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Fairness and Professionalism Fairness and Professionalism Fairness and Professionalism Fairness and Professionalism What Counts in School What Counts in School-based based Assessment Assessment Benny Hin Wai Yung Benny Hin Wai Yung 容显怀 Benny Hin Wai Yung Benny Hin Wai Yung 容显怀 The University of Hong Kong The University of Hong Kong

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Fairness and ProfessionalismFairness and ProfessionalismFairness and ProfessionalismFairness and ProfessionalismWhat Counts in SchoolWhat Counts in School--based based

AssessmentAssessment

Benny Hin Wai YungBenny Hin Wai Yung 容显怀Benny Hin Wai Yung Benny Hin Wai Yung 容显怀The University of Hong KongThe University of Hong Kong

S Hi hi Ot ji

Would you make use of this video for your Science Would you make use of this video for your Science P ti l A t? Wh h t?P ti l A t? Wh h t?

Source: Hisashi Otsuji

Practical Assessment? Why or why not? Practical Assessment? Why or why not?

OverviewOverviewOverviewOverview•• Assessment reforms in practical scienceAssessment reforms in practical science•• Assessment reforms in practical scienceAssessment reforms in practical science•• Factors impacting on implementation of Factors impacting on implementation of

assessment for learningassessment for learningassessment for learningassessment for learning•• Cases from Hong Kong and SingaporeCases from Hong Kong and Singapore

–– Teachers’ concerns about fairnessTeachers’ concerns about fairness–– Teachers’ responses to policy changeTeachers’ responses to policy change

•• Implication on teacher professional developmentImplication on teacher professional development

Assessment reforms Assessment reforms in practical sciencein practical science•• Before 1993: HKAL Before 1993: HKAL

Biology Practical ExamBiology Practical Exam–– dissect dissect 20 rats20 rats in preparing for the examin preparing for the exam

•• HKAL Bio Teacher Assessment SchemeHKAL Bio Teacher Assessment Scheme–– Alleviate problem of overAlleviate problem of over--practising of rat dissectionspractising of rat dissections–– Alleviate problem of overAlleviate problem of over--practising of rat dissectionspractising of rat dissections–– Reduce students’ exam pressureReduce students’ exam pressure

Valid assessment of students’ practical abilitiesValid assessment of students’ practical abilities–– Valid assessment of students practical abilitiesValid assessment of students practical abilities–– Enhance teachers’ professionalism and Enhance teachers’ professionalism and

widen their experiencewiden their experiencewiden their experiencewiden their experience

Factors impacting on the Factors impacting on the implementation of SBAimplementation of SBA

(C l 2005)

An exploratory framework of factors impacting on the implementation of AfL

(Carless, 2005)

ExamExam led education systemsled education systemsExamExam--led education systemsled education systems‘In fact students sometimes‘In fact students sometimes•• In fact, students sometimes In fact, students sometimes stop their teachers teaching stop their teachers teaching certain topics or materialscertain topics or materialscertain topics or materials certain topics or materials which are not in the [exam] which are not in the [exam] syllabus ’syllabus ’syllabus.syllabus.

–– Choi (1999)Choi (1999)

ExamExam--led education systemsled education systemsyy•• ‘I breathe deeply’‘I breathe deeply’

‘trying my best to keep clam’‘trying my best to keep clam’•• trying my best to keep clamtrying my best to keep clam•• ‘my heart sinks’‘my heart sinks’•• ‘panic comes over me’‘panic comes over me’•• ‘I try to hold back my tears’‘I try to hold back my tears’y yy y•• ‘tears pour down my face’‘tears pour down my face’•• ‘I am so nervous about it’‘I am so nervous about it’•• I am so nervous about itI am so nervous about it•• ‘I heave a sigh of relief’‘I heave a sigh of relief’

–– Pong & Chow (2002)Pong & Chow (2002)

ExamExam--led education systemsled education systemsExamExam led education systemsled education systems•• Teachers are crucial elements in Teachers are crucial elements in

students’ successes in these highstudents’ successes in these high--stakes tests. They are expected to stakes tests. They are expected to y py pimplement and monitor implement and monitor compliancecompliance with standard with standard ppoperating procedures and operating procedures and deviancedeviance from published and from published and ppunpublished approaches and unpublished approaches and norms is norms is unexpectedunexpected, , unrewardedunrewardedppand and riskyrisky..

