Tuesday, May 31, 2016

Assessment Issues in the 21st Century

What are the issues identified with 21st Century Learning and Assessment?

When assessing students, it is generally for their learning progressions and knowledge. However, 21st Century Learners are learning to use digital tools to access the knowledge needed instead of retaining knowledge. Does this mean that we should allow our students to use devices during standardised testing?

In a document called "White Paper 21st Century Skills Discussion" by Joke Voogt and Natalie Pareja Roblin, three common themes were identified when dealing with assessment of 21st century learning.
a) a need for new assessment models
b) how to assess 21st century skills
c) how technology and assessment fit together

It is no hidden secret that existing assessments and tests focus mostly on the knowledge retained rather than on students' abilities to transfer their understanding to real world situations, solve problems or find answers, to think critically, or to work collaboratively. Current assessments are an accountability measure for the teacher, education institution and government. While current assessments are important to have, they do not assess the 21st century skills. Alongside assessment, consideration for the key competencies need to acknowledged and how these competencies align with 21st century learning. Perhaps definitions for each need to considered  in terms of knowledge, skills, attitudes, values and ethics.

Something I am interested in testing is how students can use devices during assessment time. Should they be allowed devices in exams, similar to an open book exam? And, should this include standardised testing such as PAT Tests, regardless of the curriculum area? Voogt and Roblin (2010) state the following recommendation, "Adaptations should be made to national exams, so as to include 21st Century Skills." I think some professionals are still getting their heads around what 21st Century Learning is and what skills are involved. However, I also believe that adaptations need to be put in place for testing that allows assessment of 21st Century Skills to be carried out. Some of the assessment measures can be based on OTJ's where observations and in class tasks can assess areas such as collaboration, attitudes, values and ethics. Perhaps this is the responsibility of individual learning institutions to look at and adapt their assessment and reporting methods to allow for 21st Century Skills to be assessed.





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