如何在校内进行促进学习的评估AfL.ppt

如何在校內進行促進學習的評估 (AfL)？,我的理解 設計流程與實踐 總結與反思,我的疑問？,AfL是否只著重評估部分？那麼不是掉入以評估為主導？ 平日最不喜歡聽到學生說：都唔知你點俾分？、成日叫人反省，都唔知點解要反省？ 事實上，老師與學生的課堂活動也是評估，只是我們沒有連結好？,我的理想,設計流程與實踐,Eliciting information Appropriate feedback Ensuring learners understand quality Peer and self-assessment,Questioning Closed Vs open Low-ordered Vs high-ordered pair exchangesT collects Qs appropriate feebacks Ask what theyve learnt Hand up with a question Increase “Wait Time” Ss set test questions(T mark Qs) Train Ss to pose questions, Ss generate their own Qs -Question Angel / Clerk,Eliciting information Appropriate feedback Ensuring learners understand quality Peer and self-assessment,Eliciting information Appropriate feedback Ensuring learners understand quality Peer and self-assessment,Feedback-cause thinking to take place Comment-only marking (relate to criteria) Focused marking Explicit reference to criteria Full solution Vs suggestions on how to improve 1 out of 3 concepts is wrong, specify the direction to improve Re-timing assessment + peer tutoring Post-it notes,Eliciting information Appropriate feedback Ensuring learners understand quality Peer and self-assessment,Sharing criteria Explaining learning objectives at start of lesson/ unit Discuss the criteria with Ss Criteria in Ss lg Annotated examples of different standards Ss design their own test with suggested answers,Eliciting information Appropriate feedback Ensuring learners understand quality Peer and self-assessment,Peer and Self-assessment Students assessing their own/peers work -with marking schemes -with criteria -with exemplars Self-assessment of confidence and uncertainty -traffic lights (not at all, partially, fully understood) End-of-lesson Ss review (Student Teacher),課堂學習活動設計,曉明女子高級中學生命教育中心出版 中華民國89年5月第二十六期,課堂學習活動設計小點子,利用黑板画線分成十大格進行分組討論活動 著學生將討論歸納成三大重點並列出 再著各對組互相評估，再在黑板以示其同意觀點 著各組口頭報告，老師就各組表現及評估作提問、總結及解說,課堂學習活動設計小點子,叮噹百寶袋 內附分類的： 書簽 貼紙 鼓勵性原子印 經文、聖經人物、聖人的人生楷模 參考資料(印刷或網上書目、網頁等),經文參考書,謝華生編撰 聖經與中國古籍 思高聖經學會,科本交流,每年最少一次互相批改習作觀摩 每人示範批改模式及背後理念 發展性促進學習的評估討論,總結與反思,由設計AfL開始 學生參與 “Mindfulness” 多讚美,Learning Autonomy (goal) 學習自主 (目標),Learning How to Learn (activity) 學會學習(活動),Assessment for Learning (tools) 促進學習的評估 (工具),AfL, learning and teaching, Professor Mary James,Learners need to know: where they are in their learning where they are going how to get there This can be achieved through AfL http:/www.learntolearn.ac.uk/home/003_introduction/002_presentation.ppt,Learners,二次預言受難和復活谷9：30-37,他們從那裡起身，經過加里肋亞；耶穌卻不願叫人知道。因為那時他教訓他的門徒，給他們說：人子將要被交在人手中，為人所殺；被殺以後，過了三天，他必要復活。門徒卻不明白這些話，又害怕詢問他。他們來到葛法翁，進到家裡，耶穌問他們說：你們在路上爭論了什麼？他們都默不作聲，因為他們在路上彼此爭論誰最大。耶穌坐下，叫過那十二人來，給他們說：誰若想做第一個，他就得做眾人中最末的一個，並要做眾人的僕役。遂領過一個小孩子來，放在門徒中間，抱起他來，給他們說：誰若因我的名字，收留一個這樣的小孩子，就是收留我；誰若收留我，並不是收留我，而是