–– Towndrow et al. (2008)Towndrow et al. (2008)Source: http://www.inotstupid.com.sg/

Concerns about fairnessConcerns about fairnessConcerns about fairnessConcerns about fairness•• Remains as one of the top 10 concernsRemains as one of the top 10 concerns•• Remains as one of the top 10 concerns Remains as one of the top 10 concerns

among HK teachers among HK teachers (Yip & Cheung 2005)(Yip & Cheung 2005)

•• Hong KongHong Kong –– John Bob and CarlJohn Bob and Carl (Yung 2001)(Yung 2001)•• Hong Kong Hong Kong –– John, Bob and Carl John, Bob and Carl (Yung, 2001) (Yung, 2001)

•• Singapore Singapore –– Sophia Sophia (Tan & Towndrow, 2009)(Tan & Towndrow, 2009)

Sophia:Sophia: No talking!g

Preparing for a forthcoming Preparing for a forthcoming epa g o a o t co gepa g o a o t co gsummative SPA tasksummative SPA task•• assessing students’ individual practical assessing students’ individual practical

skillsskills•• a practice experiment to be completeda practice experiment to be completeda practice experiment to be completed a practice experiment to be completed

under mock exam conditionsunder mock exam conditions

No talkingNo talkingNo talkingNo talkingAll right, now this is an All right, now this is an exam questionexam question so when you are so when you are going to do your experiment there will begoing to do your experiment there will be no talkingno talkinggoing to do your experiment there will be going to do your experiment there will be no talkingno talking. . Okay, quiet.Okay, quiet. Since this is Since this is individual workindividual work, … you can , … you can share your water bath That’s all Alrightshare your water bath That’s all Alrightshare your water bath… That s all. Alright. share your water bath… That s all. Alright. No more talkingNo more talking. You only share water bath, … But . You only share water bath, … But anything else, boiling tubes, you have your own… Anyanything else, boiling tubes, you have your own… Anyanything else, boiling tubes, you have your own… Any anything else, boiling tubes, you have your own… Any more question? … Alright? more question? … Alright? You will have …about 45 minutes … You may begin You will have …about 45 minutes … You may begin y gy gnow… now…

[After 3 minutes][After 3 minutes][After 3 minutes] [After 3 minutes] You don’t seem to understandYou don’t seem to understand this is an assessment. this is an assessment. Nobody should be talking Not even to your partnerNobody should be talking Not even to your partnerNobody should be talking. Not even to your partner.Nobody should be talking. Not even to your partner.

JohnJohn: I must be fair!I must be fair!

Free of charge!Free of charge!Free of charge! Free of charge! •• John started the TAS practical by distributing the lab John started the TAS practical by distributing the lab

l t th l d th ti t d Hl t th l d th ti t d Hmanual to the class and gave them some time to read. He manual to the class and gave them some time to read. He then invited questions from the class:then invited questions from the class:

Any questions before we start? Any questions, please? Any questions before we start? Any questions, please? [There as no q estion from the Ss John then said again ][There as no q estion from the Ss John then said again ][There was no question from the Ss. John then said again.] [There was no question from the Ss. John then said again.]

C ti ?C ti ? F f h ! M k ill t bF f h ! M k ill t bCome on, any question? Come on, any question? Free of charge! Marks will not be Free of charge! Marks will not be deducteddeducted. Come on. Any question? . Come on. Any question? [Again there was no question from the students So John[Again there was no question from the students So John[Again, there was no question from the students. So John [Again, there was no question from the students. So John signalled the class to begin their work.] signalled the class to begin their work.]

I have a questionI have a questionqqStudent: I have a question; but will marks be deducted?Student: I have a question; but will marks be deducted?J hJ h Y k it fi tY k it fi tJohn: John: You ask it first.You ask it first.Student: Chee! I don’t want to ask then.Student: Chee! I don’t want to ask then.John:John: If I am going to deduct marks, I will tell you first.If I am going to deduct marks, I will tell you first.John:John: If I am going to deduct marks, I will tell you first.If I am going to deduct marks, I will tell you first.Student: If I ask you the question, but then you tell me afterwards that Student: If I ask you the question, but then you tell me afterwards that

marks have been deducted, I will be very depressed.marks have been deducted, I will be very depressed.John: John: Just go ahead and ask me. And you will know what the Just go ahead and ask me. And you will know what the

outcome would be.outcome would be.[The student then asked the question.][The student then asked the question.][The student then asked the question.][The student then asked the question.]John: John: I have to deduct marks from you if I answer this question. I have to deduct marks from you if I answer this question.

