Performance-based assessments are like showing what you can do in real life. It's not just answering questions, but doing things like solving problems or making projects. For example, you might work on a science experiment or create a story to show your creativity. Instead of a test with just right or wrong answers, you get to show what you know by actually doing something. It's a fun way to learn and show off your skills!

STEAM projects are one of the examples of this kind of assessment. Performance based tasks are assigned by integrating various subjects like Math, Physics, Computer and English.

One way which can help to evaluate 21st skills is assigning students in groups and presenting them with an authentic problem relevant to their learning. They can then be asked to collaboratively discuss the problem and come up with a tech-based solution that will be shared with everyone by means of a presentation. A 21st century skills assessment rubric can then be created which can assess the following points; 1. Collaboration among peers 2. Effective communication 3. Creativity 4. Their use of technology to solve the problem 5. Logical presentation of ideas To overcome biasness in scoring, three evaluators can be used to independently assess the groups and score using the rubric, their scores can then be compared at the end.

Assessing 21st-century skills involves evaluating a range of abilities beyond traditional academic knowledge, focusing on skills that are essential for success in the modern world. Develop assessments that require students to apply their knowledge and skills in real-world scenarios. This could include projects, simulations, or practical exercises that mirror challenges they may face in their future careers. Implement project-based learning approaches where students work on extended projects that integrate multiple 21st-century skills. Assessment is embedded within the project, evaluating collaboration, critical thinking, communication, and problem-solving. Have students create portfolios showcasing their work, projects, and reflections.

Students can work in groups combining their skills. They are to identify specific problems in their community and proffer scientific approaches to solving any of them. Research and analysis cum proper recording of data would be required so that their conclusions and recommendations can be worked on for improvement. Teachers’ guidance and safeguarding should not be taken for granted.

Technology-enhanced assessments are like using gadgets and computers to see how well you're learning. Instead of just writing on paper, you might do quizzes online or make digital presentations. It's a way to show what you know using cool tech stuff! For example, you could use a computer to make a video explaining a topic or use a tablet to draw a picture for a test. It makes learning more fun and lets you use the same tools you'll use in the real world.

The STEAM approach applies evaluative rather than specific measured criteria, investigating students critical and creative thinking skills, fluidity and flexibility, unique or elaborate resolutions. This form of 21st century assessment approach-works with all ages, interests and abilities (Wade-Leeuwen, 2016).

Formative assessments are like checkpoints along the learning journey. They help teachers understand how you're doing so they can help you learn better. Instead of big tests, they're more like little checks to see if you're getting it. It could be a quick quiz, a discussion in class, or even a fun activity. The point is to see what you need help with and give you feedback to improve. It's like having a coach who helps you get better step by step!

Use formative assessments regularly to gauge student understanding during the learning process. These assessments are important when looking at less concrete 21st century skills but still provide valuable insights into individual and class-wide comprehension, allowing you to adjust your teaching strategies and address misconceptions in real-time.

In my experience these assessments can be based on multiple activities too. For example a group work, pair work or any assigned presentation on any topic.

Se existe abertura o desenvolvimento de um projeto autodirigido, incentivo que o estudante mapeie as habilidades de ele acredita precisar para o sucesso de projeto e quais as pessoas poderiam oferecer essas habilidades. Isso faz com que eu acesse como os estudantes identificam e reconhecem as habilidades uns dos outros.

Um tipo de avalição integrada que já utilizei foi a trazer de recomendações e apreciações. O estudante tem liberdade para reconhecer e apreciar o bom trabalho que o outro está realizando ao longo do desenvolvimento de um projeto. Como ministro componentes vinculados a conteúdos socioemocionais, é possível ver a coerência e consistência dos conteúdos de outros componentes nessas manifestações espontâneas - que ao final do ano letivo se tornam mais frequentes

Uma avaliação de habilidade que tenho aplicado com algum sucesso é uma avaliação 360 graus. Depois de um trabalho em grupo, incentivo o aluno a fazer uma autoavaliação de si e avaliar o trabalho os demais membros do grupo. Na seguinte proporção: - 40% avaliação do grupo para o participante - 40% avaliação do participante a si próprio - 20% avaliação do professor No último ciclo trouxe a avaliação por habilidades: comunicação, investigação, analise crítica e colaboração. Tenho obtido sucesso e bastante engajamento por parte dos estudantes.

Performance-based assessments have to be valid and reliable. They have to measure what they set out to measure. For example, spelling test must measure spelling techniques and knowledge. Math test must measure problem solving ability and operations. Also, if a large number of the population is failing a particular assessment then the assessment has to be modified.