
others
4 75 1.68
Observe politeness at all times 4 80 2.45
What skills do we need to assess?

28. What skills do we need to assess?
• Communicating assessment results to learners
– Feedback
– characterizing the product produced,
– procedure undertaken by the learner, and
– strategies to improve the work
What skills do we need to assess?

29. What skills do we need to assess?
• Communicating assessment results to parents
– (1) Allow the parents to relay the information they
have,
– (2) ask permission for you to restate the facts,
– (3) avoid judging the ability of the child and focus
on the marking criteria, and
– (4) commit a course of action
What skills do we need to assess?

30. How do we assess?
• Written and Performance-based
• Formative and summative

31. How do we assess?
• 1. When checking individual work of several
learners
• 2. When providing feedback on learners’
individual work
• 3. When checking group performance
• 4. Checking for integrated skills in culminating
tasks
How do we assess?

32. How do we assess?
• 1. When checking individual work of several
students
• Use of individual boards
• When a correct answer is required with one
problem for all students, they can write their
answers in a small white board or blackboard and
they raise their answers.
• The teacher is able to easily detect learners who
still needs more practice.
• When students use tablets, they may doodle
their answers and raise the tablets.
How do we assess?

33. How do we assess?
• 1. When checking individual work of several
students
• Use clickers
• An online platform is provided by the teacher
where the question is contained.
• Students select their answers in their mobile
devices.
• The screen displays who among the students
got the correct and incorrect answers.
How do we assess?

34. How do we assess?
• 1. When checking individual work of several
students
• Reading sample works
• When long answers with some explanations are
required by the teacher, the learners write their
answers in a piece of paper.
• The teacher collects the papers and reads the
answers one by one in front so that immediate
feedback can be given.
• This is also a good way to introduce some
concepts while the answers are read.
How do we assess?

35. How do we assess?
• 1. When checking individual work of several students
• Display and feedback on works
• When the responses of students are lengthy and
complex such as essays and research, the teacher can
flash the work of the students on the board with
comments and corrections.
• The teacher spends time explaining the feedback and
suggests ways on how to improve the papers.
• The teacher can detail the suggestions for
improvement.
• This is done as part of the lesson.
How do we assess?

36. How do we assess?
• 2. When providing feedback on learners’ individual
work
• Portfolio
• After the drafts of an entry is collected in a portfolio,
the teachers schedules some time with the learners.
• The teacher shows the progress of the learner from the
first draft to the latest.
• The teacher asks questions about the insight of the
learner in each entry.
• The session is ended by asking future strategies of the
learner to further improve the skill.
How do we assess?

37. How do we assess?
• 2. When providing feedback on learners’
individual work
• Discussion board
• Students can upload their work in a Learning
Management System and the classmates and
the teacher provides their feedback in a
discussion board.
• The students can upload an improved version
and others can see the improvements done.
How do we assess?

38. How do we assess?
• 2. When providing feedback on learners’
individual work
• Self-checklist
• Before the students perform a task, the checklist
is provided to them and they rate their own work.
• Afterwards, the teacher compares their rating
using the same checklist to the students’ ratings.
• The teacher explains if there are discrepancies.
How do we assess?

39. How do we assess?
• 3. When checking group performance
• Group feedback
• After the performance, the teacher spends
time giving feedback on the performance.
• The feedback provided is based on the give
criteria.

40. • 3. When checking group performance
• Round robin
• To determine the contribution of each
member, each of them rates each others’
contribution and the teacher consolidates.
How do we assess?

41. • 3. When checking group performance
• Process monitoring
• While the learners are doing the task, the
teachers go around with a copy of the
checklist and provide feedback on the process.
• This avoids major drawback on the final
product because errors are immediately
corrected during the process.
How do we assess?

42. • 4. Checking for integrated skills in culminating
tasks
• Pre-final performance
• Before the final performance on the summative
assessment, the group is provided with an
opportunity to perform.
• Feedback is provided at the end of the
performance and the learners list down the
feedback to make changes and improvement for
the final performance.
How do we assess?

43. • 4. Checking for integrated skills in culminating
tasks
• Video Recording of a performance task
• The culminating activity contains complex
integrated skills and all the necessary skills
may not be captured at a short period of time.
• The performance can have a recorded version
so that the rater can play and replay segments
of the performance when rating.
How do we assess?

44. • 4. Checking for integrated skills in culminating
tasks
• Using separate rubrics for each task
• Having several rubrics or rating scales can be
used when rating multiple skills in one
performance.
• If a performance task would require a
presentation and a written report.
• Two rubrics can be used for each task.
How do we assess?

45. School Standards
• 1. Schools’ strategic plan
Strategic
Objective
KPI for 2019 KPI for 2020 KPI for 2021
Integrate
technology in
the curriculum
25% of the
lessons in 5
subjects
integrate
technology
50% of the
lessons in all
subjects
integrate
technology
100% of the
lessons in all
subjects
integrate
technology
Use online
resources and
applications for
the subject
areas
100 mpbs
internet speed
dedicated for
students and
faculty use
120 mbps
internet speed
dedicated for
students and
faculty use
200 mbps
internet speed
dedicated for
students and
faculty use

46. • 2. School Facilities
– School-wide use of Learning Management
Systems
– Provision of tablets for each student
– Provision of e-books in the learning
commons
– “Fast” internet access for all students and
teachers
School Standards

47. • 2. School Facilities
– Provision of hardware for teachers (e. g. Laptops,
tablets etc)
– Students with no internet at home can access to
school internet
– Available computers and tables for students use in
learning commons
– Smartboard in every classroom replaces the
projector
School Standards

48. • 3. Teaching and Learning Practices
– Teaching standards and observation include
teacher’s use of technology
– Technology is used in all subjects.
– Teachers design task using technology
– Students can self-study lessons that are available
in the learning management system
School Standards

49. • Teaching and learning practice
– Assessment tasks for different ability levels of
learners are available in the learning management
system
– Teachers have the opportunity to talk about the
lesson through discussion boards
– Teachers monitor student progress using data
from the learning management system
– Teachers design tasks and gather evidence for the
21C skills
School Standards

50. The vision to create a productive world
depends on the investment and passion
we have for our learners

51. https://cladasia2015.wixsite.com/cladasia