Therefore, I am not going to answer this question. You think about it Therefore, I am not going to answer this question. You think about it yourselfyourselfyourself.yourself.

Student: Are you really not going to deduct any marks from me at all?Student: Are you really not going to deduct any marks from me at all?

John:John: Go back and do your work quicklyGo back and do your work quicklyJohn:John: Go back and do your work quickly.Go back and do your work quickly.

Why didn’t John answer Why didn’t John answer students’ questions?students’ questions?I must be fairI must be fair. I can’t answer some students’ . I can’t answer some students’ questions but not the others. If I answer her questions but not the others. If I answer her question, I am sure that I will have to tell the question, I am sure that I will have to tell the rest of the class using the microphone… rest of the class using the microphone… What bothers meWhat bothers me is that, suppose I am going to is that, suppose I am going to answer students’ question, how many answer students’ question, how many questions should I entertain, and to what extent? questions should I entertain, and to what extent? This is the most difficult partThis is the most difficult part. . If there was no If there was no TAS, I would then have given her a definite TAS, I would then have given her a definite answer …answer …

You just can’t fool themYou just can’t fool themYou just can t fool themYou just can t fool themTAS is certainly an assessment.TAS is certainly an assessment. I have been I have been yycriticized by my chemistry colleague that the TAS criticized by my chemistry colleague that the TAS is a training and not an assessment. But, is a training and not an assessment. But, the hard the hard g ,g ,fact is that I have to submit the marks to Hong fact is that I have to submit the marks to Hong Kong Exams AuthorityKong Exams Authority. It is no good placing too . It is no good placing too g yg y g p gg p gmuch emphasis on learning … much emphasis on learning … If you tell students If you tell students that marks are not important, just to relax and try,that marks are not important, just to relax and try,p j yp j ystudents just would not believe in what you say, students just would not believe in what you say, especially for students in this school. especially for students in this school. They know They know p yp y yywhat is going on. You just can’t fool them.what is going on. You just can’t fool them.

Caught in a dilemmaCaught in a dilemmaCaught in a dilemmaCaught in a dilemma

trying to be fair trying to be fair helping Ss to solvehelping Ss to solvetheir problemstheir problems

Teaching had given way to assessment.Teaching had given way to assessment.F ti f ti f t l tF ti f ti f t l tFormative function of assessment was lost.Formative function of assessment was lost.

Bob:Bob:They are learningy g

while I am assessing them.

They are learning while I am They are learning while I am assessing themassessing them• Bob has frequent discussions with individual Ss

(641 DTUs vs 132 DTUs for John)

• Conscious of this even at the planning stage:–– One of my major considerations in selecting practicals One of my major considerations in selecting practicals

for the TAS assessment is whether I can for the TAS assessment is whether I can make use of make use of the practical to induce some kind of discussion with my the practical to induce some kind of discussion with my students and that they can learn through itstudents and that they can learn through it somethingsomethingstudents and that they can learn through itstudents and that they can learn through it, something , something that they have not thought about before. This is that they have not thought about before. This is a very a very crucial part in their learningcrucial part in their learning. That’s why I always ask . That’s why I always ask c uc a pa t t e ea gc uc a pa t t e ea g at s y a ays asat s y a ays asthem questions continually throughout the practical. So, them questions continually throughout the practical. So, they are in factthey are in fact learning while I am assessing themlearning while I am assessing them..

So, Bob always responds toSo, Bob always responds toSo, Bob always responds to So, Bob always responds to students queries with students queries with remarks likeremarks like• “What do you think?”

“Wh t b tt d• “What better procedure can you think of?”

• “You think it over yourself first. I will come back to you later ”I will come back to you later.

