UNIT 3- Authentic Assessment of the Affective Domain

Report for:

Mr. Jose De Leon

Report by:

Abella, Jhennifer

Balute, Angelica L.

Chua, Wilhelm Joy G.

Gando, Ma. Christina T.

Gloria, Sophia Rizaine G.

Martinez, Joanna June E.

Quintin, Maricel

Tolentino, Aira V.

January 23, 2021

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 TABLE OF CONTENTS

TITLE PAGE……………………………………………………………………………........1

TABLE OF CONTENTS……………………………………………………....……….…...2

OVERVIEW OF THE REPORT…………………………………….………...…….…......4

EXPECTED LEARNING OUTCOMES…………………………….................................5

Authentic Assessment of the Affective Domain

A. Affective Targets

Attitudes……………………………………………………………………...……..6

Interests…………………………………………………………………………….8

Motivation…………………………………………………………………………..9

Values……………………………………………………………………………..10

Self-concept……………………………………………………………………….11

Locus of control…………………………………………………………………..11

Self-efficacy………………………………………………………………………12

Anxiety…………………………………………………………………….……....16

Creativity……………………………………………………………..…….…..…18

Epistemological beliefs…………….……………………………………………18

B. Appropriate methods

Types……………………………………………………………………………..20

Selection…………………………………………………………..………….…..23

Development………………………………………………………………...…...24

Interpretation and utilization…………………….…………………………….. 28

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C. Other Affective Measures and Assessments

1. Non-test Indicators………………………………………………………….…..29

2. Transversal Competencies…………………………………………………….29

3. 21st Century Skills……………………………………………………………...32

REFERENCES…………………………………………………......................................37

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 OVERVIEW OF THE REPORT

This topic is all about Authentic Assessment of the Affective Domain. Authentic
Assessment is where students apply their acquired skills and abilities to environment or
circumstances. Assessment are authentic if they are realistic, require judgment and
advancement and evaluate students’ capacity to successfully utilize their information or
aptitudes to complete a task.

Authentic Assessment refers to coordination learning and assessments to guarantee

that students’ needs are being met. Teachers can create authentic assessments by
distinguishing guidelines for student performance, selecting authentic tasks and
isolating them from traditional tasks, identifying criteria for the errand and making a
rubric to measure performance.

Authentic Assessment of the Affective Domain has affective targets, appropriate

methods and other affective measures and assessments. The reporters discusses each
of the topic.

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 EXPECTED LEARNING OUTCOMES

At the end of this report, the learners are expected to:

1. Understand more about their selves, their peers and friends and on how to develop
their own interest.

2. Engage their selves in self-assessment and learners are motivated for real world
because they clearly see how doing well serves their best interests.

3. Know how people believed that they have a control in every situation, not intentionally
but in a good way and to know what is their own perceptions about theirselves.

4. Define what is Self-efficacy and Anxiety.

5. Differentiate the characteristics of students with high self-efficacy and low self-
efficacy.

6. Apply the 4 sources to gain self-efficacy and how anxiety affects the performance and
learning of the students.

7. Know the aspects that affect their epistemological beliefs and how it develops and
now the importance of creativity in the teaching and learning process.

8. To understand why Affective Assessment tools is important and to know how

Appropriate Methods of Assessment works.

9. Know what are the instruments and methods will be using for assessing affective
learning.

10. Value and demonstrate proper attitudes and behavior while learning academically;
understand and demonstrate transversal competencies; understand the importance of
21st century skills; and apply 21st century skills.

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UNIT 3- Authentic Assessment of the Affective Domain

Alonsabe (May 15, 2019) in her published article that:

The affective domain is a part of a system that was published in 1965 for
identifying understanding and addressing how people learn. This describes
learning objectives that emphasize a feeling tone, an emotion, or a degree of
acceptance or rejection. It is far more difficult domain to objectively analyze and
assess since affective objectives vary from simple attention to selected
phenomena to complex but internally consistent qualities of character and
conscience. Nevertheless, much of the educative process needs to deal with
assessment and measurement of students’ abilities in this domain.

