ASSESSMENT STRATEGIES FOR
SOCIAL STUDIES
PRESENTED BY :JAYMARK
PERA
TANYA MENDOZA
INTRODUCTION
Generally, most people associate
assessment with testing which basically
is just a part of the entire assessment
system. In a nutshell, assessment is a
process; a tool for decision making; can
be applied to both individual or group;
and is generated through product or
performance.
Assessment is a process of gathering
information to come up with decisions on
intervention and instruction with young
children. This process is effective when it is
multidisciplinary and is anchored on the
learners’ everyday tasks (Mindes & Jung,
2015).
In this, assessment is seen appropriate if it
encompasses all developmental areas of learning,
namely cognitive (mental), affective (socio-
emotional), and psychomotor (physical). Moreover,
DepEd defined assessment as a process that is
used by teachers to monitor the progress of
learners in relation to the learning standards and
st
Think
Assessment in Social Studies
The National Council for the Social Studies (NCSS) is
one of the leading advocates of social studies
education. They argued that social studies
assessment methods should always be aligned with
the goals of social studies, encompassing
objectives, and have more authentic tasks. The
NCSS in 1994tools
Assessment recommended
should: be the following
grounded on the
guidelines
goals for
of the assessment:
curriculum; be a mechanism for
improved curriculum and instruction; evaluate
content and process; be applicable for
diagnostic, prescriptive, and instructional
purposes; and possess fairness to all learners
Assessing students’ achievement should: be
especially used to improve instruction; involve a
variety of approaches and tools to measure
knowledge. Skills, and attitudes; be in line with the
curricular objectives and the classroom experiences;
and be cumulative and sequential.
National and local agencies should: support the
capacitation of teachers in developing, selecting
and implementing assessment tools, involve
educators and other social studies specialists in
crafting objectives, planning for instruction and
assessment, and designing assessment
instruments; and evaluate enduring effects of
social studies education.
On the flip side, Kurfman (1991) identified
common criticisms on social studies assessment
in the past. First, the social studies test has
failed to measure student understanding,
application, appreciation, and, most importantly,
critical thinking. Various scholars had also
concluded that multiple choice tests in social
studies were merely focusing on lower-level
knowledge
(Korets, 1988). Second, the open- ended types
of tests such as essays were also questioned
due to time constraints both in instruction and
examination. The third is on the issues that
center on the effects of testing the achievement
and the validity of test scores as determinants
Social studies assessment should, therefore, create a feedback
mechanism that reflects potential implications for the
improvement of curriculum and instruction. However, this could
only happen if all the elements-content, instructional
methodologies, strategies, and assessment techniques-are aligned
with its goals.
Characteristics of 21st Century Assessment
Cajigal and Mantuano (2014) identified the attributes of 21st
century assessment:
Responsive.
Visible assessment works generate data that inform the
curriculum and instruction. In short, teachers could
adjust instruction, and educational leaders can consider
additional educational opportunities to cater to the
present needs of the school community. Responding to
such assessment needs is thorough for it incorporates
best practices in all areas.
Flexible.
Curriculum design, lesson, and assessment require
flexibility and resilience. With the growing changes in the
educational landscapes, assessment should not be a “one
size fits all” form of evaluation. In short, assessment must
be adaptive to both the teachers’ and students’ setting.
Moreover, the 21st century assessment approach is
versatile rather than identical. This form of assessment
best responds to the demands of teaching and learning
environments. Ultimately, since the students are
generally
Integrated. diverse, assessments must be flexible, too.
Assessments must always be reflective of the learners’
day-to-day life experiences. It is all about stimulating
thinking, constructing meaning, and finding connections.
It must also enrich the metacognition of learners where
they are able to assess their own thinking. To achieve
this, it must offer opportunities for learners to consider
their choices, identify alternative strategies, enhance
Informative.
The desired 21st century assessment must be clearly stated and
explicitly taught where students are free to display their
knowledge and skills. Moreover, learning complex lessons takes
time. Learners must be exposed to learning opportunities and be
able to build their own knowledge in a logical sequence. As they go
through, their works must progressively become challenging so as
to develop in them the 21st century skills. Therefore, the learning
objectives up to the reporting of grades must be aligned with what
is desired
Multiple Methods.
In the 21st century, an assessment continuum that includes
an array of differentiated strategies is the norm. Learners
must creatively showcase their knowledge and skills
through relevant projects, tasks, and performances.
Authentic and alternative forms of assessment are also
emphasized. Hence, processes and products of
Communicated.
The communication of assessment data must be transparent
and readily available for all stakeholders. The learners must
all the time be given feedback about their own learning
progress, and parents are kept informed through giving of
progress reports. The educational community upholds the
achievements of learners beyond the scores of standardized
tests. Hence, all data, including the results of authentic and
Technicallyassessments,
alternative Sound. must also be included.
Accommodations and adjustments in assessment must
always be readily available to meet the students’ needs and
uphold fairness. Students should communicate their
learnings in ways that are relevant and appropriate for
them. To be valid, assessment should measure what it is
supposed to measure. To be reliable, assessment must be
technically sound and precise so that teachers must be
consistent in the administration and interpretation of data.
Systematic.
The 21st century assessment system is a
microcosm of an entire system of
comprehensive and well-aligned
strategies that is inclusive and balanced.
This assessment addresses all kinds of
stakeholders in support of the
improvement of teaching and learning.
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