Bob explained in a postBob explained in a post––ob e p a ed a postob e p a ed a postlesson interviewlesson interviewIn the past, I would point out their In the past, I would point out their mistakes directly to them Now I have tomistakes directly to them Now I have tomistakes directly to them. Now, I have to mistakes directly to them. Now, I have to remind myself to be conscious of this. remind myself to be conscious of this. Telling them directly is the fastest andTelling them directly is the fastest andTelling them directly is the fastest and Telling them directly is the fastest and simplest way, but it does not make them simplest way, but it does not make them thinkthink This is a good influence on bothThis is a good influence on boththink.think. This is a good influence on both This is a good influence on both teaching and learning.teaching and learning.

Is fairness still a concern forIs fairness still a concern forIs fairness still a concern for Is fairness still a concern for Bob?Bob?

• Bob feels at ease engaging himself in discussion with students However he does not feel quite the same forstudents. However, he does not feel quite the same for discussions that are held amongst students themselves

I won’t intervene students’ discussion unless they I won’t intervene students’ discussion unless they have been discussing for a long time. I think this is have been discussing for a long time. I think this is g gg gokay. This may create a more okay. This may create a more relaxed relaxed atmosphereatmosphere … In fact, this is a … In fact, this is a difficult problemdifficult problem for for me. Suppose, if there is no assessment, they will me. Suppose, if there is no assessment, they will learn more from each other through the discussions.learn more from each other through the discussions.

Carl:Is it really fair?

Discuss with your classmatesDiscuss with your classmatesDiscuss with your classmatesDiscuss with your classmates• There are a lot of discussions taking place between g p

Carl and his students as well as amongst students themselves.

• For example, in a prelab discussion, Carl said to the class:

– “Yes, it is more accurate. But why is it more accurate? E th h i t f ti I t t thiEven though we are running out of time, I want at this point, you spend about a minute to discuss with your classmates why using is more accurate? Iclassmates why using ....... is more accurate? ...... I will come back to you after one minute.”

Would this create a dilemma Would this create a dilemma for Carl?for Carl?This is a compromise to students’ cultural habits of not wanting to be vocal. They are passive. They are

bl t d tl I h t i th tiunable to respond promptly. I have to give them time to think, to process and to discuss their ideas so as to build up their confidence I think limitedbuild up their confidence....... I think limited discussion won’t affect their overall performance too much They have undergone the educationalmuch….. They have undergone the educational process. Is that really going to affect the fairnessof the assessment? ....... The interaction amongst gthemselves and between us is an unexplored treasure.……

Carl also encouraged Carl also encouraged students to ask him questions students to ask him questions d i th TAS ti ld i th TAS ti lduring the TAS practicalsduring the TAS practicalsThis is what science education is about TASThis is what science education is about. TAS never prohibits teachers from responding to questions raised by students Students’ overallquestions raised by students. Students overall performance will not be affected by just one or two discussion points Differentiation will betwo discussion points… Differentiation … will be reflected in their overall performance in the reports The idea of the TAS is to integratereports....... The idea of the TAS is to integrate assessment with teaching and learning.

Carl did raise a point relatedCarl did raise a point relatedCarl did raise a point related Carl did raise a point related to the notion of fairnessto the notion of fairnessI fear that students may feel bored when I ask th t t ft h l bi lthem to stay after school every biology practical. This is impossible when we are

h i i ll d d ti St d temphasizing all-round education. Students are encouraged to participate in more

t i l ti iti It i f i t th ifextracurricular activities. It is unfair to them if they are denied of these options.

Three views of fairnessThree views of fairness• John (Sophia): as an extension of

Three views of fairnessThree views of fairness• John (Sophia): as an extension of

public examination procedureA t i tA constraint

• Bob : providing chances for students to

An opport nit

Bob : providing chances for students to learn the subject matter

An opportunity

• Carl : providing students with an

R iti f l l h

• Carl : providing students with an all-round education

Recognition of value elsewhere

What is your view of fairness? What is your view of fairness?

How does it compare withHow does it compare withHow does it compare with How does it compare with theirs?theirs?

