通識(shí)教育科-香港教育城課件

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(gè)案分享通識(shí)教育科廿一世紀(jì)模式課程設(shè)計(jì)學(xué)習(xí)評(píng)估教學(xué)策略校本個(gè)案分享-通識(shí)教育科校本個(gè)案分享-通識(shí)教育科校本課程設(shè)計(jì)單元課題例如：今日香港通識(shí)能力類(lèi)別例如：比較及作判斷例如： 公共房屋供應(yīng)量不足，是導(dǎo)致人們被迫蝸居於不適切居所的主因。你是否同意這個(gè)說(shuō)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(shí)能力類(lèi)別設(shè)計(jì)學(xué)生終極習(xí)作認(rèn)識(shí)公共房屋的發(fā)展及房屋政策認(rèn)識(shí)現(xiàn)時(shí)香港的房屋問(wèn)題的現(xiàn)況、成因及解決方法加入所

15、需單元知識(shí)校本個(gè)案分享-通識(shí)教育科互評(píng)學(xué)生習(xí)作老師選出三份佳作，由學(xué)生進(jìn)行評(píng)分，並找出值得學(xué)習(xí)之處。較弱學(xué)生習(xí)作，由學(xué)生進(jìn)行改寫(xiě)。校本個(gè)案分享-通識(shí)教育科 通識(shí)教育科協(xié)作學(xué)習(xí)平臺(tái)(初步完成，現(xiàn)進(jìn)行測(cè)試)評(píng)改系統(tǒng)採(cǎi)用現(xiàn)時(shí)中學(xué)文憑試評(píng)估準(zhǔn)則及評(píng)改標(biāo)記評(píng)改標(biāo)記統(tǒng)計(jì)數(shù)字Good!IRIrrelevant?UnclearNENeed explanationWrong InformationTPTopic Sentence Recite透過(guò)系統(tǒng)的統(tǒng)計(jì)數(shù)字便能反映出學(xué)生強(qiáng)弱所在，從而對(duì)癥下藥。校本個(gè)案分享-通識(shí)教育科 通識(shí)教育科協(xié)作學(xué)習(xí)平臺(tái)老師可以從系統(tǒng)獲得全班評(píng)改標(biāo)記的統(tǒng)計(jì)數(shù)字，從而選擇合適學(xué)習(xí)任務(wù)培訓(xùn)學(xué)

16、生。運(yùn)用統(tǒng)計(jì)模型分析學(xué)生成績(jī)從而優(yōu)化學(xué)與教策略宣道會(huì)陳朱素華紀(jì)念中學(xué)數(shù)學(xué)科科主任 周港輝老師2013/12/13新學(xué)制下學(xué)校評(píng)估文化的變革廿一世紀(jì)模式課程設(shè)計(jì)學(xué)習(xí)評(píng)估教學(xué)策略運(yùn)用統(tǒng)計(jì)模型問(wèn)題：進(jìn)步定退步？同學(xué)1科目一同學(xué)2科目二同學(xué)3科目三上年中三成績(jī)706050實(shí)際今年上學(xué)期中四成績(jī)705555增值指標(biāo)：簡(jiǎn)介(見(jiàn)教育局 學(xué)校自我評(píng)估工具及數(shù)據(jù))數(shù)學(xué)科的運(yùn)用中三總成績(jī)統(tǒng)計(jì)模型：回歸線中四第一學(xué)期的預(yù)期成績(jī)中四第一學(xué)期的實(shí)際成績(jī)分析：進(jìn)步/退步同學(xué)1科目一同學(xué)2科目二同學(xué)3科目三上年中三成績(jī)706050預(yù)期今年上學(xué)期中四成績(jī)655659實(shí)際今年上學(xué)期中四成績(jī)705555分析結(jié)果進(jìn)步平穩(wěn)退步5個(gè)級(jí)別分?jǐn)?shù)預(yù)期成績(jī)平穩(wěn)區(qū)域進(jìn)步進(jìn)步線退步線退步顯著進(jìn)步線顯著退步線顯著進(jìn)步顯著退步關(guān)心學(xué)生情況，尤其是對(duì)於退步學(xué)生更加重要了解學(xué)生進(jìn)步原因，並給予適當(dāng)?shù)墓膭?lì)檢討教學(xué)策略跟進(jìn)工作其他跟進(jìn)工作