4-24-19 HANDOUT-MUBalagtas PPT On Assessment PDF

Assessment Approaches in the 21st
Century
April 24, 2019
Sequoia Hotel, Mother Ignacia Avenue, Quezon City
DR. MARILYN UBIÑA-BALAGTAS

Resource Person
Balagtas, M.U. ( 2019). Assessment Approaches in the 21st Century

Teacher Training Program for
Newly-Hired Teachers Under RA 10612
SESSION OBJECTIVES
The session aims for the participants to demonstrate their
understanding of the purposes and approaches in assessing
learning in the 21st century. In particular, it is expected for the
participants to:
• describe the changing role of assessment in the 21st
century;
• evaluate the appropriateness of and innovations in the use
of pen-and-paper assessment, performance-based
assessment, and portfolio assessment; and
• reflect on the role of assessment in the 21st century
teaching and learning Balagtas, M.U. ( 2019). Assessment Approaches in the 21st Century
TOPICS OUTLINE
1. Purposes of Assessment
1.1 Assessment of Learning
1.2 Assessment for Learning
1.3 Assessment as Learning
2. Approaches in Assessing Learning
2.1 Pen-and-Paper Test Using Revised Bloom’s Taxonomy and
SOLO Framework
2.2 Performance-Based Assessment
2.3 Portfolio Assessment
3. Assessment in the 21st Century (P21 Framework) and in the
DepEd Memo No.8 s 2015 Balagtas, M.U. ( 2019). Assessment Approaches in the 21st Century
PURPOSES OF ASSESSMENT IN LEARNING
1. Assessment of Learning
2. Assessment for Learning
3. Assessment as Learning
Balagtas, M.U. ( 2019). Assessment Approaches in the 21st
Century
PURPOSES OF ASSESSMENT
Assessment FOR Learning
1. Assessment should have a clear target aligned

with instruction and learning.
2. Assessment needs a clear content applied in the
context of the learners.
3. Assessment of learning is embedded in

instruction.
4. The success of new learning is reinforced if it is
linked to previously acquired learning.
Assessment FOR Learning
5. Assessment is continuous until

students attain their target.
6. Assessment allows detection of causes
of students’ failure in attaining targets.
7. Assessment results are communicated
to the students and discussed with
them to identify needed adjustments
in teaching and learning.
Assessment OF Learning
1. Assessment certifies students’

success in learning.
2. Assessment certifies effective
teaching.
3. Assessment signals end of

instruction.
Assessment AS Learning
1. Students set their own learning targets.
2. Students are involved in the

development/finalization of assessment
instruments.
3. Students assess themselves objectively

guided by a clear assessment
instrument.
4. Students create own ways to attain
learning targets.
5. Students reflect continuously on the

progress of learning.
6. Assessment is a shared responsibility of

the teachers and students.
Simplified Instructional Process Assessment Process
Prepare Instructional Objectives
Pre-assess Learner’s Needs Placement Test
F
Provide Relevant Instruction
Monitor Learning
Formative Test O
Progress
Diagnostic Test
R
Diagnose Learning
Difficulties
Evaluate Intended Summative Test OF

Outcomes
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••Its purpose is to assess the needs of the
learners to have basis in planning for a
relevant instruction.
PLACEMENT
••Teachers use this assessment to know what
their students are bringing into the learning
Done prior to situation and use this as a starting point for
instruction
instruction.
••The results of this assessment place

students in specific learning groups to
facilitate teaching and learning.

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•• It is this assessment where teachers continuously
monitor the students’ level of attainment of the
learning objectives.
•• The results of this assessment are communicated

clearly and promptly to the students for them to
know their strengths and weaknesses and the
FORMATIVE progress of their learning.
Done during •• This assessment could be written or through

instruction observations of on-going interactions between the
teacher and the students or between and among the
students themselves.
•• This is a non-graded assessment as the intention is

to make teaching more effective to produce quality
learning.

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•• This is used to determine students’ recurring or
persistent difficulties in the lesson learned.
•• It searches for the underlying causes of student’s

learning problems that do not respond to first aid
treatment.
DIAGNOSTiC
•• It helps formulate a plan for detailed remedial

Done during
instruction instruction.
•• This is a non-graded assessment as the intention is to

make teaching more effective and relevant in
addressing the difficulties of the students in
understanding their lesson.

