SD_Integrating 21st Century Skills in Classroom-based Assessment.pptx

TRAINING ON THE
MATATAG CURRICULUM
1

TRAINING ON THE
MATATAG CURRICULUM
K, G1, G4, G7 Teachers, and School Leaders
2

Resource Person
Integrating 21st Century Skills
in Classroom-based
Assessment
Session 8/9

At the end of the session, participants will
• identify the key principles of effective assessment;
• list down suggested strategies for integrating the 21st
century skills in classroom assessment; and
• discuss formative assessment instructional resource
(FAIR) integrating 21st century skills in the context of
MATATAG curriculum; and
• share a reflection on the key principles and importance of
integrating 21st century skills in classroom assessment.
Session Objective

PPST Domain 5 - Assessment & Reporting
5.1 Design, selection, organization, and utilization of assessment strategies
5.1.3 Work collaboratively with colleagues to review the design, selection, organization, and use of a
range of effective diagnostic, formative, and summative assessment strategies consistent
with curriculum requirements
Professional Standards Covered
PPSS Domain 1 - Supporting Curriculum Management & Implementation
1.6 Learning Outcomes Assessment
1.6.3 Mentor and coach colleagues in the development and implementation of an effective harmonized
intervention strategy based on analyses of results of learning outcomes assessment to support
divisions/districts/schools and/or learning centers.
PPSSH Domain 3 - Focusing on Teaching and Learning
3.5 Learning Assessment
3.5.3 Work with personnel involved in evaluating teachers’ use of learning assessment tools,
strategies, and results consistent with curriculum requirements to ensure accountability in
achieving higher learning outcomes.

Revisiting the Classroom Assessment (DO 8, s. 2015)
Session Flow
Implementing the 21st-Century Skills in Assessment
Integrating the 21st-Century Skills in Assessment
Utilizing the Formative Assessment Instructional
Resources

Look at both dolphins jumping out of the water.
The dolphins are identical. The number of
differences observed matches closely to the
amount of stress the observer is experiencing.
Look at the photo and if you find more than one or
two differences you may be experiencing stress.
Stress Check

Stress Check
https://images.app.goo.gl/UxCwU5ywmnwhFvLf8

Imagine you discover a magical lamp
in a desert, and out pops a genie ready
to help you with classroom assessment.
Now, ask the Classroom Genie:
Classroom Genie
What's the one thing about assessment
that you find challenging or confusing
and would like the genie's help with?

Why did you choose this
particular aspect of
assessment? How does it
impact your teaching or
your students' learning?
Processing Questions

What practical solution to
your assessment
challenge you wish genie
could offer?

How might resolving this
assessment challenge
positively impact your
students' experience and
understanding in the
classroom?

Revisiting the
Classroom Assessment
(DO 8, s. 2015)

• Bring out any red and green items in your
bag (e.g. red pen, green notebooks, etc.).
• I will read a statement, if you believe the
statement is TRUE, raise your green item. If
you believe the statement is FALSE, raise
your red item.
• Hold up your chosen item clearly for
everyone to see.
Red Light Green Light

• After each statement, we will take a
moment to observe everyone's responses.
• We will discuss briefly why you chose red
or green for each statement.
• Feel free to ask for clarification if needed
at any point during the activity.
• Let's begin!

DepEd Order No. 8, s. 2015,
talks about using tests
every day.

FALSE
DepEd Order No. 8, s. 2015
highlights the use of formative
and summative assessment
as part of everyday practice.

helps teachers focus
more on checking how
students are learning.

TRUE
reinforces the links between
teaching, learning, and
assessment with a stronger
focus on formative assessment.

helps teachers track
students' progress and
change how they teach if
needed.

TRUE
supports teachers in tracking
and measuring learners’
progress, adjusting instruction
accordingly.

TRUE
emphasizes the value of self-
and peer assessment, giving
learners greater responsibility
over their own learning.

gives information to help
teachers understand how
students learn.

