Technology and 21st Century Classroom Assessment Strategies

Introduction

Conducting learning activities without assessing the success of those activities is like driving a vehicle without a clean windshield and a rear-view mirror. The instructor can still steer, accelerate, and brake, but if the instructor cannot clearly see the road ahead and what lies behind, the exercise may be futile — leaving learning by the roadside. Indeed, assessments have become a pivotal component of learning in the 21st century. Moreover, innovative technologies specifically designed to address student outcomes enhance the instructor's ability to present effective lessons. The following two units illustrate how technology can be integrated into the classroom to support 21st century learning and skills, and how innovative teaching strategies can stir interest in subjects for diverse student populations.

Redesigned Lesson: Effective Assessment Through Class Theatre

The 11th-grade lesson in Religion class was originally related to learning about Hinduism — how it compares with other faiths, its major tenets, and its identity as an ancient religion that offers many paths to harmony, including the veneration of multiple deities. The changes made to this original Effective Assessment project are significant. In the original lesson, essay questions tested critical thinking skills to ensure that students comprehended the material rather than simply memorizing key facts. In the redesigned version, this written exercise is transformed into a living theater performance by eight students, followed by a discussion of Hindu deities and an in-class essay exam.

Learning Outcomes and Measurement in the Hindu Deities Unit

One very important component of assessment design for 21st century learning environments is that students must be involved in the assessments themselves (Webb et al., 2013). In this lesson, students learned that Hinduism is a faith that is not as prescriptive in its dogma as other religions, and that while there are many gods and goddesses, they are all considered representative of the one true God — who carries a variety of different names. An assessment after Day 2 requires a clearly defined goal. A person sets a goal, takes action to achieve it, and information only becomes meaningful feedback when the instructor is actively working to cause a learning outcome to occur (Burnaford & Brown, 2014).

The assignment spans 4 days and involves 7 girls and 7 boys, including 2 ELL learners. The standards aim to stir student interest in history, religion, and cultures. Since students are to be involved in assessments, and because Burnaford emphasizes goal-setting, the shared goal for this class is to assess how well students have understood the beliefs surrounding the deities in Hinduism. Eight students will each select one of the Vasus deities as a homework assignment, then stand before the class on Day 3 to be videotaped while presenting that deity's power and influence. They may dress in Hindu costume. The remainder of the class — assigned to take detailed notes on all eight deities — will evaluate the quality of the presentations based on each student's understanding of what the deity represents. Students are given complete flexibility in how they choose to depict their deity in two-to-three-minute presentations (Kirchner et al., 2014; Partnership for 21st Century Skills).

Once the critiques are completed, the teacher plays back the video of each deity presentation. The class then contributes both verbal and written assessments of each presentation, considering how representative of Hindu deities and the Hindu faith each performance was. Drawing on that experience and their understanding of one of the world's oldest religions, students write an in-class essay on Day 4 addressing why people misunderstand faiths other than their own, using Christianity, Hinduism, and Islam as contrasting philosophies that have historically been in conflict. Burnaford emphasized that feedback must be accepted graciously by the performers; arguments and rudeness are not permitted, and points are deducted for inappropriate comments.

The essence of this original lesson was that, given the diversity of students in any classroom, 21st century teachers must offer a differentiated format — giving students opportunities to learn through reading or oral presentation, and to demonstrate knowledge through tests or question-and-answer review. The instructor in this context understands that a variety of instructional approaches helps open pathways to learning.

Conclusion

The instructor who understands the importance of technology when conducting assessments is in tune with 21st century strategies for learning in diverse classrooms. These adjusted lesson plans take diversity and differentiation to higher levels than the original lessons offered. Taking risks, using theater, adapting instruction to students' strengths in creative ways, and learning how to assess students using consistent, inventive, and proven strategies are the central concepts presented in this paper.