Seminarcumworkshops on Making Good Use of Assessment Data to Enhance Learning and Teaching in the Ju

1
Seminar-cum-workshops onMaking Good Use of
Assessment Data to Enhance Learning and
Teaching in the Junior Secondary English
Classroom

• 1 February 2008 (Friday)
• 0930 1700
• English Language Education Section
• Curriculum Development Institute
• Education Bureau

2
Objectives of the Seminar-cum-workshops

• To revisit the role of assessment in the
• Learning-teaching-assessment (LTA) Cycle
• To provide participants with practical
  suggestions on how assessment data can be
  collected and used
• To explore the use of various tools to identify
  strengths and weaknesses in student learning and
  areas where support for further development is
  necessary

3
Run-down of Todays Programme
4
In the morning session

• You will
• brainstorm various types and sources of
  assessment data
• reflect on the relative importance of various
  types and sources of assessment data
• discuss the purposes of assessment
• share your experience in how assessment data can
  be collected and used for curriculum planning
  and
• develop an initial understanding of the Learning
  Progression Framework (LPF) as a reference tool
  to describe students development in English
  Language learning.

5
Types and Sources of Assessment Data
6
Activity 1

• In your groups, discuss and write down on the
  post-its provided
• the assessment data that are available about your
  junior secondary students performance in your
  context and
• the sources of the assessment data.

7
Assessment Data
Marks / Scores
Percentages
Grades / Levels
Oral / Written Comments
Checklisted Comments
8
Sources of Assessment Data
S3 TSA
Learning Tasks
Individual / Group Presentations
Pre-S1 Attainment Tests
Teacher Observations
Assessment Tasks
Quizzes
Self- assessment
Tests / Examinations
Peer Assessment
Projects
Portfolios
9
Activity 2

• In your groups, discuss and rank the usefulness
  of
• various types of assessment data and
• various sources of assessment data.
• Put the most useful type and source of
  assessment data
• at the top of the lists.
• Discuss and justify your rankings.

10

Reflection
What do the groups preferences reflect?
11
Purposes of Assessment
12
Qualitative vs Quantitative Assessment Data
13
Formative Assessment vs Summative Assessment
14
Use of Assessment Data
15
Reflection
To what extent can these uses
of assessment data enhance
learning and teaching?
What are the purposes of assessment?
16
Learning-teaching-assessment (LTA) Cycle

• Assessment is an integral part
• of the LTA cycle.
• Through assessment, teachers
• identify students strengths and
• weaknesses and make plans
• for learning and teaching.
• Assessment generates
• information for providing useful
• feedback for students for
• further improvement.

17
Activity 3

• In the worksheet given, complete the table that
  compares Assessment for Learning (AfL) with
  Assessment of Learning (AoL) by putting the
  strips in the correct space.
• Define Assessment for Learning (AfL) and
  Assessment of Learning (AoL).

18
Assessment for Learning (AfL)vs Assessment of
Learning (AoL)
19
Assessment for Learning (AfL)vs Assessment of
Learning (AoL)
20
A Framework of School Assessment Practices
(From English Language Education KLA Curriculum
Guide (Primary 1-Secondary 3), CDC 2002, p.106)
21
Reflection
How can we make good use of the available
assessment data?
22
Break
23
Making Use of Assessment Data to Enhance
Curriculum Planning
24
Objectives of the Seminar-cum-workshops

• To revisit the role of assessment in the
• Learning-teaching-assessment (LTA) Cycle
• To provide participants with practical
  suggestions on how assessment data can be
  collected and used
• To explore the use of various tools to identify
  strengths and weaknesses in student learning and
  areas where support for further development is
  necessary

25
Activity 4

• Individually, think of a top-performing S3
  student in your school. Imagine that this
  student is going to join an enhancement
  programme. The teacher in charge of the
  programme would like to know more about his / her
  performance in English to facilitate planning.
  Focus on his / her performance in one of the four
  language skills.
• In Part A of the worksheet
• make a list of what s/he can do.
• In Part B of the worksheet
• make a list of what your impression of your
  students performance is based on.
• Work in groups and discuss your groups
  suggestions for Part B. Write the suggestions on
  the poster paper for the skill of your choice in
  one of the corners of the room.
  

26
Modes of Assessment

• Different modes of assessment
• generate broad and balanced
• information about students
• achievements in relation to the
• Learning Targets and Objectives.
• Different modes of assessment
• provide appropriate contexts for
• carrying out assessment for

27
Activity 4 (continued)

• In Part C of the worksheet
  go through the descriptions
  derived from the curriculum objectives for KS3.
• Discuss how the descriptions would complement
  your list generated earlier (in Part A of the
  worksheet) in relation to curriculum planning.

28
Reflection

How should I use assessment data in curriculum
planning?
29
Making Use of Assessment Data to Enhance
Curriculum Planning

• Practical Steps
• Write statements about what your students can do
  in a skills area based on the assessment data
  available.
• Reflect on these statements and ensure that they
  are generated from evidence gathered from
  different modes of assessment.
• Refer to the curriculum objectives as presented
  in various curriculum documents to address the
  gaps in learning and teaching.

30
The Learning Progression Framework (LPF)

• The LPF
• represents the growth of learners on a
  development continuum as they work towards the
  Learning Targets and Objectives of the English
  Language curriculum
• is made up of Learning Outcomes organised under
  the four language skills and divided into eight
  levels of attainment
• helps teachers better understand and articulate
  learners performance and
• helps teachers plan strategically how to enhance
  English Language learning and teaching.

31
Structure of the LPF
32
Activity 5

• In groups, study the pointers of the
  LPF for Writing.
• Sequence them so that they form
  a developmental continuum of eight levels, based
  on your personal / teaching experience.

33
Basic Competencies (BCs)

• BCs
• are the essential knowledge and skills acquired
  by students in relation to the Learning Targets
  and Objectives set out in the curriculum for each
  key stage
• merely indicate what learners need to know and be
  able to do minimally in order to progress to the
  next stage of learning
• are a subset of the LPF.

34
The LPF and the BCs
Curriculum Framework and Learning Progression
Framework
Basic Competency
35
The BC Descriptors for Writing - Excerpt

• For details about the KS3 BC Descriptors, please
  visit
• http//cd1.edb.hkedcity.net/cd/eap_web/bca/index3.
  htm

36
Lunch Break