TRUE
provides information about
cognitive process dimensions
to support learning and
assessment at all levels, from
basic to complex.

Classroom Assessment is
about figuring out what
students know and can do.

TRUE
Classroom Assessment is defined
as the ongoing process of
identifying, gathering, organizing,
and interpreting quantitative and
qualitative information about what
learners know and can do.

helps teachers follow the
curriculum and change
how they teach.

TRUE
Classroom Assessment is an
integral part of curriculum
implementation, allowing
teachers to track and measure
learners’ progress and adjust
instruction accordingly.

All classroom assessment
is based on comparing
students to each other.

FALSE
All classroom assessment is
based on criterion-referenced
assessment, focusing on
specific assessment criteria
drawn from the curriculum
standards and competencies.

aims to give feedback to
students quickly.

TRUE
Its continuous process aims to
provide immediate and
constructive feedback to learners.

aims to see how
students improve over
time.

TRUE
Its continuous process aims to
gather evidence over time of
learners’ progress against the
standards and competencies.

Assessment
“the search for evidence of
learning”
(Griffin, 2018)
Reliable =
directly observable
What learners
DO, SAY, MAKE or WRITE
Large-scale assessments
High-stakes examinations
Classroom assessment

Classroom Assessment Resource Book
Developed with the support of the
Basic Education Transformation (BEST) Program
Contents:
• Introduction to Classroom Assessment
• Assessment and Recording Methods and
Feedback
• Rubrics
• The Teaching, Learning, and Assessment
Process
• Activities for Formative Assessment
• Assessment Samples for Key Stages (K–G3,
G4–G6, G7–G10)
Enclosed in DO 031, s. 2020 (Interim Guidelines on Assessment and
Grading in light of the BE-LCP)

Formative Assessment
Wiliam & Thompson (2008)

Source: Cagasan, Luo, Robertson & Care (2016), based on the
work of Yorke (2003) and Ruiz-Primo & Furtak (2007)
The ESRU model of informal formative assessment,
adapted from Ruiz-Primo and Furtak (2007), as cited in
Cagasan, Luo, Robertson & Care (2016)

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Summative Assessment
• Assessment of Learning
• Summarizes learning over a
period, measuring the
extent to which learners
have mastered the content
• Results are used as basis
for computing grades
Types of Classroom Assessment

Principles of
Effective Assessment

Assessment must align with
the curriculum and relate
directly to the content and
performance standards and
competencies.
Principles of Effective Assessment

Assessment must be valid.

Assessment must be reliable
and consistent.

Assessment must be fair and
inclusive.

Assessment must be
manageable for both learners
and teachers

Assessment must give
learners a range of ways to
demonstrate their
achievements.

Assessment must be part of a
transparent ongoing process
where learners’ progress is
monitored over time.

Teachers and learners must
use feedback effectively to
improve learning and reflect
on the teaching and learning
process.

McEwan (1995) as cited in Constantinou (2020)
“What is assessed becomes
what is valued, which
becomes what is taught.”

Innovative
Domains in
PISA
PISA 2012 Creative Problem Solving
Question:
Julio lives in Silver, Maria lives in Lincoln, and Don lives in Nobel.
They want to meet in a suburb on the map. No one wants to
travel for more than 15 minutes. Where could they meet?
Creative Problem Solving
To engage in cognitive
processing to understand
and resolve problem
situations where a method
of solution is not
immediately obvious

Innovative
Domains in
PISA
PISA 2015 Collaborative Problem Solving
Collaborative
Problem Solving
To effectively engage in a
process whereby two or more
agents attempt to solve a
problem by sharing the
understanding and effort
required to come to a solution,
and pooling their knowledge,
skills and efforts to reach that
solution.
Item on Agreeing on a Strategy