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Assessment OF learning
done after the instruction. This is usually
referred to as the summative assessment.
- It is used to certify what students know and can do and the level of
their proficiency or competency.
Test Development
- Its results reveal whether or not instructions have successfully
achieved the curriculum outcomes.
- The information from assessment of learning is usually expressed
as marks or letter grades.
- The results of which are communicated to the students, parents,
and other stakeholders for decision making.
- It is also a powerful factor that could pave the way for educational
reforms.

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Assessment AS learning
happening at any point of the instructional
process.
- For the students, this purpose of assessment enables

them to become responsible in planning, strategizing,
Test Development
monitoring and in assessing the progress of their own
learning.
- For the teachers, this purpose of assessment enables
them to understand and perform well their role of
assessing FOR and OF learning. It requires teachers to
undergo training on how to assess learning and be
equipped with the competencies needed in performing
student assessment.

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ASSESSMENT IN THE 21ST CENTURY

20th Century
Assessment of
Learning
Assessment for
Learning
Assessment as
Learning
21th Century
Century
20th Century
1. Summative
2. Formative
3. Formative and
Summative
21th Century
Century
20th Century
Teacher-reliant
Learner-engaged
Learner-empowered
21th Century
Century
20th Century
Pen-and-Paper
Performance-based
Portfolio-based
21th Century
Century
20th Century
Pen-and-Paper
Computer-based
Cloud-based
21th Century
Century
20th Century
Face-to-Face
Blended
Online
21th Century
Century
20th Century
Face-to-Face
Blended
Online
21th Century
Century
20th Century
Fixed
Differentiated
Open
21th Century
Century
1. Improved/Authentic Pen-and-Paper
Assessment
2. More authentic Performance- based
Assessment
3. More student-negotiated process and
product learning portfolio
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CLASSROOM ASSESSMENT
What do we mean by
improved pen-and-paper test?

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ASSESSMENT FRAMEWORKS
20th Century Framework 21st Century Framework
(Bloom & Associates, 50s) (Anderson & Krathwohl, 2001 )
• Evaluation •Create
• Synthesis •Evaluate
• Analysis •Analyze
• Application •Apply
• Comprehension •Understand
• Knowledge •Remember
Knowledge Description
Dimension
Factual Terminologies, specific details and
elements
Conceptual Knowledge of classifications, principles ,
generalization, theories, models, and
structures
Procedural Knowledge of subject-specific skills and
algorithms/procedures
Metacognitive Self-knowledge, strategic knowledge,
contextual and conditional knowledge,
knowledge of a cognitive task
Cognitive Behaviors in the
Revised Bloom’s Taxonomy
Retrieving, recognizing, and recalling relevant
Remember:
knowledge from long-term memory.
Constructing meaning from oral, written, and graphic
Understand: messages through interpreting, exemplifying,
classifying, inferring,comparing and explaining.
Carrying out or using a procedure through executing,
Apply:
or implementing.
Breaking material into constituent parts, determining
how the parts relate to one another and to an overall
Analyze:
structure or purpose through differentiating,
organizing, and attributing.
Making judgments based on criteria and standards
Evaluate:
through checking and critiquing.
Putting elements together to form a coherent or
functional whole; reorganizing elements into a new
Create:
pattern or structure through generating, planning, or
producing.
Which of the 24 cells is the
least/most authentic?
Dimensions Remember Understand Apply Analyze Evaluate Create
Factual Least 5 9 13 17 21
authentic
Conceptual 2 6 10 14 18 22
Procedural 3 7 11 15 19 23
Metacognitive 4 8 12 16 20 Most
authentic
Which way of questioning is the most
authentic in assessing learning? Why?
Factual 1. What is 9 in 4 + 5 = 9?
Conceptual 2. What is addition?
Procedural 3. What is the 1st step in adding numbers?
Metacognitive 4. You bought 4 ripe and 5 unripe mangoes. What

most
authentic
operation will you use to know how many mangoes
were bought?
Factual 21. How many ripe and unripe fruits will you buy?
Conceptual 22. What concept will help you get the total number of
fruits you bought?
Procedural 23. How will you get the total number of fruits you bought?
Metacognitive 24. You bought ripe and unripe fruits. What will you do
to know how many fruits you bought in all?
Factual least authentic

11. What is the
sum of 4 and 5? 23. How do
Conceptual you add any
number?
Procedural
Metacognitive most
authentic
15. How does the
3. What is the first 7. How will you sum of 4 and 5
19. Is the sum of 4 and
step when adding show addition of 4 compare with the
5 10?
numbers? and 5? sum of 6 and 3?
least authentic 16.You bought 4 ripe