These are the five categories in the effective domain base on the Taxonomy:

1. Receiving - it is the awareness and the willingness of the learner to listen and to
respond.
2. Responding - it is the action on a particular situation, it emphasize the willingness
to respond and one example of it is the learner's participation in class.
3. Valuing - it is the value or a behavior of a learner in a certain situation.
4. Organization - brings responsibility to the learner's behavior to formulate a
systematic planning and problem solving.
5. Characteristics - it is how the learner's control their feelings and act according to
their value.

The affective domain is only one of the three domains in the Bloom's Taxonomy
and the other domains are the Psychomotor and the Cognitive domain, affective domain
demonstrate the characteristics and values which is important to test the field of the
study.

The affective domain is difficult from other types of domains as it refers to the
learners feelings, and internal process of mind.

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A. Affective Targets

Instructors must be careful on their actions towards the learners as it may have a
positive and negative impact in the learners attitude, such as face expression, body
movement, sarcasm and things that should be avoided inside the classroom.

Attitude

Is define as a mental predisposition to act that is expressed by evaluating particular

entity with some degree of favor and disfavor. Generally Individuals have their own
attitude that focus on subjects or any instructions.

Attitudes is attached to Mental categories, and mental categories are generally referred
as values.

Four Components of Attitude

1. Cognition - these are the beliefs, theories, cause-and-effect of beliefs

and perceptions. Cognition is not related to the "feelings" as it is a
statement of belief that may vary to one individual context in the next.
2. Affective - it refers to the feelings and emotions such as fear, likes and
anger.
3. Behavioral Intention - these are our goals and aspirations and our
expected response towards the attitude.
4. Evaluation - It is the degree of goodness and badness towards the
attitude.

Attitudes can be influenced by the social community that we belong, attitude can
be function as the framework to form a conclusion that interprets the actions of an
individual.

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Interest

Interest in the affective target is the personal preference for certain kinds of activities. It
is a powerful motivational process that energizes learning, guides academic and career
trajectories, and is essential to academic success. An interest can be an individual
experience which they find it more enjoyable which involves lasting feelings, it can be a
psychological state of mind which can increased the learner's attention, effort and
excitement toward a specific situation.

The Four-phase of Interest Development

1. Interest develops gradually and that external support - from lecture

participations and school field trips.
2. Students at different stages of interest development may benefit from
different types of external support - it creates more exciting environment to
catch the students attention inside the classroom, constructing a learning
activities which can awaken the leaner's individual interest.
3. Triggered and maintained situational interest - where an individual begins
to feel a personal sense of ownership they started to go beyond what is
required and becomes more curious and ask more question to satisfy
curiosity.
4. Emerging and well-developed individual interest - where students will take
personal responsibility to their curiosity and question and find the perfect
answer on it.

Synthesis

I've learned about the learner's individual point of view, that not all the learner's are the
same, some are still on their process of developing their attitude and some are still
looking for their own interest and aspirations in life.

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Motivation

Provide information about the type of environment, tasks and activities that can

individual will be motivated to do. Motivation provides insight into what an individual

wants to do and what they need from a role in order to be engaged and successful.

[5 Classroom Tips] Motivate Students for Assessment Success

1. Create Student-Centered Classroom Assessments

For many students who struggle with motivation, giving them more ownership and
opportunity to offer their own opinions can be helpful. Take advantage of this fact, and
work to make your assessments more student-driven.

2. Tap into Intrinsic Motivation

Interest and motivation go hand in hand. So, when creating your classroom exams, try
to make questions as relevant to your students’ personal interests as possible.

3. Give Students a Say

Letting your students make some decisions about their assessments is a great way to
give them more ownership over their learning – and reap the motivational benefits that
can provide.

4. Take the Time to Personalize

Taking the time to work individually with students and tailoring elements of your lessons
to their needs can go a long way in increasing their motivation for classroom
assessments.

5. Encourage Students to Monitor Their Own Progress

When students are able to see their progress towards various academic goals it can be
a significant motivating factor.

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Values

Is defined as a principle, standard or quality considered inherently worthwhile or

desirable. Individuals, groups and whole societies hold values. Values are what
motivate and fulfill you.

Synthesis

I learned from this topic that Authentic assessment aims to evaluate students abilities
and students learn to apply their skills to authentic tasks and projects. And even
assessment can also be a way of encouraging motivation. And values will motivate and
fulfill you as an individual.