Innovative
Domains in
PISA
Collaborative
competency
Establishing and maintaining
shared understanding
Problem-solving process
Representing and formulating
CPS skill
Building a shared representation
and negotiating the meaning of
a problem (common ground)
Item on Agreeing on a Strategy

Innovative
Domains in
PISA
Item on Identifying the Optimal Approach
Collaborative
competency
team organization
Representing and formulating
CPS skill
Describing roles and team
organization (communication
protocols/rules of engagement)

Innovative
Domains in
PISA
Item on Choosing Subjects
Collaborative
competency
shared understanding
Exploring and understanding
CPS skill
Discovering perspectives and
abilities of team members

Innovative
Domains in
PISA
PISA 2018 Global Competence
Global Competence
To examine local, global
and intercultural issues, to
engage in open,
appropriate and effective
interactions with people
from different cultures, and
to act for collective well-
being and sustainable
development
Domain: Culture and intercultural relations
Subdomain: Perspective taking, stereotypes, discrimination and intolerance
Cognitive Process: Identify and analyze multiple perspectives
Cognitive Subprocess: Recognizing perspectives and world views

Innovative
Domains in
PISA
PISA 2022 Creative Thinking
Creative Thinking
To engage productively in
the generation, evaluation
and improvement of ideas
that can result in original
and effective solutions,
advances in knowledge,
and impactful expressions
of imagination
Some items require students to produce a visual artifact
rather than construct a written response or choose the
correct answer.

Innovative
Domains in
PISA
PISA 2025 Learning in a Digital World
This assessment shall measure students’ capacity to
engage in an iterative process of knowledge building
and problem solving using computational tools.
Competencies:
1. Self-regulated learning –
monitoring and control of one’s metacognitive,
cognitive, behavioral, motivational and affective
processes while learning
2. Computational and scientific inquiry practices –
capacity to use digital tools to explore systems,
represent ideas and solve problems with
computational logic

Emerging Technologies by 2025
Cloud computing Augmented and virtual reality
Big data analytics Distributed ledger technology
(e.g., blockchain)
Internet of things and connected devices 3D and 4D printing and modelling
Encryption and cybersecurity Power storage and generation
Artificial intelligence New materials
(e.g., nanotubes, graphene)
Text, image and voice processing Biotechnology
E-commerce and digital trade Robots, humanoid
Robots, non-humanoid
(e.g., industrial automation, drones)
Quantum computing

Top Skills for 2025
1 Analytical thinking and innovation 9 Resilience, stress tolerance and
flexibility
2 Active learning and learning strategies 10 Reasoning, problem-solving and
ideation
3 Complex problem-solving 11 Emotional intelligence
4 Critical thinking and analysis 12 Troubleshooting and user experience
5 Creativity, originality and initiative 13 Service orientation
6 Leadership and social influence 14 Systems analysis and evaluation
7 Technology use, monitoring and control 15 Persuasion and negotiation
8 Technology design and programming
World Economic Forum Future of Jobs Report 2020

How can formative assessment
be reimagined to promote
complex 21st-century skills?

Assessing Developmental Levels
DO No. 8, s. 2015:
“At the heart of this
assessment framework is the
recognition and deliberate
consideration of the learners’
zone of proximal
development (Vygotsky,
1978).”
Adapted from “Zone of proximal development (ZPD),” by J. Fletcher,
2018, June, Institute of Educational Assessors (IEA). Retrieved from
https://www.sace.sa.edu.au/ web/iea/research/assessment-
insider/articles/zpd?doAsUserId=09pw7o3meiQ%3D%2Fhome

Assessing Developmental Levels

On Implementing
21st Century Skills
in Assessment

• Produce holistically
developed Filipino learners
with 21st-century skills.
• Skills include knowledge,
attitudes, and competencies
for success in work and life.
21st Century Skills
DepEd
Vision

• Information, Media, &
Technology Skills
• Learning and Innovation
Skills
• Communication Skills
• Life and Career Skills
21st Century Skills

• Develops skills for navigating a
technologically driven society.
• Enhances life skills, civic
participation, and self-expression
through various technologies.
Information, Media, &
Technology Skills

Visual Literacy
Information, Media, & Technology Skills
Assessments may involve
creating presentations,
interpreting images, and
critiquing visual messages.

