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 The social and economic transformations of contemporary knowledge societies demand new ways of thinking and learning. Knowledge alone is not sufficient; a broader range of skills and abilities is needed to navigate a moving landscape characterised by the increasing importance of information and communications technologies (ICTs), the decline of functional skills-based professions, and increasing competition. These skills and competences are no longer associated with certain academic disciplines, but are transversal and multi-dimensional in nature. The European key competence framework identified eight key competences supported by seven transversal skills necessary for personal fulfilment, active citizenship and all-rounded development in the 21st century, which are currently being further revised. While the implementation of the key competence framework has been on the agenda of all Member States, policies and practices for the assessment of these competences have yet to be fully implemented in EU countries' efforts to integrate competence-based education into school curricula. Assessing key competences and transversal skills is a challenging task, as they refer to complex constructs that are not easily measurable. Although assessment policies that support the assessment of traditional key competences such as maths, languages and science have largely been implemented, they are often limited to the contexts provided by the subject matters with which they are most closely associated, and rarely assess related attitudes. Cross-curricular competences and transversal skills are harder to associate with individual subjects and to reflect in specific learning outcomes. An innovative approach to assessment practices is needed to grasp the complexity and multiple roles of modern learning. This report reviews international research to demonstrate how European education systems can improve their assessment practices to measure and support students' acquisition of key competences and transversal skills