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Self-Concept

Is usually called a mental image of who you are as a person, as our internal
interpretations of our actions, skills and specific characteristics. When people are
younger and still going through the self-discovery and identity forming process, self-
concept appears to be more malleable. Self-perceptions are becoming more systematic
and structured as people mature, as they form a clearer understanding of who they are
and what is important to them.

Locus of control

The locus of control is an individual's perception about the underlying main causes of
events in his/her life. In education the locus of control views the causes of their
academic performance or school failure. It is assumed that whether a student has an
internal or external locus of control has a powerful impact on academic motivation,
persistence, and school achievement.

Synthesis

I have learned that there are people who believed that they have a locus of control in
their own situations that gives good impact for their education and their lives. I also
learned that there are different concept about ourselves that gives individual perception
about our behavior, abilities, and unique characteristic.

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Self-efficacy

It helps students believe in themselves.

 Self-efficacy is a person’s particular set of beliefs that determine how well one
can execute a plan of action in prospective situations (Bandura, 1977).

It is a person’s belief in their ability to succeed in a particular situation.

It is also important to understand the difference between self-efficacy and self
esteem.
1. Self-efficacy is about the perception of one person to his/her abilities to
attain a goal.
2. Self esteem is about the self-worth of a person.

 Characteristics of students with high self efficacy

1. Students with a strong sense of efficacy are more likely to challenge

themselves with difficult tasks and be intrinsically motivated. Intrinsically
motivated means on every act they do they are not expecting any external award
because they do it because it's fun, enjoyable and interesting.

2. Put forth significant effort to meet commitments. They often exert a high
degree of effort on what they are doing.

3. Attribute failure to things which are in their control, rather than blaming
external factors

4. Students with high self-efficacy are quickly and easily recover from obstacles
that they are facing and from disappointment.

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 5. They are likely to achieve personal goals, the things that they wanted to
achieve for themselves. Those specific goals can be in the term of short-term
goals or long-term goals.

 Characteristics of students with low self-efficacy.

1.Students with low self-efficacy, believe they cannot be successful.They are

more focused on failing and negative outcomes.

2.They are less likely to make a

concerted, extended effort. They are not exerting effort and losing interest in
what they are doing, especially under difficult situations because of lacking
confidence.

3. They often avoid challenging tasks they see as threats not opportunities for
improvement.

4. Also students with poor self-efficacy have low ambition, they don't see good
opportunities and goal in the future which may result in disappointing
academic performances.

 Teachers need high self-efficacy too

Teachers with a high sense of efficacy about their teaching capabilities may have
an easier time motivating their students and enhancing their cognitive
development. These teachers may also be able to rebound from setbacks and be
more willing to experiment with new ideas or techniques.

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 Low efficacious teachers may rely more on a controlling teaching style and may
be more critical of students. [Woolfolk Hoy, 2003] and (Bandura).

How Does Self-Efficacy Develop?

How can students gain self-efficacy?

There are four sources of self-efficacy teachers can use strategies to build self-efficacy
in various ways.

1. Mastery Experiences (Performance Outcomes)

 This is the most influential source among the four sources of self-efficacy.
Mastery experiences refers to the experiences of one person that she/he had
gained when they do new challenges and they successfully do this challenge or
task.
 Positive and negative Experience can influence the ability of an individual to do
the task. If someone performed well at the previous task they are more likely to
do well and exert more effort in doing the task that is connected from the
previous task. But if they fail, they often expect that they will fail in the future if
they try to do that task.

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2. Vicarious Experiences (Social Role Models)
 Vicarious experiences involve observing other people successfully completing a
task. By observing other people in doing a task and they doing it successfully you
become more confident because you see someone else doing the task
successfully. then you may come to believe that you will succeed as well.
 Social role models can be you parents, teachers, classmates, friends and other
people that influence you positively.

3. Social Persuasion
 Social persuasion is one of ways to build and gain self-efficacy. Receiving
positive and encouraging feedback from others is a huge help to gain self-
efficacy because you become confident and they convince you to believe that
you have the skills and you are capable of being successful. Also discouraging
messages from others.
 For example your teacher is motivating you by giving you good feedback for you
to do your best effort and by that teacher can boost your self-efficacy.