Factual 12.You and 5 unripe
bought 4 ripe mangoes today. You
Conceptual and 5 unripe bought 10 mangoes
mangoes. yesterday. How
How many many mangoes did
Procedural
mangoes did you buy in all?
you buy? most
Metacognitive
authentic
20.You bought 4
24.You bought
ripe and 5 unripe
mangoes. You ripe and unripe
4.You bought 4 ripe and 5 8.You bought 4 ripe and 5 mangoes. How
bought 10
unripe mangoes. How unripe mangoes. How many mangoes in all. Is many mangoes
many ripe mangoes did more unripe than ripe that correct? did you buy in
you buy? mangoes did you buy? Explain. all?
So what will make your test more

authentic?
1. Aim for more metacognitive/situational/contextualized
test items instead of just factual or conceptual items
(i.e. deeper knowledge).
2. Aim for the students to create facts, processes or

situations instead of the teacher just providing them all
(i.e. higher cognitive process).

How else can you improve

the quality of your
pen-and-paper test?

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Now, take a multiple choice

test so we can determine what
each item illustrates.
For every item, give the following:
a.The answer to the item
b.The cognitive process
that the item belongs.
c. The knowledge dimension

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Objective: Use assessment results in making decisions about teaching and learning
What cognitive process and knowledge dimension

represent the way you responded to this item?
Situation: Metacognitive - Apply
After teaching the day’s lesson, you gave your students a test. The
result shows that almost all of the students got a low score. Which of
the following should you do?
A. Give a parallel test.
B. Review its pre-requisite lesson.
C. Teach the lesson again in the same way.
D. Count the frequency of errors to know what to explain again.
Balagtas, M.U. (2019). SOLO in Test in Development. Manila: Philippine Normal University
Use SOLO to communicate the
level of understanding of the student
given his/her chosen answer.
A. Give a parallel test. ?
B. Review its pre-requisite lesson. ?
C. Teach the lesson again in the same way. ?
D. Count the frequency of errors to know what to explain again. ?
SOLO FRAMEWORK
SOLO to mean Structure of Observed

Learning Outcomes developed by
Biggs and Collis in 1982
is a framework for understanding.
In this framework, each level embraces
the previous level but adds
something more.

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SOLO FRAMEWORK

Century
SOLO FRAMEWORK

Century
Using the traditional scoring, we score the item this way.
A. Give a parallel test. 0
B. Review its pre-requisite lesson. 0
C. Teach the lesson again in the same way. 0
D. Count the frequency of errors to know what to explain again. 1
Using SOLO, the options have these codes/scores.
How do we improve the options in the MC item

to represent the levels in SOLO?

E. Determine the items students found difficult that would require further 3
explanation.
Now, take a multiple choice

test so we can determine what
each item illustrates.
For every item, give the following:
a.The answer to the item
b.The cognitive process
c. The knowledge dimension

Century
Objective: Justify the appropriateness of an assessment method given the objective of
the lesson.
Meta-cognitive - Evaluate
Situation:
Situation: You want to find out if your students can make a new material out of
recyclable materials. So you gave an essay test requiring students to explain what to
do out of old telephone directories. Considering the congruency between the intent
and the assessment method used, did you do what is right? Justify your answer.
A. Yes, the use of essay test is just appropriate to what is being measured.
B. No, because it is difficult to check the students’ responses to the task
using an essay test.
C. No, it is more appropriate to observe them while they are creating
something new out of recyclable materials
D. Yes, asking the students to explain what to do with the material is already
enough to gauge what they are able to do.
Objective: Justify the appropriateness of an assessment method given the objective of
the lesson.
Meta-cognitive - Evaluate
Situation:
Situation: You want to find out if your students can make a new material out of
recyclable materials. So you gave an essay test requiring students to explain what to
do out of old telephone directories. Considering the congruency between the intent
and the assessment method used, did you do what is right? Justify your answer.
A. Yes, the use of essay test is just appropriate to what is being measured. 0
B. No, because it is difficult to check the students’ responses to the task 2

using an essay test.
C. No, it is more appropriate to observe them while they are creating 3
something new out of recyclable materials
D. Yes, asking the students to explain what to do with the material is already 1
enough to gauge what they are able to do.
So how else can you improve the quality of

your test?
1. Assess correctly the student’s level of

understanding, development or progress in
learning.
2. Communicate immediately the assessment
results and areas for improvement.
3. Use assessment results to improve teaching
and learning.