Information Literacy
Assessments should focus on
the ability to differentiate
between reliable and
unreliable information and
communicate findings
ethically.

Media Literacy
creating media products,
analyzing media messages,
and demonstrating an
understanding of media laws
and issues.

Technology Literacy
Assessments should evaluate
students' ability to apply
technology in solving
problems and communicating
ideas effectively.

Digital Literacy
evaluating students' ability to use
digital tools responsibly,
contribute to online discussions,
and understand the societal
implications of digital
technologies.

• Navigates and responds
to dynamic, fluid, and
complex forces affecting
learners.
Learning and
Innovation Skills

Creativity
the process of ideation,
refinement, and application.
Learning and Innovation Skills

Openness
students' ability to consider
alternative ideas and
perspectives.

Critical Thinking
Assessments should measure
students' ability to analyze,
synthesize, and draw
reasoned conclusions.

Problem Solving
the effectiveness of solutions,
the logic applied, and the
ability to tackle non-familiar
problems.

Reflective Thinking
Assessments should gauge
students' ability to critically
reflect on their actions and
make informed decisions
based on past experiences.

• Recognizes the value of
communication for
various purposes.’
• Develops soft skills
valued in the workplace
and public life.
Communication Skills

Teamwork
not only individual
contributions but also how
well students collaborate and
make decisions as a team.

Collaboration
the effectiveness of
collaborative efforts and
communication.

Interpersonal Skills
Assessments may include
observations of students'
ability to initiate and sustain
conversations, show empathy,
and navigate social situations.

Interactive
Communication
Assessments may focus on
the clarity of expression, active
listening, and the ability to use
diverse communication
methods.

Non-Verbal
Communication
Assessments may include
observations of students' use
of body language and
gestures.

Communicating in
Diverse Environments
students' ability to adjust their
communication style, use
appropriate language, and
demonstrate sensitivity to diverse
backgrounds.

• Prepares learners to
make informed life and
career decisions.
• Essential for active
responsible citizenship
and success in the
global workforce.
Life and Career Skills

Informed
Decision-Making
students' ability to gather
relevant data, consider
alternatives, and make well-
informed choices.

Intrapersonal Skills
Assessments can gauge
students' ability to self-reflect,
set goals, and adapt their
approach in different
situations.

Adaptive Leadership
leadership qualities
demonstrated in various
situations.

Intercultural
Understanding
Assessments should gauge
students' ability to appreciate
and understand cultural
diversity.

Self-Discipline
students' ability to
demonstrate self-discipline in
various aspects of their lives.

Future Orientation
students' understanding of
future consequences and their
ability to make responsible
choices.

Resilience & Adversity
Management
students' ability to overcome
challenges, adapt to new
situations, and demonstrate a
growth mindset.

On Integrating
21st Century Skills
in Assessment

Integration into Classroom
Assessment Practices
Multi-dimensional Assessments
Assessing a project not only for content
knowledge but also for creativity, problem-
solving, and effective communication.

Portfolio Assessments
Assembling a digital portfolio showcasing
various skills, including technology literacy,
communication, and critical thinking.

Collaborative Assessments
Group projects that evaluate teamwork,
collaboration, and interpersonal skills
alongside subject-specific content.

Real-world Problem Solving
Presenting students with real-world
problems, assessing their ability to apply
knowledge, think critically, and propose
solutions.

Holistic Development
Classroom assessments go beyond content
knowledge, fostering holistic skill
development.

Preparation for Future Challenges
Students are better prepared for the
demands of the future workforce, where 21st-
century skills are highly valued.

Learner-Centered Approach
Assessment becomes a tool for personalized
learning, focusing on individual strengths and
areas for improvement.

