Assessment for Learning: School Based Experience

Principal Liu Ah ChuenChristian Alliance SW Chan Memorial College13/12/2013

Assessment & Curriculum Alignment

To the teacher, assessment is at the end of the teaching-learning sequence of events, but to the student it is at the beginning. If the curriculum is reflected in the assessment, the teaching activities of the teacher and the learning activities of the learner are both directed towards the same goal. In preparing for the assessments, students will be learning the curriculum.

Source: Biggs, J. (2003). Aligning teaching for constructing learning. The Higher Education Academy. http://www.heacademy.ac.uk/assets/documents/resources/database/id477_aligning_teaching_for_constructing_learning.pdf

TeacherPerspective

LearningObjectives

LearningOutcomes

Teaching Activities Assessment

StudentPerspective Assessment Learning Activities Outcomes

Multi-purpose of Assessment

Assessment OF Learning

Assessment AS Learning

School contexts

Assessment FOR Learning

Current status: How are we doing?

Establish where learners are going

Establish where learners are in their learning

Establish what needs to be done to get them there

Assessment For, As and Of LearningLEARNING

Curriculum Goal

Assessment System Planning

Assessment Implementation

Questions asked:1.What do we want students to achieve?2.What are the links across subjects and year levels?3.What are the links between cognitive & non-cognitive outcomes?4.What information about learning and teaching will we get from the assessment?5.Does the assessment system align with curriculum goal and school contexts?

Questions asked:6.How well are students doing?7.Have they reached the goals?8.How to min the gap?9.What do students and teachers think and do to min the gap?

AssessmentSystem Review

School contexts:•School culture•Student body•Teaching staff•Resource•Parents

Societal Contexts

In Assessment for Learning, teachers use assessment as an investigable tool to find out as much as they can about what their students know and can do, and what confusions, preconceptions, or gaps they might have.

The wide variety of information that teachers collect about students’ learning processes provides the basis for determining what they need to do next to move student learning forward. It provides the basis for providing descriptive feedback for students and deciding on groupings, instructional strategies, and resources.

Assessment for Learning

Manitoba Education, Citizenship and Youth. (2006). Rethinking Classroom Assessment with Purpose in Mind, p. 29.

Teachers also use assessment for learning to enhance students’ motivation and commitment to learning. When teachers commit to learning as the focus of assessment, they change the classroom culture to one of student success.

Assessment for Learning

Manitoba Education, Citizenship and Youth. (2006). Rethinking Classroom Assessment with Purpose in Mind, p. 30.

Assessment for learning occurs throughout the learning process. It is interactive, with teachers:•aligning instruction•identifying particular learning needs of students or groups•selecting and adapting materials and resources•creating differentiated teaching strategies and learning opportunities for helping individual students move forward in their learning•providing immediate feedback and direction to students

Teachers’ Role in AforL

校本個案分享通識教育科

廿一世紀模式

課程設計

學習評估 教學策略

校本個案分享 - 通識教育科

校本個案分享 - 通識教育科校本課程設計

單元課題例如：今日香港

通識能力類別例如：比較及作判斷

例如： 「公共房屋供應量不足，是導致人們被迫蝸居於『不適切居所』的主因。」你是否同意這個說法？試參考以上三則資料及就你所知，解釋你的答案。

選定課題及通識能力類別

設計學生終極習作

認識公共房屋的發展及房屋政策

認識現時香港的房屋問題的現況、成因及解決方法

加入所需單元知識……

校本個案分享 - 通識教育科互評學生習作

老師選出三份佳作，由學生進行評分，並找出值得學習之處。

較弱學生習作，由學生進行改寫。

校本個案分享 - 通識教育科 通識教育科協作學習平台 ( 初步完成，現進行測試 )

評改系統採用現時中學文憑試「評估準則」及「評改標記」

評改標記 統計數字 Good!

IR Irrelevant

? Unclear

NE Need explanation

Wrong Information

TP Topic Sentence Recite

透過系統的統計數字便能反映出學生強弱所在，從而對症下藥。

校本個案分享 - 通識教育科 通識教育科協作學習平台

老師可以從系統獲得全班「評改標記」的統計數字，從而選擇合適學習任務培訓學生。

運用統計模型分析學生成績從而優化學與教策略

宣道會陳朱素華紀念中學數學科科主任 周港輝老師

2013/12/13

新學制下學校評估文化的變革

廿一世紀模式

課程設計

學習評估 教學策略

運用統計模型

問題：進步定退步？

同學 1科目一

同學 2科目二

同學 3科目三

上年中三成績 70 60 50實際今年上學期中四成績

70 55 55

增值指標：簡介( 見教育局 – 學校自我評估

工具及數據 )

數學科的運用

中三總成績

統計模型：回歸線

中四第一學期的預期成績

中四第一學期的實際成績

分析：進步 / 退步

同學 1科目一

同學 2科目二

同學 3科目三

上年中三成績 70 60 50預期今年上學期中四成績

65 56 59

實際今年上學期中四成績

70 55 55

分析結果 進步 平穩 退步

5 個級別

分數

預期成績

平穩區域

進步

進步線

退步線

退步

顯著進步線

顯著退步線

顯著進步

顯著退步

關心學生情況，尤其是對於退步學生更加重要

了解學生進步原因，並給予適當的鼓勵檢討教學策略

跟進工作

其他跟進工作分組學習，同儕互助•在測考後，我們會安排「能力提升班」給所有同學；•同學需按成績分組，每組均有能力較佳及能力稍遜的同學；•同儕互助，合作完成指定題目；•對於能力較好的同學，藉著教導別人

達到學習反思，進一步鞏固數學概念；•能力稍遜的同學可以藉著提問、互相討論、研習等重溫課文概念。

新學制下學校評估文化的變革

廿一世紀模式

課程設計

學習評估 教學策略

運用統計模型

1. 拔尖補底2. 進步 / 退步學

生的跟進

最終目的：找出進步或退步的學生，並給予合適的跟進工作

先檢討學科的特性，決定合適的評估方法，然後討論合適的跟進工作

增值指標只作參考

進一步的討論

多謝各位