4. Emotional and Physiological States

 The emotional, physical, and psychological well-being of a person can influence
how they feel about their personal abilities in a particular situation.
 Positive emotions can boost our confidence in our skills. It leads to an energized
state which drives a person to complete a task or to be successful . While anxiety
can weaken it. Teachers can reduce stressful situations and lessen anxiety that
students are experiencing.

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Anxiety

"Anxiety," by Deedee Von Licht.

Kelsey Wroten for NPR

What is Anxiety?

 Anxiety is directly related to feelings of uneasiness, frustration, self-doubt, fear,

or worry. Anxiety can be defined by levels: Some people can be anxious for
many things, or just by situations. Others are anxious for particular events or
acts.

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How anxiety affects students' learning and performance in school?
 Students who are experiencing anxiety can negatively impact their ability to
learn and enjoy their time in school. Which may lead to social and behavioral
problems, poor performance and learning, neglected hygiene, poor self care
practices and low self esteem. This can include lack of engagement in the
classroom, poor relationships with peers and teachers, and disinterest in
pursuing passions and planning for the future.

 The effect of anxiety on academic performance is not always obvious. One

minute a student could seem fine and the next they may experience an outburst
or panic attack.

 Teachers and staff need training to be able to properly handle these unexpected
occurrences.

Synthesis

One’s perceived sense of efficacy plays a key role in the arousal of student anxiety.
Individuals, therefore, only experience anxiety when they believe themselves to be
incapable of managing potentially detrimental events. In some studies the relationship
between self-efficacy and specific types of anxiety was mentioned. Consistently, some
scientific efforts in this area identified that low levels of self-efficacy are accompanied by
high levels of anxiety and students who have anxiety have a huge chance of affecting
the self-efficacy of one person that can cause them to have low self-efficacy.

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Creativity

Treffinger (2005) described different ways in which he understood creativity: creativity

as the potential for anyone to be able to think of new and useful ideas, to look at a
problem in a new way and find an original and workable solution, as well as to use one’s
mind in a productive way to generate and apply new ideas.

Creativity is very important in teaching and learning because when the teacher is
creative and innovative in creating different techniques in teaching, the students will be
productive in studying and won’t find the class boring. Creativity helps both sides a lot
by many ways. Most of the students think that studying is boring because the teacher
just focuses on the discussion itself that’s why it is important that a teacher will provide
different techniques such as giving them fun activities related to the topic to make their
discussion exciting.

Epistemological Belief

According to Bakx, VanDer Sanden, Sijtsma, Croon, & Vermetten, 2006,

Epistemology explores the beliefs we hold about knowledge, what knowledge is,
how knowledge is constructed, and what constitutes knowledge. Beliefs about the
sources of knowledge will influence our decision-making processes, guide critical
thinking practices, and facilitate self-regulated learning.

An epistemological belief discusses the ideas we have about knowledge and how it
develops and being constructed. Also, these beliefs are important as it affects our
thinking skills especially in decision making process. There are different aspects that
affect one’s knowledge belief. Most of the epistemological beliefs that we have now is
because of our experiences in our daily lives. Our family and peers plays an important
role in developing our epistemology. It is important to not disregard the epistemological
beliefs of the students inside the classroom because their differences affect their
performance inside the classroom.

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Synthesis

I’ve learned that each of us has a different belief that’s why it is important to interact with
each other for us to be able to exchange knowledge. By this, we can learn by each
other’s epistemological beliefs. These beliefs are important because it affects how we
deal with variety of knowledge. I also learned that creativity is important in teaching
process because it helps to make your class productive and exciting. The teachers
should always think out of the box for them to create different techniques on how they
will teach their students creatively because the more the students feel excited towards
certain thing, the more they participate and learn.

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B. Appropriate methods

Appropriateness of Assessment Methods are the strategies, techniques, tools and

instruments for collecting information to determine the extent to which the students
demonstrate the desired learning outcomes.

These are the common types of Appropriateness of Assessment Methods

1. Written-Response Instruments
This includes objective tests (multiple-choice, true or false, matching type or short
answer test), essays, examinations, and checklists.