Continuous Improvement
Ongoing assessment allows for continuous
reflection on teaching methods, promoting
adaptive instructional strategies.

On Utilizing
with focus on the
21st Century Skills

What is FA?
Formative Assessment (FA) - any assessment
conducted before, during, and after instruction to
enhance teaching or learning.
Purpose: To immediately use feedback for
instructional adjustments. (Black & William, 2003.)
What makes it “formative”? - The immediate
adjustments to enhance student learning.

What is FA?
Embedded with Instruction
A formative assessment is effective with how it is
embedded in the instruction to promote learning
(McMillan, 2005).
Observe Change in Instruction
Assessment without the use of instructional change
is not formative.

What is FA?
Instructional Correctives
Instructional correctives
should be delivered
differently with how the
lesson was previously
delivered (Black & William,
2009).

The FA Design (Bookhart, 2010)
Understanding the Learning Target
• Definition of the learning competency.
• The foundational step in formative assessment.
Establishing the Starting Point
• Evaluating the learner's background knowledge &
schema.
• Tools: Diagnostic or pre-assessment.

Taking Action for Progress
• Moving the learner towards the learning target.
• Importance of continuous assessment &
constant feedback.
The Role of Feedback and Revision
• Continuous assessment aids in identifying areas
of improvement.
• Revision ensures alignment with learning targets.

Student Self-Regulation
• Through feedback and revisions, students cater
to their academic needs.
• They begin regulating their abilities to meet
learning objectives.

Delivering Assessment
Process (Mcmillan, 2010)
Make learners
aware of the
goal
Determine
current status of
the students
Feedback to
students
- immediate
- specific
Move students
closer to the
goals
Instructional
Correctives
- Next Steps
- Student Activities
Evaluation of
Student Progress
- Observation
- Questioning
- Self-evaluation
1
2
3

Instructional Resource Design
Three-Part Assessment Series
• Before the lesson
• During the lesson
• After the lesson
Role of Instructional Correctives
• Corrective post the 1st round of assessment
• Mastery provided after the 2nd assessment round

What is FAIR?
Instructional Resource
is a comprehensive tool tailored
to optimize the FA process,
making it more efficient,
aligned, and beneficial for both
teachers and learners.

What is FAIR?
Instructional Resource
It's an innovative approach to
bridge the gap between the
learning objectives and student
outcomes, making learning
more effective and relevant in
the 21st century context.

What is FAIR?
FAIR is a tool developed to:
• guide and assist both teachers and students in
the FA process of attaining a specific LC.
• systematize and enhance the practice of FA in
classrooms while developing th 21st century skills.
• determine what students already know, where
they need to go, and how best to get there.

What is FAIR?
Each LC in the curriculum of each learning area
(ESM) is mapped against 21st-century skills to ensure
a holistic learning experience for students.
The resource consists of a series of assessments
interjected with instructional correctives. This
sequence helps in identifying gaps in knowledge,
providing corrective measures, and ensuring
mastery of the content.

FA Framework
Sequence of the Parts of
(Magno, 2023)
Assessment R1
(Diagnostic)
Instructional
Correctives 1
Assessment R2
(Progress)
Instructional
Correctives 2
Assessment R3
(Developed)
Summative
Assessment

The FA Process
Round 1 - Assessment
• Diagnostic assessment.
• Identify learners' strengths and weaknesses.
• Understand what learners know and don't know.
• Recognize competencies and areas of inability.
• Pinpoint confusions and misconceptions.

The FA Process
Instructional Correctives
• Features:
⚬ Feedforward: Guiding students for potential
mistakes and errors.
⚬ Procedure explanation: How to derive the
correct answer.
⚬ Key information: Reminders for students when
performing the task.

The FA Process
• Assessment during instruction.
• Purpose:
⚬ Check progression towards the learning
competency.
⚬ Guide teachers to offer instruction in weak
areas.