Teacher responses to the Teacher responses to the pppolicy changepolicy change•• Singapore Singapore –– professional dialogue on the professional dialogue on the

design of laborator tasksdesign of laborator tasks (T d t l(T d t ldesign of laboratory tasks design of laboratory tasks (Towndrow et al, (Towndrow et al, 2008)2008)

•• Hong Kong Hong Kong –– adopting a critical stance adopting a critical stance towards policy change towards policy change (Yung, 2002)(Yung, 2002)

Professional dialogue on Professional dialogue on ggdesign of laboratory tasksdesign of laboratory tasks•• 3 researchers + 4 upper secondary biology 3 researchers + 4 upper secondary biology

teachers in a Singapore secondary schoolteachers in a Singapore secondary schoolteachers in a Singapore secondary schoolteachers in a Singapore secondary school

•• over a period of 2 school termsover a period of 2 school terms–– discuss how to incorporate inquiry into discuss how to incorporate inquiry into p q yp q y

commercially published workbook commercially published workbook investigationsinvestigationsgg

Professional dialogue on Professional dialogue on design of laboratory tasksdesign of laboratory tasksEffect of pH on catalase

(Towndrow et al, 2008)(Towndrow et al, 2008)

Professional dialogue on Professional dialogue on design of laboratory tasks design of laboratory tasks

T i lT i l (t f ili i ith i t)(t f ili i ith i t)•• Trial runTrial run (to familiarize with equipment)(to familiarize with equipment)•• Vigorous enzymatic reaction => unable to pass and Vigorous enzymatic reaction => unable to pass and

dissolve oxygen in beaker B (to be measured by thedissolve oxygen in beaker B (to be measured by thedissolve oxygen in beaker B (to be measured by the dissolve oxygen in beaker B (to be measured by the dissolved oxygen sensor)dissolved oxygen sensor)

•• ½ volume of reactants => bubbles but sensor failed to½ volume of reactants => bubbles but sensor failed to•• ½ volume of reactants => bubbles but sensor failed to ½ volume of reactants => bubbles but sensor failed to detect the smaller changes in dissolved oxygen contentdetect the smaller changes in dissolved oxygen content

•• Dissolved oxygen sensorDissolved oxygen sensor –– accuracy? work mechanism?accuracy? work mechanism?Dissolved oxygen sensor Dissolved oxygen sensor accuracy? work mechanism?accuracy? work mechanism?•• Only for point sampling (as it consumes oxygen when Only for point sampling (as it consumes oxygen when

used continuously)used continuously)y)y)•• WorkWork--aroundaround: a simpler design using a : a simpler design using a

sensor from another manufacturer sensor from another manufacturer

Professional dialogue on Professional dialogue on design of laboratory tasksdesign of laboratory tasks•• The researchers and teachers went on to The researchers and teachers went on to

conclude their work jointly correcting and conclude their work jointly correcting and modifying the students’ lab sheetmodifying the students’ lab sheetmodifying the students lab sheet. modifying the students lab sheet.

T h j d d l d th h thT h j d d l d th h th titi•• Teachers enjoyed and learned through the Teachers enjoyed and learned through the cooperative cooperative process of troubleprocess of trouble-- shooting and thinking about the shooting and thinking about the experimentexperimentexperimentexperiment..

•• Towndrow et al (2008) characterized this as theTowndrow et al (2008) characterized this as theTowndrow et al (2008) characterized this as the Towndrow et al (2008) characterized this as the beginning of a curriculum development beginning of a curriculum development community of community of practitionerspractitioners. .

Adopting a critical stance Adopting a critical stance p gp gtowards policy change towards policy change •• In HK, teachers still express their deep concerns In HK, teachers still express their deep concerns

about the support in terms of resources andabout the support in terms of resources andabout the support, in terms of resources and about the support, in terms of resources and information that they need in conducting TASinformation that they need in conducting TAS (Yip (Yip & Cheung 2005)& Cheung 2005)& Cheung, 2005)& Cheung, 2005)

•• Diversity of responsesDiversity of responses amongst HK teachers in amongst HK teachers in coping with the TAS requirements imposed on coping with the TAS requirements imposed on them them (Yung, 2006)(Yung, 2006)

Ivor :Ivor :We have to follow

the TAS regulations l lclosely.

