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The tests are not designed to gauge how well students apply what they know
to new situations or evaluate how students might use technologies to solve
problems or communicate ideas.
While teachers and schools are being asked to modify their practice based on
standardized test data, the tests are not designed to help teachers make
decisions about how to target their daily instruction.
Good formative tests clearly define the learning goals of an instructional unit,
and invite students to model their behaviors to fit those criteria and to
become more informed about themselves.
As students become more aware of what and how they are learning, they
become more motivated. Hence educators need to build assessments for
learning, rather than assessments of learning. (Stiggins and Chappuis, 2006;
Quellmalz and Kozma, 2003).
Example
All examples in this document are just that: individual illustrations of a particular idea or
concept. The Route 21 database contains many more examples.
Copyright 2007, Partnership for 21st Century Skills
All rights reserved. Last revised 10.14.07.
Provide useful
information about
student achievement by
measuring the
comprehension,
absorption and
application of higherorder concepts.
Be valid.
Be reliable.
Be fair.
example.
Be administered widely.
same capabilities as
familiar productivity
software on the level
playing field of a nonbrand-specific platform.
The Program for
International Student
Assessment (PISA) is
an internationally
standardized
assessment that is
typically administered
to 4,500-10,000
students in each
country. Sixty-two
countries have signed
up to participate in the
4th assessment in
2009.
Example
The Intel Education
Assessing Projects
tool is a database of
assessments of hardto-measure 21st
century skills like
critical thinking and
creativity.
All examples in this document are just that: individual illustrations of a particular idea or
concept. The Route 21 database contains many more examples.
Complicated, multi-dimensional,
real-world solutions rarely require
mastery of a single, isolated skill or
understanding of a single subject
matter. Thus, a 21st century
assessment must be able to
measure or observe a students
mastery along several different
axes. In addition, assessing student
work using established rubrics and
checklists is important. Not all
assessments need to be formal and
published.
mClass: Math
diagnostic software
provides insight into
students
mathematical
thinking.
Be structured so that
educators can identify
the background
knowledge a student
used to solve each
problem in real-time.
Be largely
performance-based
and authentic, calling
upon students to use
21st century skills.
practices.
Be part of a
comprehensive
assessment
continuum.
Reflect an
understanding of
learning as
multidimensional,
integrated, and
revealed in
performance over
time.
designed to be
administered
frequently and results
are reported in a
timely fashion and
include an actionable
analysis to help
teachers interpret
results.
DIAGNOSER is an
interactive web-based
program that provides
feedback to students
as they work through
their assignment.
Teachers can view
reports that detail
facets of their
students' thinking
about the assigned
topic and can use this
information to target
specific problem
ideas.
BioLogica activities
monitor students'
performance and
collect their
investigations into
electronic portfolios
for later evaluation
and assessment. They
enable students to
progress at their own
pace, and help the
teacher to identify
"teachable moments.
The Full Option
Science System
requires that students
produce a body of
work related to their
science
investigations.
Progress is assessed
using teacher
7
observation,
anecdotal notes,
student interviews,
and student written
work.
How can states create and implement assessments to promote 21st century
skills in their classrooms?
Implementing an assessment of 21st century skills strategy is a challenging process
that will require effort from educators at all levels of a state. Both summative and
formative assessments need to be aimed at core subject knowledge, as well as
learning and thinking skills, 21st century content, ICT literacy, and life skills. This
will require a large commitment from your state as well as the recognition that the
implementation process will be a gradual one and will require multiple cycles of
creation, implementation, and evaluation strategies. With that in mind, it is
important to start with the following actions:
1) Create necessary standards. Guidelines and standards need to be drawn
by the state for teachers and educators to begin the process of creating
summative and formative assessments. Assessments should be made to
match the units and lessons outlined in the states reformed standards. The
standards could provide examples of assessments as well as indicate how
and when to use them. For further assistance with this, see the Standards
section on the Route 21 website.
2) Develop, implement, evaluate and improve assessments. A plan must
be created to implement the created assessments into districts, schools, and
classrooms and to evaluate their effectiveness in adjusting teacher strategies
to target students 21st century skills. In addition, the assessments must be
evaluated, in terms of their adherence to state standards, their usefulness in
improving teaching and learning, and their effective use in the classroom.
Any or all of these aspects will probably require constant adjustment and
improvement across several years before truly effective strategies for
assessment can be realized. Structured research, consultations with
assessment experts, and regular multi-level, multidisciplinary discussions
amongst stakeholders will provide a strong preliminary step towards bringing
21st century skills into the education system.
3) Align formative and summative assessments to curriculum and
instruction. In many ways, assessment drives what is taught, as schools
focus resources and time on the content and skills that are tested. Helping
teachers understand how to integrate 21st century skills within their
classroom practice and how to adjust teaching strategies accordingly is a
vital step to reforming statewide assessment strategies.
Where can I learn more about assessments that support 21st century
skills?
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All rights reserved. Last revised 10.14.07.
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Copyright 2007, Partnership for 21st Century Skills
All rights reserved. Last revised 10.14.07.
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