The innovative tools for an authentic assessment produced an introspective approach based on needs for student success. In order to identify the twenty-first-century skills, one needed to incorporate multiple methods and waited on responses towards individual students’ activities (Greenstein, 2012). Standardized testing engaged an expected proficiency level, lacking uniqueness, and a holistic twenty-first-century education’s real abilities. While core curriculum standards reflected upon students’ current requirements, the world and historical events kept revolving thrust expectations towards higher-order thinking levels.
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