I have to be very careful not I have to be very careful not a e to be e y ca e u ota e to be e y ca e u otto exceed the lineto exceed the lineWe have to follow the TAS regulations closely The TAS requirements occupyclosely... The TAS requirements occupy a very very important position in my lesson planning process If I dolesson planning process . If I do something wrong, the TAS coordinator will report to HKEA… I have to be pcautious about this … I have to be verycareful not to ‘exceed the line’.

A policeman feared to be A policeman feared to be scolded by his superiorscolded by his superiorI I fearfear that the exam board would say that my that the exam board would say that my marking is too lenient. I’d rather deduct marks marking is too lenient. I’d rather deduct marks f t d t ith t i l If t d t ith t i l Ifrom my students without any special reason … I from my students without any special reason … I have to keep their marks low. have to keep their marks low. I had to be very I had to be very picky and fault findingpicky and fault finding with students Otherwisewith students Otherwisepicky and fault findingpicky and fault finding with students. Otherwise with students. Otherwise they might get a very high mark, so high that the they might get a very high mark, so high that the exam board would not believe in it. exam board would not believe in it. I had to I had to behave like a policeman who had to grasp every behave like a policeman who had to grasp every chance to give out the assigned quota of illegal chance to give out the assigned quota of illegal

ki ti k t i d t t b ld d b thki ti k t i d t t b ld d b thparking tickets in order not to be scolded by the parking tickets in order not to be scolded by the superiorsuperior … It is really unfair to them [the students].… It is really unfair to them [the students].

T i t t t lfT i t t t lfTrying to protect myselfTrying to protect myself

I I worryworry a lot about how much I should a lot about how much I should discuss their experimental proposals withdiscuss their experimental proposals withdiscuss their experimental proposals with discuss their experimental proposals with them [the students]. If I tell them too much, them [the students]. If I tell them too much, I may be violating the TAS regulationsI may be violating the TAS regulations SoSoI may be violating the TAS regulationsI may be violating the TAS regulations. So, . So, the best thing is that the best thing is that I tell them nothingI tell them nothing, I , I am sort of trying toam sort of trying to protect myselfprotect myself as faras faram sort of trying to am sort of trying to protect myselfprotect myself as far as far as possible. as possible. I just don’t care whether I just don’t care whether students understand or notstudents understand or notstudents understand or notstudents understand or not..

Teacher professionalism is Teacher professionalism is eac e p o ess o a s seac e p o ess o a s sseverely compromisedseverely compromised•• Ivor perceived the introduction of TAS as Ivor perceived the introduction of TAS as

imposing severe constraints upon hisimposing severe constraints upon hisimposing severe constraints upon his imposing severe constraints upon his professional autonomy to such an extent professional autonomy to such an extent that he would rather “protect himself” thanthat he would rather “protect himself” thanthat he would rather protect himself than that he would rather protect himself than look after students’ learninglook after students’ learningA tl t h f i li iA tl t h f i li i•• Apparently, teacher professionalism is Apparently, teacher professionalism is severely compromised as Ivor struggled severely compromised as Ivor struggled t k f hit k f hi h i lh i lto make sense of his to make sense of his changing roles as changing roles as both an assessor and a teacherboth an assessor and a teacher

Dawn:I have evolvedI have evolved.

I don’t want those terrible I don’t want those terrible things to happen againthings to happen again•• I don't want those terrible things in the first year I don't want those terrible things in the first year

of the TAS to happen again At that time I wasof the TAS to happen again At that time I wasof the TAS to happen again. At that time, I was of the TAS to happen again. At that time, I was not familiar with the scheme. Students and I not familiar with the scheme. Students and I werewere putting pressure on each otherputting pressure on each other They wereThey werewere were putting pressure on each otherputting pressure on each other. . They were They were neurotic and so was Ineurotic and so was I. That is not a good way to . That is not a good way to learn I don’t want to use marks to threatenlearn I don’t want to use marks to threatenlearn… I don t want to use marks to threaten learn… I don t want to use marks to threaten them ... I think it is them ... I think it is something to do with your something to do with your attitude. Whether you really want to help theattitude. Whether you really want to help theattitude. Whether you really want to help the attitude. Whether you really want to help the students …students …

If I don’t do this, how are If I don’t do this, how are students going to learn?students going to learn?