What do we mean by
more authentic
performance-based
assessment?

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What is Performance-Based
Assessment?
It is an assessment that is open to many

possible answers judged using multiple
criteria or standards of excellence that are
prespecified and public.
Century
What is a Performance-Based
Assessment?
q A process of gathering information about
students’ learning through:
Øactual demonstration of essential and
observable skills or
Ø creation of products that are grounded
in real world contexts and constraints.
Century
Performance-based Competency:
Summarize a survey report on a given issue
Assessment Task Choice # 1

Given is the issue and the survey data, the students summarize and
then present orally the results.

Given is the issue, the students prepare a survey form, gather data
using the form, summarize the survey results, then present orally the
results.

Performance-based Competency:
Summarize a survey report on a given issue
Assessment Task Choice #3

The students identify the issue to write about, prepare a survey form,
gather data using the form, then summarize the survey results.

The students identify the issue to write about, the students prepare a
survey form, gather data using the form, summarize the survey
results, then present orally the results.

Competency: The learner should be able to perform individually a series of actions with mastery
This is a Holistic Rubric. Does it tell your
strengths and weaknesses?
4 3 2 1
Indicators Proficient Approaching Developing Beginning
Proficiency
a. Correctness of the
actions
b. Correctness of the
order of the actions At least the first Any 1 or NONE
Any 3 indicators Any 2 indicators
c. Completeness of the 4 indicators are of the indicators
are evident are evident
actions evident is evident
d. Correctness of the
timing of the actions
e. others, please specify
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Competency: The learner should be able to perform individually a series of actions with mastery
This is an Analytic Rubric. Does it tell more your
strengths and weaknesses?
4 3 2 1
Criteria Proficient Approaching Developing Beginning Rating
Proficiency
a. Correctness of the actions All actions are correct 1 action is not 2 actions are not 3 or more actions 4
correct correct are not correct
b. Correctness of the order All actions are in order 1 -2 action/s is/are 3-4 actions are not in 5 or more actions 4
of the actions not in order order are not in order
c. Completeness of the All actions are shown 1 -2 action/s is/are 3-4 actions are not 5 or more actions 4
actions not shown shown are not shown
d. Correctness of the timing of All actions are 1-2 action/s is/are 3-4 actions are 5 or more actions 3
the actions performed with performed with performed with are performed with
correct timing incorrect timing incorrect timing incorrect timing
e. Others, please specify All actions added are 1-2 action/s added 3-4 actions added 5 or more actions 4
appropriate is/are inappropriate are inappropriate added are
inappropriate
Final Rating Balagtas, M.U. ( 2019). Assessment Approaches in the 21st 3.8
Century
So what will make your performance-based

assessment more authentic?
1. The performance task allows integration of skills within

and across subject areas.
2. The performance task simulates more realistic life
situations.
3. The performance task reflects what students will likely
do in real life.
4. The assessment would detect more of the strengths
and weaknesses of the student to inform self-
improvement.

What do we mean by
more student-negotiated
process and product
learning portfolio?

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Portfolio Assessment
is a purposeful, ongoing,
dynamic, and collaborative
process of gathering multiple
indicators of a learner’s
growth and development.
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PORTFOLIO ASSESSMENT PROCESS

Teacher- Student-
directed 1 directed
Set Goals
2
Collect 7
Confer/Exhibit
3 6
Select Evaluate
4 5
Organize Reflect
PORTFOLIO ASSESSMENT
The heart of portfolio

assessment is student’s
reflection.
Mc Millan

More Student-Negotiated Learning

Portfolio
1. Students decide on the evidence of

what they have learned and how they
have learned them.
2. Students decide on how they will
organize, reflect on, and exhibit their
learning portfolio.
CLASSROOM ASSESSMENT IN THE 21ST CENTURY

(DepEd No.8 Series of 2015)
1. Emphasis on assessment for, as and of learning

2. Emphasis on both formative and summative
assessment
3. Emphasis on the use of both pen-and paper and
performance-based assessment.
4. Emphasis on the use of Revised Bloom’s Taxonomy in assessing
learning.
5. Emphasis on the assessment that is continuous and communicated
with learners and other relevant stakeholders to improve learning
and teaching. Balagtas, M.U. ( 2019). Assessment Approaches in the 21st
Century
ASSESSMENT IN THE 21ST CENTURY IN SUMMARY
Assessment
Assessment of 21st Century Skills (Partnership for 21st Century Learning)

