評估與學校發展評估與學校發展評估與學校發展評估與學校發展

教育局教育局教育局教育局小學校本課程發展組小學校本課程發展組小學校本課程發展組小學校本課程發展組

2015201520152015年年年年11111111月月月月19191919日日日日

2015/162015/162015/162015/16學年新任小學課程統籌主任培訓課程學年新任小學課程統籌主任培訓課程學年新任小學課程統籌主任培訓課程學年新任小學課程統籌主任培訓課程課程領導與管理概論系列課程領導與管理概論系列課程領導與管理概論系列課程領導與管理概論系列學生學習評估學生學習評估學生學習評估學生學習評估––––原則與實務原則與實務原則與實務原則與實務

What is Assessment What is Assessment What is Assessment What is Assessment for for for for LearningLearningLearningLearning

A. 計錯了計錯了計錯了計錯了，，，，再做再做再做再做。。。。B. 小明你英文測驗又不格小明你英文測驗又不格小明你英文測驗又不格小明你英文測驗又不格,回家好好反省回家好好反省回家好好反省回家好好反省。。。。C. 你今次的數學測驗有八十五分你今次的數學測驗有八十五分你今次的數學測驗有八十五分你今次的數學測驗有八十五分，，，，不錯不錯不錯不錯, 繼續努力繼續努力繼續努力繼續努力。。。。D. 陳小明同學你好醒陳小明同學你好醒陳小明同學你好醒陳小明同學你好醒,條數咁難你都答到條數咁難你都答到條數咁難你都答到條數咁難你都答到。。。。E. Students you are very weak in reading. Please do more reading

exercises.

F. 你這篇文章結構鬆散你這篇文章結構鬆散你這篇文章結構鬆散你這篇文章結構鬆散，，，，文筆仍算流暢文筆仍算流暢文筆仍算流暢文筆仍算流暢。。。。G. 射得太高了射得太高了射得太高了射得太高了，，，，射球要直和勁射球要直和勁射球要直和勁射球要直和勁，，，，腳面要踢中球的正中腳面要踢中球的正中腳面要踢中球的正中腳面要踢中球的正中。。。。H. 想一想你為甚麼有不同的實驗結果想一想你為甚麼有不同的實驗結果想一想你為甚麼有不同的實驗結果想一想你為甚麼有不同的實驗結果。。。。是步驟出問題是步驟出問題是步驟出問題是步驟出問題，，，，還是材料還是材料還是材料還是材料不對不對不對不對？？？？

I. Students, you need to improve the organization of your writing. Pls remember to add cohesive devices such as ‘all of a sudden’, ‘afterwards’ , ‘in the next month ‘ to link your ideas.

J. 剛才大家都同意梁小芬今天的匯報做得很好剛才大家都同意梁小芬今天的匯報做得很好剛才大家都同意梁小芬今天的匯報做得很好剛才大家都同意梁小芬今天的匯報做得很好。。。。是什麼原因是什麼原因是什麼原因是什麼原因?

Assessment for LearningAssessment for LearningAssessment for LearningAssessment for Learning

• 1998 landmark research by Black & William

• Over 160 journals from 1989 to 1998

• Synthesized over 250 studies linking assessment and learning

• Findings: intentional use of assessment in the classroom to promote learning improved student achievement.

Black and William (1998), Assessment and Classroom Learning,

Assessment in Education 5 (1) P.7-71

Assessment for LearningAssessment for LearningAssessment for LearningAssessment for Learning

• The term ‘assessment’ refers to all those activities undertaken by

teachers and by their students in assessing themselves, which provide

information to be used as feedback to modify the teaching and

learning activities in which they are engaged. Such assessment

becomes ‘formative assessment’ when the evidence is actually used

to adapt the teaching work to meet the needs.

• Teachers can find out what they (students) need in a variety of ways –

from observation and discussion in the classrooms, and from written

work of pupils whether done as homework or in class.

Black and William (1998), Assessment and Classroom

Learning, Assessment in Education 5 (1) P.7-71

Pre-S1 HKAT

TSA

Stakeholder

Survey (SHS)

Student work

APASO

Key Performance

Measures (KPM)

Internal

assessments

Student

conversation

Lesson videos

SES

1. AfL should recognise full range of assessments of all students

Teacher

Observation

Classification ofClassification ofClassification ofClassification of School Data School Data School Data School Data

Data Type Meaning Examples

Contextual data Descriptive information about

school context

SES;

Popularity index

Perceptions data Views of stakeholders

(teachers, students, parents)

Stakeholder Survey

(SHS)

Student Learning Results of educational system

in terms of standardized test

results

TSA;

Pre-S1 HKAT ;

Internal exam results

School Processes What schools/teachers are

doing to get the results that we

are getting

Student work;

Teacher observation

Lesson videos

[Victoria L. Bernhardt (2002) : The School Portfolio Toolkit]

Areas of assessment reflect school values and concerns

2. AfL should be part of effective planning of T&L

Bloom’s Taxonomy Bloom’s Taxonomy Bloom’s Taxonomy Bloom’s Taxonomy

Task 1: Design an assessment evaluation tool.