The FA Process
Instructional Mastery
• Strengthening the learning competency.
• Addressing the remaining areas of weakness
from the second assessment.
• Feature:
⚬ Feedforward: Guiding students about
potential errors.

The FA Process
• Final practice opportunity to master the task.
• Goals:
⚬ Gauge improvement in the learning
competency.
⚬ Prepare students for subsequent formative or
summative assessments.

The Design
Framework Round 2
Formative
Assessment
Instructions
Questions/Task
Rubric (if applicable)
Instructional
Mastery
How to Obtain Answer
Discussion and
Examples Used
Pedagogy Used
Round 3
Formative
Assessment
Instructions
Questions/Task
Rubric (if applicable)
Round 1
Formative
Assessment
Instructions
Questions/Task
Instructional
Corrective
How to Obtain Answer
Discussion and
Examples Used
Pedagogy Used

Sample FAIR
Access the sample FAIRs
using the link provided or
scan the QR code with your
smartphone.
https://bit.ly/FAIR_Samples

• Revisit your outputs from previous sessions
• Analyze learning objectives and teaching strategies
to identify 21st-century skills.
• List down these skills alongside corresponding
learning objectives.
• Review previously identified assessment methods.
Integrating 21st Century Skills in

• Modify assessment strategies by adding, replacing,
or deleting methods to align with targeted 21st-
century skills.
• Use the provided worksheet template to document
your analysis and modifications.

• Take ample time to reflect on your learning
experience.
• Consider how your understanding of 21st-century
skills and assessment methods has evolved.
• Share insights and key takeaways from the activity.

Imagine that the Classroom Genie
reappears after the session, eager to
hear about your insights and learning.
Classroom Genie
Write a short note or message to the
Classroom Genie, summarizing what
you gained from the session and
expressing your gratitude.

With your reflection, how do you
anticipate applying what you've
learned in your own teaching
context?
Classroom Genie

How do you envision the
principles discussed today
influencing your approach to
classroom assessment in the
future?
Classroom Genie

Are there specific goals or
milestones you would like to set
for incorporating these ideas into
your teaching practice?
Classroom Genie

Closure
“Assessment is today’s means
of modifying tomorrow’s
instruction.”
- Carol Ann Tomlinson

References
Department of Education (2018). Classroom Assessment Resource
Book Kindergarten to Grade 10. Pasig City: Department of Education.
--- DepEd Order 8, s. 2015 - Policy guidelines on classroom assessment
for the K to 12 Basic Education Program. Pasig City: Department of
Education.
--- DepEd Order 42, s. 2016 - Policy guidelines on daily lesson
preparation for the K to 12 Basic Education Program. Pasig City:
Department of Education.
--- (2023). General Shaping Paper

MATATAG Curriculum Training | 2024
Program Management
Team
Curriculum and Teaching Strand
Bureau of Curriculum Development
Bureau of Learning Delivery
Bureau of Education Assessment
Bureau of Alternative Education
Bureau of Learning Resources
Human Resources and Organizational Development
Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division
Session Guide and
Presentation
Deck Developer/s
BLD
Salvacion C. Olinares
Dorothy S.Tarol
Erlinda F. Leva
Allan Mesoga
MATATAG CURRICULUM TRAINING RESOURCE PACKAGE
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MATATAG Curriculum Training | 2024
Program Management Team
Curriculum and Teaching Strand
Bureau of Curriculum Development
Bureau of Learning Delivery
Bureau of Education Assessment
Bureau of Alternative Education
Bureau of Learning Resources
Human Resources and Organizational Development
Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division
Session Guide and
Presentation
Deck Developer/s
BLD
Jerome C. Hilario
MATATAG CURRICULUM TRAINING RESOURCE PACKAGE
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SD_Integrating 21st Century Skills in Classroom-based Assessment.pptx

SD_Integrating 21st Century Skills in Classroom-based Assessment.pptx

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