· Supports a balance of assessments, including high-quality standardized testing along
with effective classroom assessments
· Emphasizes useful feedback on student performance that is embedded into everyday
learning.
· Requires a balance of technology-enhanced, formative and summative assessments
that measure student mastery of 21st century skills
· Enables development of portfolios of student work that demonstrate mastery of 21st
century skills to educators and prospective employers
· Enables a balanced portfolio of measures to assess the educational system’s
effectiveness in reaching high levels of student competency in 21st century skills

Be remembered
by your students for being
instrumental to their success
and not to their failure. Teach them
well and assess them accurately
so they will thank you forever.
Marilyn U. Balagtas, April 2019

Thank you!
Copyright @ 2019 MUBALAGTAS
Note:
If you are interested to use this material or quote
anything from it, please cite the source as:
Balagtas,M.U. (2018). Lecture notes on Assessment

Approaches in the 21st Century. Philippine Normal
University, Manila
Email: balagtas.mu @pnu.edu.ph.
Mobile No.: 09209532926
65

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Assessment Approaches in the 21st

DR. MARILYN UBIÑA-BALAGTAS

Balagtas, M.U. ( 2019). Assessment Approaches in the 21st Century

PURPOSES OF ASSESSMENT IN LEARNING

Assessment FOR Learning

1. Assessment should have a clear target aligned

3. Assessment of learning is embedded in

Assessment FOR Learning

5. Assessment is continuous until

1. Assessment certifies students’

3. Assessment signals end of

2. Students are involved in the

3. Students assess themselves objectively

5. Students reflect continuously on the

6. Assessment is a shared responsibility of

Prepare Instructional Objectives

Pre-assess Learner’s Needs Placement Test

Evaluate Intended Summative Test OF

••The results of this assessment place

Balagtas, M.U. ( 2019). Assessment Approaches in the 21st

•• The results of this assessment are communicated

Done during •• This assessment could be written or through

•• This is a non-graded assessment as the intention is

Balagtas, M.U. ( 2019). Assessment Approaches in the 21st

•• It searches for the underlying causes of student’s

•• It helps formulate a plan for detailed remedial

•• This is a non-graded assessment as the intention is to

Balagtas, M.U. ( 2019). Assessment Approaches in the 21st

Balagtas, M.U. ( 2019). Assessment Approaches in the 21st

- For the students, this purpose of assessment enables

Balagtas, M.U. ( 2019). Assessment Approaches in the 21st

ASSESSMENT IN THE 21ST CENTURY

ASSESSMENT IN THE 21ST CENTURY

ASSESSMENT IN THE 21ST CENTURY

ASSESSMENT IN THE 21ST CENTURY

ASSESSMENT IN THE 21ST CENTURY

ASSESSMENT IN THE 21ST CENTURY

ASSESSMENT IN THE 21ST CENTURY

ASSESSMENT IN THE 21ST CENTURY

ASSESSMENT IN THE 21ST CENTURY

Balagtas, M.U. ( 2019). Assessment Approaches in the 21st

Dimensions Remember Understand Apply Analyze Evaluate Create

Dimensions Remember Understand Apply Analyze Evaluate Create

Metacognitive 4. You bought 4 ripe and 5 unripe mangoes. What

Dimensions Remember Understand Apply Analyze Evaluate Create

Dimensions Remember Understand Apply Analyze Evaluate Create

Factual least authentic

Dimensions Remember Understand Apply Analyze Evaluate Create

least authentic 16.You bought 4 ripe

So what will make your test more

2. Aim for the students to create facts, processes or

Balagtas, M.U. ( 2019). Assessment Approaches in the 21st Century

How else can you improve

Balagtas, M.U. ( 2019). Assessment Approaches in the 21st

Now, take a multiple choice

Balagtas, M.U. ( 2019). Assessment Approaches in the 21st

What cognitive process and knowledge dimension

Situation: Metacognitive - Apply

SOLO to mean Structure of Observed

Balagtas, M.U. ( 2019). Assessment Approaches in the 21st

Balagtas, M.U. ( 2019). Assessment Approaches in the 21st

Balagtas, M.U. ( 2019). Assessment Approaches in the 21st

Using the traditional scoring, we score the item this way.