Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress

Abstract

Special Issue:Bringing added value to educational assessment: A shift from an audit mode of assessment to an assistence mode Número especial: Cómo aportar valor añadido a la evaluación: De la auditoría a una función asistencial en la educación A B S T R A C T This paper argues that assessment can serve as a positive influence on attaining 21st century learning goals. Section I focuses on 21st century education challenges and the types of assessments needed to support attainment of learning objectives relevant to a global society. Sections II and III discuss the purposes and contexts of educational assessment and three important conceptual frameworks: (a) assessment as a process of reasoning from evidence, (b) assessment driven by models of learning expressed as learning progressions, and (c) the use of an evidence-centered design process to develop and interpret assessments. Section IV considers the implications for design of classroom and large-scale assessment. Sections V and VI consider the elements of a balanced system of assessments and key indicators of quality we must keep at the forefront as we work towards implementing coherent assessment systems as part of the process of educational transformation in the 21st century. La evaluación como una influencia positiva en el proceso de enseñanza-aprendizaje del siglo XXI: aplicación de un enfoque sistémico al progreso R E S U M E NEste artículo plantea que la evaluación puede constituir una influencia positiva para lograr los objetivos de aprendizaje del siglo XXI. La sección I se centra en los retos educativos del siglo XXI y el tipo de evaluación que se necesita para lograr los objetivos de aprendizaje relevantes para el conjunto de la sociedad. En las secciones II y III se analizan los objetivos y contextos de la evaluación educativa y tres importantes marcos conceptuales: (a) la evaluación como un proceso de razonamiento a partir de la evidencia, (b) la evaluación realizada desde modelos de aprendizaje formulados como progresiones de aprendizaje y (c) la utilización de un diseño centrado en la evidencia para diseñar la evaluación e interpretar sus resultados. La sección IV examina sus implicaciones de cara al diseño de la evaluación en el aula y de la evaluación educativa a gran escala. En las secciones V y VI se consideran los componentes de un sistema equilibrado de evaluación y los indicadores clave de calidad que hay que tener muy presentes si se desea poner en marcha un sistema coherente de evaluación como parte del proceso de transformación educativa en el siglo XXI.

Assessing task‐orientation potential in primary science textbooks: Toward a new approach

“…Limitations of the study can be seen in terms of the transferability of the results to other disciplines and/or types of schools, first, because all tasks analyzed in TAPSE pertain to primary science textbooks, which differ considerably from science textbooks for secondary and tertiary education (Bryce, ); and secondly, because TAPSE analyzed solely science textbooks, which differ from, for example, language textbooks by discipline‐specific characteristics (Román & Busch, ). Limitations of TAPSE also concern the transfer of findings to other types of tasks than lesson level tasks, which show substantial differences to assessment tasks in large scale assessment or formative assessment tasks (DeBarger et al, ; Harris et al, ; Pellegrino, ). Finally, this study has its limitations regarding statements on the implementation of task orientation potentials in class as TAPSE is a textbook analysis of science tasks and does not allow drawing conclusions on their actual application.…”

“…Although tasks, too, prescribe a work plan (Ellis, ), this can be changed through the activities of the learners (Thonhauser, ), in order to incorporate “personal experience, associations, perceptions, patterns of thinking and judging” (Häussermann & Piepho, , p. 235). According to DeBarger, Penuel, Harris, and Kennedy (), Harris, Krajcik, Pellegrino, and McElhaney (), and Pellegrino (), tasks can be differentiated into three basic types: (a) assessment tasks in large scale assessment (e.g., in PIMS), (b) formative assessment tasks (e.g., during a unit or course), and (c) lesson level tasks (e.g., during the introduction of a new theme), of which the TAPSE study relates to the lesson level tasks and their potential for task orientation.…”

Characterizing and Diagnosing Complex Professional Competencies—An Example of Intrapreneurship

“…As argued by Pellegrino (), assessments can positively influence attainment of 21st‐century learning goals such as the CPCs of critical thinking, applications of knowledge to new contexts, problem solving or the capability to be innovative. But this is only the case when such assessments are properly conceived, designed, and implemented and when their emphasis aligns well with the goals of curriculum and instruction.…”

Risk-Informed Decision Making in Information System Implementation Projects: Using Qualitative Assessment and Evaluation of Stakeholders Perceptions of Risk

“…For purposes of clarity and precision when measuring attainment, broad learning goals can be written at very specific levels. Specifying (learning) indicators at a fine-grained level as opposed to a coarse-grained level [23,24] allows for collection of useful information and thus clear and specific measurement of attainment (assessment) as well as actionable evaluation (using the information to inform decisions) and eliminates the potential for confusion that is wrought with vague, broad, and general statements/indicators [21,[25][26][27].…”