Assessment practices for 21st century learning: review of evidence, NESET II report

CONTENTS............................................................................................................................................ 4
Tables and Figures ................................................................................................................................ 6
EXECUTIVE SUMMARY.......................................................................................................................... 7
Introduction ....................................................................................................................................... 26
1.1. Background .............................................................................................................................. 26
1.1.1. Shift towards competence-based learning ................................................................................. 26
1.1.2. Key competences for the 21st century ........................................................................................ 27
1.1.3. Challenges in assessing key competences and transversal skills ................................................. 29
1.2. Aims and research questions .................................................................................................... 30
1.3. Key concepts ............................................................................................................................ 31
1.4. Methods and scope .................................................................................................................. 32
2. The Role of classroom-level assessment in competence-based education........................................ 34
2.1. Different functions of assessment................................................................................................. 34
2.1.1. Assessment of learning .............................................................................................................. 35
2.1.2. Assessment for learning ............................................................................................................. 37
2.1.3. Assessment as learning .............................................................................................................. 39
2.1.4. Integrated approach towards assessment .................................................................................. 40
2.2. Validity, reliability and equity of assessments ............................................................................... 42
3. Aligning assessment practices with key competence development: main issues to consider ............ 45
3.1. Defining learning outcomes in the curricula .................................................................................. 45
3.2. Teacher education ........................................................................................................................ 47
3.3. Collaboration and teacher learning communities .......................................................................... 50
3.4. The use of assessment results by teachers .................................................................................... 51
4. Meaningful classroom-level assessment practices: examples ........................................................... 54
4.1. Standardised assessments ............................................................................................................ 57
4.1.1.Standardised tests ...................................................................................................................... 57
4.1.2.Multiple-choice assessments ...................................................................................................... 59
4.1.3.Attitudinal questionnaires .......................................................................................................... 60
4.2. Non-standardised, performance-based assessment ...................................................................... 62
4.2.1.Portfolio assessments ................................................................................................................. 63
4.2.2.Holistic scoring rubrics ................................................................................................................ 64
4.2.3.Assessment in project-based learning ......................................................................................... 65
4.3. Peer and self-assessment ............................................................................................................. 67
4.3.1.Self-assessment .......................................................................................................................... 67
4.3.2.Peer assessment ......................................................................................................................... 69
4.4. The use of technology in classroom assessment ........................................................................... 71
4.4.1.E-portfolios................................................................................................................................ 74
4.4.2.Tools for online feedback ........................................................................................................... 74
Assessment practices for 21st century learning:
review of evidence
5
4.4.3.Learning analytics ....................................................................................................................... 76
4.4.4.Intelligent (virtual) tutors............................................................................................................ 77
4.4.5.Game-based assessment ............................................................................................................ 78
4.4.6.Augmented reality assessment ................................................................................................... 80
5. Lessons for policy and practice ........................................................................................................ 82
5.1. The importance of a comprehensive vision of assessment at the policy and practice level ............ 82
5.2. The need to develop an effective implementation framework for the assessment of key
competences in classrooms ................................................................................................................. 84
5.3. The relevance of employing a combination of assessment approaches for documenting and
supporting different types of key competences ................................................................................... 85
References ......................................................................................................................................... 89