 Objective test – appropriate for the various levels of the hierarchy of educational
objectives.

 Essay – when properly planned, can test the students’ grasp of high-level
cognitive skills particularly in areas of application, analysis, synthesis, and
evaluation.

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2. Product-Rating Scale
These scales measure products that are frequently rated in education such as book
reports, maps, charts, diagram, notebook, essay and creative endeavor of all sorts.

3. Performance Test
One of these is the performance checklist which consists of the list of behaviors that
makes up a certain type of performance.

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4. Oral Questioning
An appropriate assessment method when the objectives are:

 To the students’ stock knowledge; and

 To determine the student’s ability to communicate ideas in a coherent verbal
sentence

Consider:
 State of mind
 Feelings
 Anxiety
 Nervousness

5. Observation and Self-Report

These are useful supplementary assessment methods when used in conjunction with
oral questioning and oral test.

 Likert Scale

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Selecting Appropriate Assessment Methods

 Observation
Effective teachers observe their students from the time they enter the classroom.
During instruction, teachers observe students’ behavior to gain information about
students’ level of interest and understanding of the material or activity.

 Questioning
Teachers ask questions for many instructional reasons including keeping students’
attention on the lesson, highlighting important points and ideas, promoting critical
thinking, allowing students’ to learn from each others answers, and providing
information about students’ learning.

Synthesis

After reading different references related to my report, I’ve learned why these types
of methods are important. Especially for students and teachers. I’ve learned how
those methods works for students, also how and why teachers are using them to
assess their students.

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Development of Affective Assessment Tools

According to McMillan (2007), the method of assessing affective targets has three
feasible methods to evaluate affective traits and dispositions.

The three feasible methods are Student Self-Report, Teacher Observation and Peer
Ratings.

1. Student Self-Report

In this method, there are ways to show students’ influence as self-report. The common
and coordinate way is having a casual discussion or interview. Students can answer to
a survey or questionnaire about themselves or to other students.

Example of Self-Report Questionnaire

There are sorts of personal communication that teachers can utilize with their students.
It can be discussions, individual interviews, group interviews and casual conversations
to assess affect.

The other type under student self-report method is questionnaires and surveys. And
there are two types of format using the questionnaires and surveys; it is the
Constructed-Response format and Selected-Response format.

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 Constructed-Response format
Is a straight forward approach inquiring students about their affect by reacting to
statement or to a question. The other way to actualize Constructed-Response
format is by means of an essay.

 Selected-Response format
Are composed of questions to which there is typically one best answer. They are
sometimes referred to as objective assessments (Suskie, 2018).

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2. Teacher Observation

This method is one of the necessary tools for formative assessment. In using
observation, the primary thing to do is determine in advance how particular behaviors
relate to the target.

Student Behaviours Indicating Positive and Negative Attitudes Toward Learning

POSITIVE NEGATIVE

Rarely misses class Is frequently absent

Rarely late to class Is frequently tardy
Asks lots of questions Rarely asks questions
Helps other students Rarely helps other students
Works well independently without Needs constant supervision
supervision Is not involved in extracurricular activities
Is involved in extracurricular activities Says he or she doesn’t like school
He or she likes school Rarely comes to class early
Comes to class early Rarely stays after school
Stays after school Doesn’t volunteer
Volunteers to help Often does not complete homework
Completes homework Doesn’t care about bad grades
Tries hard to do well Never does extra credit work
Completes assignments before they are Never completes assignments before the
due due date complains
Rarely complains Sleep in class
Is rarely off-task Bothers other students
Rarely bothers students Stares out window

These behaviors give foundation in creating guidelines, checklist or rating scales. The
positive behaviors are called approach behaviors whereas the negative ones are named

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avoidance behaviors. McMillan (2007) suggested that the best approach is to develop a
list of positive and negative behaviors.

After the list of behaviors has been created, the teacher must choose whether to use an
informal, unstructured observation or a formal one and structured. These two types
differ in terms of arrangement and what is recorded.

 Unstructured Observation
Can also be used for the reason of making summative judgements. In using
Unstructured Observation, it is essential to have at least some guidelines and
examples of behaviors that demonstrate affective trait. Unstructured Observation is
more practical, which suggests teachers can record everything they have observed
and are not limited by what is contained in a checklist or rating scale.