State the principles you apply when designing the evaluation tool.

1. to help teachers to reflect on their teaching and students’

learning

2. to help KLAs to develop3. to help school to have better knowledge management

3. AfL should be a key professional skill for teachers:

Changing the Assessment Literacy

How should PSMCD see assessment?

Assessment papers

Teaching

Learning

4. AfL should focus on how students learn

Target Error CorrectionTarget Error CorrectionTarget Error CorrectionTarget Error Correction

1. We went to a restaurant ate lunch.

2. He no look at the clock.

3. He very liked to eat chicken wings.

4. He mum was having dinner.

5. Him lunch was egg, ham and sausages.

6. He went to the supermarket bought cake and

food.

L1 Interference Ways to link ideas Pronoun usage

Why were teachers so hesitant about changing the Why were teachers so hesitant about changing the Why were teachers so hesitant about changing the Why were teachers so hesitant about changing the weighting? weighting? weighting? weighting?

Teachers’ confidence of how well the students’ are doing

Students’ marks reflect each teachers’

teaching performance. Teachers feel safe if weighting is similar to

public examination marks. No precedent reference on

the weighting of writingConvenient and

easy to use TSA

mark

distribution

5. Learners should receive guidance about how to improve

(Task 2)

AfLFollow-up

Actions

Worksheets

Changes in teaching

strategies

Use of IT resources

GamesCollaboration

between Students

Working with parents

Talking to students

John Hattie: John Hattie: John Hattie: John Hattie: Feedback Feedback Feedback Feedback in in in in schoolsschoolsschoolsschools

• John Hattie: http://visible-learning.org/2013/10/john-hattie-article-about-

feedback-in-schools/

6. AfL should be sensitive and constructive because any assessment has emotional impact

Frequency of Assessments

• 3 Formative Tests, 3 Examinations

• 2 Formative Tests, 2 Examinations

• No fixed number of formative tests but 2 exams

Student pressure?

Teachers’ workload?

Follow-up activities?

Problems of Using Assessment Data in SchoolsProblems of Using Assessment Data in SchoolsProblems of Using Assessment Data in SchoolsProblems of Using Assessment Data in Schools• The questions and other methods are not discussed with or shared

between teachers in the same school, and they are not critically reviewed in relation to what they actually assess.

• There is a tendency to emphasize quantity and presentation of work and to neglect its quality in relation to learning.

• The giving of marks and grading functions are over-emphasized, while the giving of useful advice and the learning function are under-emphasized.

• The collection of marks to fill up records is given greater priority than the analysis of pupils’ work to discern learning needs; some teachers pay no attention to the assessment records of previous teachers of their pupils.

Inside the Black Box

Raising Standards Through Classroom Assessment

Black and William 1998

6 Principles of Assessment for Learning6 Principles of Assessment for Learning6 Principles of Assessment for Learning6 Principles of Assessment for Learning

6. AfL should be sensitive and constructive because any

assessment has emotional impact

5. Learners should receive guidance about how to improve

4. AfL should focus on how students learn

2. AfL should be part of effective planning of T&L

3. AfL should be a key professional skill for teachers

1. AFL should recognise full range of assessments of all

students

Dr Mary James

Assessment For Learning: 10 Principles:

Assessment Reform Group

ReferenceReferenceReferenceReference

• James, Mary. Assessment For Learning: 10 Principles: Assessment Reform

Group. Retrieved from

http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_prin

ciples.pdf

• Black and William (1998) Assessment and Classroom Learning.

Assessment in Education 5 (1) P.7-71

• Hattie, John: http://visible-learning.org/2013/10/john-hattie-article-

about-feedback-in-schools/

• Bloom, Benjamin S. (1956) Taxonomy of Educational Objectives.

Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by

Pearson Education.

有效運用評估以有效運用評估以有效運用評估以有效運用評估以

回饋學與教回饋學與教回饋學與教回饋學與教

分享重點分享重點分享重點分享重點

1.課程、教學與評估的配合

2.爲何發展學校的自評數據？

3.如何運用自評數據?

4.學校發展和自評數據

課程課程課程課程、、、、教學與評估的配合教學與評估的配合教學與評估的配合教學與評估的配合課程課程課程課程、、、、教學與評估的配合教學與評估的配合教學與評估的配合教學與評估的配合