•• If I don't do this, how are they going toIf I don't do this, how are they going to learn?learn? You You know. know. II can deduct markscan deduct marks from them depending on from them depending on the amount of help offered In the past Ithe amount of help offered In the past Ithe amount of help offered… In the past, I the amount of help offered… In the past, I emphasized asking all students to follow a standard emphasized asking all students to follow a standard method so that I could grade them more easily usingmethod so that I could grade them more easily usingmethod so that I could grade them more easily using method so that I could grade them more easily using a common checklist. Now, I allow them to work with a common checklist. Now, I allow them to work with their own methods. Gradually, I have come to realize their own methods. Gradually, I have come to realize that there are bound to be variations in their methods. that there are bound to be variations in their methods. It’s okay as long as I can make adjustments in It’s okay as long as I can make adjustments in assessing itassessing it There can be different kinds of possibleThere can be different kinds of possibleassessing it. assessing it. There can be different kinds of possible There can be different kinds of possible adjustment thereadjustment there. .

I have evolved … I don’t feel I have evolved … I don’t feel so contrained now … so contrained now … •• In the past, In the past, I felt very much constrainedI felt very much constrained by the TAS. by the TAS.

Now, I feel that I am set free again. This is an Now, I feel that I am set free again. This is an evolution really. evolution really. I have evolvedI have evolved… In the first year of … In the first year of the TAS, … I thought that it was something like an the TAS, … I thought that it was something like an

i ti Ii ti I d t d t i t ttit dd t d t i t ttit dexamination. I examination. I adopted a very strict attitude on every adopted a very strict attitude on every single itemsingle item. ... I had to work very carefully . ... I had to work very carefully because because this is an examinationthis is an examination In those days most teachersIn those days most teachersthis is an examinationthis is an examination. In those days, most teachers . In those days, most teachers had a very bad feeling towards TAS. had a very bad feeling towards TAS. I am much more I am much more liberated nowliberated now… I don’t feel so constrained now…… I don’t feel so constrained now…

Conversations with likeConversations with like--minded peopleminded people•• provided opportunities for Dawnprovided opportunities for Dawn

to find out what practising the reformto find out what practising the reform–– to find out what practising the reform to find out what practising the reform ideas may involveideas may involve

–– to gain the insights of others on theto gain the insights of others on the–– to gain the insights of others on the to gain the insights of others on the practical problems of putting the practical problems of putting the reform ideas into actual practice reform ideas into actual practice pp

Adopting a critical stance to Adopting a critical stance to policy change policy change •• Dawn’s caseDawn’s case

–– lends support to the important role played bylends support to the important role played by–– lends support to the important role played by lends support to the important role played by smaller collegial groupings in teachers’ CPD smaller collegial groupings in teachers’ CPD and their enactment of the assessment reform and their enactment of the assessment reform

–– suggests that teachers are able to exercise suggests that teachers are able to exercise control of their own teaching by adopting a control of their own teaching by adopting a critical stance to policy changecritical stance to policy change

–– points to the need for greater teacher support points to the need for greater teacher support d f i l d l t id f i l d l t iand more professional development in and more professional development in

this respect than is currently available. this respect than is currently available.

Adopting a critical stance to Adopting a critical stance to policy change policy change •• If teachers, like Ivor, are to regain their If teachers, like Ivor, are to regain their

professional confidence and play a professional confidence and play a p p yp p ysignificant role in curriculum reform, they significant role in curriculum reform, they need to …need to …–– engage with changesengage with changes–– rather than be taken over by them rather than be taken over by them a e a be a e o e by ea e a be a e o e by e–– understand the origins & nature of the understand the origins & nature of the

changes, and their own responses to themchanges, and their own responses to themg pg p

Adopting a critical stance to Adopting a critical stance to policy change policy change •• Skilled and confident teachers need Skilled and confident teachers need

time and spacetime and spacepp–– to reflect, andto reflect, and–– to question valuesto question valuesto question valuesto question values

•• Short courses are unlikely to stimulate Short courses are unlikely to stimulate the quality of thinking and reflectionthe quality of thinking and reflectionthe quality of thinking and reflection the quality of thinking and reflection which are seen as necessary conditions which are seen as necessary conditions for change and developmentfor change and developmentfor change and development. for change and development.