 Structured Observation
Is different from unstructured observation with regard to preparation needed as well
as in the way observation is recorded.

3. Peer Ratings

Is the least common method among the three feasible methods of assessing affect.
Because of the nature of learners, they don't continuously take this activity seriously and
most regularly than not they are subjective in conducting this peer rating. Hence, peer
rating is seen as generally inefficient in terms of conducting, scoring, and interpreting
peer ratings. However, teachers can precisely observe what is being assessed in peer
ratings since teachers are very much engaged.

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Interpreting and Utilizing the Different Methods or Combination of Methods in
Assessing Affect

Each of the three feasible methods (Student Self Report, Teacher Observation and
Peer Rating) has its own advantages and disadvantages. In choosing for which method
or methods to utilize, consider the following factors:

 Type of affect that needs to be assessed;

A common response to something or someone can best be gathered through

observation. Nevertheless, if an attitude component is to be diagnosed, a self-report will
give a better knowledge.

 If the information needed is from grouped or individual responses; and

If grouped response and tendencies are required, selected response self-report method
is suitable, because it guarantees anonymity and is easily scored.

 The use of information

If the intention of the affective assessment is to utilize the outcomes as supporting input
to grading, then multiple approaches is essential and be mindful of the plausibility of
having fake comes from self-report and even from peer judgment.

Synthesis

After studying the article that I’ve discovered, I learned why Development of Affective
Assessment Tools are being utilized by the teachers. The Student Self Report, Teacher
Observation and Peer Ratings plays an important role in classroom since it will help
every teacher to determine the affective domain of each student. In addition,
Interpreting and Utilizing the Different Methods in Assessing Affect will recognize what
type of affect are needs to be assessed.

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C. Other Affective Measures and Assessments

1. 1. Non – Test Indicators

Every student goes through assessment to measure if they achieved the

expected learning outcomes at the end of the course. Academic tests are
typically relied upon to assess the performance of students in educational tasks
which focus more on the cognitive development. “Educated but not well –
mannered.” A school must pursue goals not just focusing on the high-test scores
of its students but also on their personality, attitude, and behaviour while learning
which affects their social being. This can be seen on the students’ performances
while not being informed that they are being judged. The assessment tools that
can be include are portfolios, anecdotal records, non – test instruments such as
questionnaires, interview guidelines, observation guidelines, check list, and rating
scales.

2. Transversal Competencies

Transversal Competencies (TVC) refers to knowledge, skills, values, and

attitudes that are integral to life in the 21 st century. We need to adapt and
collaborate with our fast-changing world, technological advances that
continuously shaping our lives and workplaces. A change from old educational
goals is needed in order to achieve this. Students who will become future
workers need to be ready and must have a sophisticated and complex problem –
solving skills, communication and coordination skills. This will help the success of
an individual and also well-functioning society.

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There are 6 categories of Transversal Competencies:

1. Critical and innovative thinking

2. Global citizenship
3. Physical health & religious beliefs
4. Intrapersonal skills
5. Interpersonal skills
6. Media and information literacy

Groupings of the skills referring to each category:

Critical and innovative thinking - this is how we think extensively and

profoundly using abilities, attitudes and dispositions such as reason, reasoning,
resourcefulness, creativity and ingenuity in all learning areas at school and in
their lives outside school.

 Creativity

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  Entrepreneurship
 Resourcefulness
 Application skills
 Reflective thinking
 Reasoned decision making

Global citizenship - understanding the wider world, and our place in it. It is
about our rights, responsibilities and taking active roles in our community.

 Awareness and openness

 Tolerance and respect for diversity
 Responsibility and ability to resolve conflict
 Ethical and intercultural understanding
 Democratic participation
 Respect for the environment
 National identity and the sense of belonging

Physical health and religious beliefs – giving importance for our well – being
while continuously living and working, and also respecting different religious
beliefs.

 Respect for religious values

 Appreciation of health lifestyle

Intrapersonal skills – these are the skills within ourself or the internal skills and
habits that help us control thoughts, cope with problems, and learn new
knowledge. Such abilities, which contribute to emotional intelligence, include
aspects such as self-confidence and resilience.

