assessment for learning: school based experience
DESCRIPTION
Assessment for Learning: School Based Experience. Principal Liu Ah Chuen Christian Alliance SW Chan Memorial College 13/12/2013. Asse ssment & Curriculum Alignment. Learning Objectives. Teacher Perspective. Learning Outcomes. Teaching Activities. - PowerPoint PPT PresentationTRANSCRIPT
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 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。
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
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。