Implication on teacher professional Implication on teacher professional developmentdevelopment•• Singapore example:Singapore example:•• Singapore example:Singapore example:

–– teachers work together, teachers work together, discuss clarify and refinediscuss clarify and refinediscuss, clarify and refine discuss, clarify and refine their practices as they make their practices as they make decisions about what to decisions about what to teach and assessteach and assess

•• Hong Kong examples:Hong Kong examples:g g pg g p–– some teachers take a critical some teachers take a critical

stance toward the new stance toward the new policy and learn from their policy and learn from their own experiences in order to own experiences in order to b ild th i fidb ild th i fidbuild their confidencebuild their confidence

Implication on teacher professional Implication on teacher professional developmentdevelopment•• Some teachers seems to focus Some teachers seems to focus

more on the technicalities of more on the technicalities of complying with the requirements complying with the requirements imposed on themimposed on them

•• Others have their professional Others have their professional consciousness of what they consciousness of what they think are best for their students think are best for their students provoked so that their practices provoked so that their practices are transformed are transformed

An amalgamated approach for An amalgamated approach for teacher professional developmentteacher professional development•• Teachers who are inexperienced in the inquiry Teachers who are inexperienced in the inquiry

approachapproachi h l i il t t h i d i th Sii h l i il t t h i d i th Si–– require help similar to teachers received in the Singapore require help similar to teachers received in the Singapore

casecase–– a necessary but insufficient conditiona necessary but insufficient conditionyy

•• All teachers, regardless of their experience,All teachers, regardless of their experience,–– need to be provided with opportunities to reflect on their need to be provided with opportunities to reflect on their

own practices in relation to the demands imposed on own practices in relation to the demands imposed on them by the policy changethem by the policy changethem by the policy change them by the policy change

–– to be aware of the professional consciousness behind to be aware of the professional consciousness behind their actions their actions

This is not an easy taskThis is not an easy taskThis is not an easy taskThis is not an easy task•• Teachers’ belief systems form deep layers of Teachers’ belief systems form deep layers of y p yy p y

“calcified experience”. “calcified experience”. •• Changes rarely take place without destabilizing this Changes rarely take place without destabilizing this

deeper level of calcified experience (Sanger, 1990). deeper level of calcified experience (Sanger, 1990). •• Challenges posed to teachers must be vigorous and Challenges posed to teachers must be vigorous and

explicit if change is to occur. explicit if change is to occur. •• It could be an awakening into consciousness where It could be an awakening into consciousness where

th f ili d il ti f f i l tith f ili d il ti f f i l tithe familiar daily routines of professional practice the familiar daily routines of professional practice suddenly become discordant symbols of conflictssuddenly become discordant symbols of conflicts

•• What is it that enables such insight or suddenWhat is it that enables such insight or sudden•• What is it that enables such insight or sudden What is it that enables such insight or sudden awakening to occur?awakening to occur?

What counts in SBA?What counts in SBA?What counts in SBA?What counts in SBA?

•• Fairness counts Fairness counts

•• Yet, what constitutes fairness?Yet, what constitutes fairness?–– depends on teachers’ understanding of the rationaledepends on teachers’ understanding of the rationaledepends on teachers understanding of the rationale depends on teachers understanding of the rationale

underpinning the assessment reform, and their underpinning the assessment reform, and their personal philosophy of what education is aboutpersonal philosophy of what education is about

What counts in SBA?What counts in SBA?What counts in SBA?What counts in SBA?•• Teacher professionalism countsTeacher professionalism counts•• Teacher professionalism countsTeacher professionalism counts

–– teachers need to take a critical stance to policy teachers need to take a critical stance to policy change if their teaching are to be transformedchange if their teaching are to be transformedchange if their teaching are to be transformed change if their teaching are to be transformed

•• Major investment of professional development in Major investment of professional development in this area is vitalthis area is vitalthis area is vitalthis area is vital

•• Otherwise, this would be grossly unfair to both Otherwise, this would be grossly unfair to both the teachers and students!the teachers and students!

S Hi hi Ot ji

Would you make use of this video for your Science Would you make use of this video for your Science P ti l A t? Wh h t?P ti l A t? Wh h t?

Source: Hisashi Otsuji

Practical Assessment? Why or why not? Practical Assessment? Why or why not?

Thank youThank youThank youThank you