通识教育科-香港教育城课件

1、Assessment for Learning: School Based ExperiencePrincipal Liu Ah ChuenChristian Alliance SW Chan Memorial College13/12/2013Assessment & Curriculum AlignmentTo 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 curricul

2、um 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 learni

3、ng. The Higher Education Academy. http:/www.heacademy.ac.uk/assets/documents/resources/database/id477_aligning_teaching_for_constructing_learning.pdf TeacherPerspectiveLearningObjectives LearningOutcomesTeaching ActivitiesAssessmentStudentPerspective AssessmentLearning ActivitiesOutcomesMulti-purpos

4、e of AssessmentAssessment OF Learning Assessment AS Learning School contexts Assessment FOR Learning LearningCurrent 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 Multi-purpose of Assessme

5、ntOf LearningFor LearningAs Learningby teacherto determine students level of achievement of overall expectations at a given point in timeas evidence to support professional judgmentby teacherto determine what to do next instructionallyto provide descriptive feedback to studentsby studentto determine

6、 what to do next in my learning (e.g. strategy, focus)to provide descriptive feedback to peers and self (peer and self assessment)goal is to become reflective, self monitoring learnerAssessmentOntario Minister of Education. (2010). Growing Success: Assessment, Evaluation and Reporting in Ontarios Sc

7、hools, First Edition Covering Grades 1 to 12, p. 31Assessment For, As and Of LearningLEARNING Curriculum Goal Assessment System Planning Assessment ImplementationQuestions asked:What do we want students to achieve?What are the links across subjects and year levels?What are the links between cognitiv

8、e & non-cognitive outcomes?What information about learning and teaching will we get from the assessment?Does the assessment system align with curriculum goal and school contexts? Questions asked:How well are students doing?Have they reached the goals?How to min the gap?What do students and teachers

9、think and do to min the gap?AssessmentSystem ReviewSchool contexts:School cultureStudent bodyTeaching staffResourceParentsSocietal ContextsIn 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 c

10、onfusions, 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 stude

11、nts and deciding on groupings, instructional strategies, and resources.Assessment for LearningManitoba 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 lear

12、ning. When teachers commit to learning as the focus of assessment, they change the classroom culture to one of student success.Assessment for LearningManitoba Education, Citizenship and Youth. (2006). Rethinking Classroom Assessment with Purpose in Mind, p. 30.Assessment for learning occurs througho

13、ut the learning process. It is interactive, with teachers:aligning instructionidentifying particular learning needs of students or groupsselecting and adapting materials and resourcescreating differentiated teaching strategies and learning opportunities for helping individual students move forward i

14、n their learningproviding immediate feedback and direction to studentsTeachers 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

15、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!IRIrrelevant?UnclearNENeed explanationWrong InformationTPTopic 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

16、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706050實際今年上學期中四成績705555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706050預期今年上學期中四成績655659實際今年上學期中四成績705555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