課程

有甚麼值得學習？

教學

學生如何學習？

教師如何教學？

評估

如何知道

學生的學

習表現？

爲爲爲爲何發展何發展何發展何發展學校的自評數據學校的自評數據學校的自評數據學校的自評數據？？？？

深化「驗證為本」的精神

加強教師的專業交流

作為學校改善的依據

23

自評工具及數據自評工具及數據自評工具及數據自評工具及數據

24

質化質化質化質化

量化量化量化量化

香港學校表現指標

持分者問卷

學校表現

評量報告

情意及社交表現

評估套件

全港性系統

評估

其他主要

學校數據

其他學校其他學校其他學校其他學校數據數據數據數據

測考成績

學生課業

課堂表現

教師觀察

家長意見

25

評估工具評估工具評估工具評估工具持分者問卷

全港性系統評估

觀課

校內測考表現

運用評估數據的考慮運用評估數據的考慮運用評估數據的考慮運用評估數據的考慮

如何蒐集數據？

如何詮釋數據？

如何運用數據？

27

評估工具評估工具評估工具評估工具::::持分者問卷持分者問卷持分者問卷持分者問卷

28

持分者問卷報告持分者問卷報告持分者問卷報告持分者問卷報告

29

持分者問卷報告持分者問卷報告持分者問卷報告持分者問卷報告

30

(1)(1)(1)(1) 基本基本基本基本數據數據數據數據。。。。例如例如例如例如：：：：

• 平均數平均數平均數平均數

• 同意排序同意排序同意排序同意排序

• 標準差標準差標準差標準差

持分者問卷報告持分者問卷報告持分者問卷報告持分者問卷報告

31

(2)(2)(2)(2) 分類數據分類數據分類數據分類數據。。。。 例如例如例如例如：：：：

• 不同教學年資的教師不同教學年資的教師不同教學年資的教師不同教學年資的教師

• 不同學習階段的學生不同學習階段的學生不同學習階段的學生不同學習階段的學生

• 男女男女男女男女生生生生

• 不同不同不同不同持分者對調查項目的意持分者對調查項目的意持分者對調查項目的意持分者對調查項目的意

見見見見比較比較比較比較

分類數據分類數據分類數據分類數據 : : : : 不同教學年資的教師不同教學年資的教師不同教學年資的教師不同教學年資的教師

32

分類數據分類數據分類數據分類數據 ::::不不不不同級別的學生和同級別的學生和同級別的學生和同級別的學生和男男男男女女女女生生生生

33

分類數據分類數據分類數據分類數據 ::::不同持分者不同持分者不同持分者不同持分者

34

活動三活動三活動三活動三

•如何運用學校表現評量和持分者問卷了解學與教的表現？

35

評估工具評估工具評估工具評估工具 ::::全港性系統評估全港性系統評估全港性系統評估全港性系統評估

36

1.1.1.1.科目報告科目報告科目報告科目報告 ((((Subject Subject Subject Subject

report):report):report):report):中中中中、、、、英英英英、、、、數三科的數三科的數三科的數三科的

基本能力水平表現基本能力水平表現基本能力水平表現基本能力水平表現

2.2.2.2.題目分析題目分析題目分析題目分析(Item analysis)(Item analysis)(Item analysis)(Item analysis)

報告報告報告報告::::題目中各項基本能力的題目中各項基本能力的題目中各項基本能力的題目中各項基本能力的

表現表現表現表現

全港性系統評估

全港性系統評估全港性系統評估全港性系統評估全港性系統評估的報告的報告的報告的報告

分析分析分析分析報告報告報告報告

辨識辨識辨識辨識

強弱強弱強弱強弱

釐定釐定釐定釐定跟進跟進跟進跟進標準標準標準標準

分析分析分析分析學習學習學習學習難點難點難點難點

回饋回饋回饋回饋

課程課程課程課程、、、、學與教學與教學與教學與教

分析步驟分析步驟分析步驟分析步驟

38

學生學習

分析報告分析報告分析報告分析報告

39

示例示例示例示例::::小數的應用題小數的應用題小數的應用題小數的應用題

40

如何如何如何如何跟進跟進跟進跟進 ????

活動活動活動活動四四四四

如何運用全港性系統

評估回饋學與教?

41

觀觀觀觀課課課課

42

觀課

評課

備課學生

學習

觀課目的觀課目的觀課目的觀課目的

•結合備課和評課

•發展性和評鑑性

•辨識備課和教學落實的差距

•檢視教學策略的落實 (如合作

學習)

43

觀觀觀觀課課課課: : : : 周界周界周界周界

觀課的觀課的觀課的觀課的焦點焦點焦點焦點 ????

活動活動活動活動五五五五::::如何運用觀課提升學與教如何運用觀課提升學與教如何運用觀課提升學與教如何運用觀課提升學與教????

45

觀課的要點觀課的要點觀課的要點觀課的要點 觀察和反思觀察和反思觀察和反思觀察和反思

學生的學習表現？

學生的學習過程？

教師的教學策略?

對課程和教學的回饋?

如何蒐集數據如何蒐集數據如何蒐集數據如何蒐集數據？？？？

46

47

學校學校學校學校發展發展發展發展和和和和自評數據自評數據自評數據自評數據

自評數據自評數據自評數據自評數據

學校學校學校學校報告報告報告報告

學校發展計劃學校發展計劃學校發展計劃學校發展計劃

學校學校學校學校發展發展發展發展

的階段的階段的階段的階段

學校報告學校報告學校報告學校報告的的的的時間表時間表時間表時間表

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