 Self – discipline
 Ability to learn independently
 Flexibility and adaptability
 Self – awareness
 Perseverance and self – motivation

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  Compassion
 Integrity and self – respect

Interpersonal skills - These are the abilities we use every day as we connect
and communicate, both individually and in groups, with other people. They have
a broad range of abilities, but especially communication skills such as listening
and speaking effectively. They also provide the capacity to control the feelings
and regulate them.

 Communication skills
 Organizational skills
 Teamwork and collaboration
 Sociability and collegiality
 Empathy and compassion

Media and information literacy

 Ethical use of ICT

 Ability to critically evaluate information and media content
 Ability to obtain and analyse information through ICT

3. 21st Century Skills

21st century skills are needed to be equipped by the students to become globally
competitive and able to adapt with the fast – changing world and advanced
technologies.

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We have 3 Categories of 21st Century Skills:

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1. Learning Skills
2. Literacy Skills
3. Life Skills

Learning Skills – these are the four C’s (Critical thinking, Creativity,
Collaboration, and Communication) that teaches students about the mental
processes needed to adapt to a new work environment and strengthen it.

 Critical Thinking – this is how we find solutions to problems that may

arise. For example, in a company that is facing a problem, as we tell the
problem, we should also be ready and know the solution to it.

 Creativity – thinking outside the box, we should be able to innovate ideas,

new things, that may help to adapt and to become successful.

 Collaboration – this is how well we work with our workmates or

classmates. Combining each other ideas, doing each other parts or
responsibilities and each other willingness. “Two is better than one.”

 Communication – this is how we talk to others with the challenging part

of having different beliefs, philosophy, but still able to understand each
other ideas and messages trying to convey. Having good communication
will avoid conflicts and failure of a project.

Literacy Skills – these are usually called the IMT skills (Information, Media, and
Technology) that are concerned about different element in digital understanding.

 Information – being able to understand facts from fiction, figures,

statistics, and data we’ve searched on internet.

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  Media – this is our skill of how to identify which of the information we read,
watched, or heard is true or if it is credible or not. As with the technology
advances, it is easy for people to edit what they’re posting online to attract
netizens and make them believe easily. As for us, we must not be one
sided or focus with just one source, we must also look for other sources
that will back it up to make sure that it is credible and true.

 Technology – being a techy person is important in 21 st century, knowing

how to use technologies or performing using it. Like in everyday class, its
already outdated to use cartolina, manila paper, or blackboard for teaching
or presenting lessons, but we are now using projector, laptops, and
PowerPoint.

Life skills – also called FLIPS (Flexibility, Leadership, Initiative, Productivity,

Social Skills) these are the skills we need in our daily life wherever we are,
especially in workplace.

 Flexibility – this emphasizes the willingness and ability to adapt to

changing circumstances. For example, with knowing to yourself that you
are wrong with something, you should know, able to admit, and accept
that you are wrong, then able to change for the betterment of yourself.
Since learning is a lifelong process, there’s always a space for failure and
the important is that making up for that.

 Leadership – is the leading of a particular group that motivates your

members to act to achieve a particular goal set.

 Initiative – voluntarily doing what is needed to be done without expecting

rewards in exchange of it.

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  Productivity – this is how we accomplished goals in our daily lives.
Giving importance to time knowing that you should not waste it and
complete task with the given specific time.

 Social Skills – this is how we are able to socialize and interacts with the
others. Being an extrovert is so much an advantage since socializing with
different types of person is easy to do.

Synthesis

Upon searching different references for the assigned topic on me, I’ve learned that in
our fast – changing world and advances in technologies, we needed to comply, adapt,
and collaborate with it. This is the reason why there’s so much changes we are now
doing, like the new normal. Living our daily life, we can’t avoid anymore the usage of
technology, because we are now becoming dependent on it. There are so many skills
that we needed to equipped in order to be ready for the future careers. Skilled workers
are in demand, and we, the students of this time should be ready for it, to become
globally competitive and live a meaningful and productive life to create a well working
society. Acquiring knowledge, and skills, is also as important as acquiring good attitude
and behaviour.

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