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GED 321 - TASK 1 - 21 Century Assessment Mind Map

This document is a mind map for a 21st century assessment assignment. It outlines the main characteristics of 21st century assessment in large circles, including being student-centered, responsive, flexible, integrated, technically sound, communicated, and informative. Each large circle also contains smaller circles providing sub-points and examples for each characteristic. The mind map provides an overview of the key aspects of 21st century assessment and how they are balanced, systemic, enriched by metacognition, and cater to all learning competencies through multiple methods.

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ArcyRivera
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3K views

GED 321 - TASK 1 - 21 Century Assessment Mind Map

This document is a mind map for a 21st century assessment assignment. It outlines the main characteristics of 21st century assessment in large circles, including being student-centered, responsive, flexible, integrated, technically sound, communicated, and informative. Each large circle also contains smaller circles providing sub-points and examples for each characteristic. The mind map provides an overview of the key aspects of 21st century assessment and how they are balanced, systemic, enriched by metacognition, and cater to all learning competencies through multiple methods.

Uploaded by

ArcyRivera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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GED 321 – TASK 1 – 21ST CENTURY ASSESSMENT MIND MAP

Name: ARCYLIE R. ACABADO Section & Time: GED 321 - 8:30 pm – 9:30 pm Score: ______________

Instructions: Complete the mind map on the 21st century assessment by filling the main characteristics in the big circles and the sub-points in the smaller
circles. Visible performance based-work (as a result of assessment) generates data that inform the
curriculum and instruction. It is student centered. Teacher must look into the individual’s
competency.

Example: giving of insights for the day’s lesson or conducting a formative assessment

Responsive Assessment has to be adaptable to students’ setting and


Balance and inclusive of all students and at the same time
has to be versatile to cater different learning style of
achievable that every student can perform.
students.
Example: Giving a balance (not too hard nor too easy) for Systemic Flexible Example: conducting activities with a twist to go
assessment.
beyond the usual or the traditional way of assessing.

Adjustments and accommodations are made in the Enriched by metacognition– thinking about thinking.
assessment process to meet the students’ need Assessment must consider the thinking of a student,
and fairness.
Technically 21st Century or with the consensus of the whole class.
Integrated
Example: Aligned objectives, learning activities sound Assessement Example: asking suggestions to students
and assessment. (student involvement)

Communication of assessment has to be clear and Goals and objective for assessment must be clearly
transparent to all stakeholders (parents, students, adimin) stated and explicitly taught.
Communi-
Informative
Example: Giving feedback to students and parents of cated Example: Discussing the learning objectives
their assessment. before the lesson proper.
Multiple
Methods

Caters all learning competency so that variety of approach is necessary and don’t focus on only
one way of assessing the student’s learning.

Example: Teachers using different strategies in assessing their students.

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