Assessment Project Centre for Assessment Research & Development

1. Effective Use of Assessment for Feedback to Teaching & Learning: An OverviewWorkshop on Assessment for Learning Assessment Project Centre for Assessment Research & Development The Hong Kong Institute of Education Feb 2006

2. Effective use of assessment to generate feedback for school planning Effective use of assessment to generate feedback for curriculum design Effective Use of Assessment Feedback for Learning and Teaching: Overview Case Study: How to make good use of assessment information to provide feedback on learning & teaching Purpose of Today: Assessment for Learning Interpreting Report of the Territory-Wide Systems Assessment

3. Two Components of BCA Student Assessment (BCA) Territory-wide Systems Assessment (TSA) Learning & Teaching http://www.hkbca.edu.hk/ http://www.systemassessment.edu.hk/

4. Sch-based Curric Dev • Sch dev plan • Curric plan & design • Lesson Co-plan • Cognitive Diagnostic Assessment System • TSA Report • Error analysis of items • BCA Student Assessment DB • Diagnostic analysis of school-based assessment system • School-based Interactive Assessment System • School-based Developmental Assessment • School-based Tests & Exams • Subject Tests • Other Assessment Tools • Basic Competence • Assessment (BCA) • Territory-wide Systems Assessment • Item Bank of Student Assessment • Web-based Assessment Platform 取材自「整合認知心理學、心理計量學及教學的理想模式」﹝劉子鍵、林世華、梁仁楷, 1999﹞

5. Sch-based Curric Dev • Sch dev plan • Curric plan & design • Lesson Co-plan • Cognitive Diagnostic Assessment System • TSA Report • Error analysis of items • BCA Student Assessment DB • Diagnostic ana of school-based assessment system • School-based Interactive Assessment System • School-based Developmental Assessment • School-based Tests & Exams • Subject Tests • Other Assessment Tools • Basic Competence • Assessment (BCA) • Territory-wide Systems Assessment • Item Bank of Student Assessment • Web-based Assessment Platform 取材自「整合認知心理學、心理計量學及教學的理想模式」﹝劉子鍵、林世華、梁仁楷, 1999﹞

6. Use of Assessment Feedback for Effective Learning & Teaching: Principles 1. Interpretation of Territory-wide Systems Assessment Report: • From broad to specific • Multiple perspective • Be critical and skeptical 2. Effective Use of Assessment Information for Planning: • Focus on improvement • Acknowledge achievement • Systematic follow-up

7. Interpretation of Territory-wide Systems Assessment Report:From broad to specific; Multiple perspective; Be critical and skeptical

9. Sch % HK %

10. Interpret TSA report: from Broad to specific; multiple perspective; be critical & skeptical @ Most students are performing well @ Performances in most dimensions higher than HK standards @ Still room for improvement in the Data Handling dimension

11. P3, Reading Domain, Basic Competencies

12. L2-R-5-P3BC Using a small range of reading strategies to understand the meaning of short and simple texts with the help of cues L2-R-6-P3BC Applying a small range of simple reference skills

13. Reading: P3A Q03 (L2-R-5-P3BC Using a small range of reading strategies to understand the meaning of short and simple texts with the help of cues) Daisy, Flopsy and Bunny are sisters. One day, they go to the park. They hear a loud noise. Then they see a big shadow. Oh! It’s a big bear. The bear walks up to them very slowly. She is hungry. She wants to eat the rabbits. Daisy says, “Don’t eat me. I’m too fat. Eat my sisters.” The bear look at Bunny. Bunny smiles and says, “I’m too small. Don’t eat me! Come to my house and have dinner with me. I have a lot of food at home.” “OK,” says the bear. Daisy says, “… I’m too fat. Eat my sisters.” Who are the sisters?  A. Bunny  B. Flopsy  C. Flopsy and Bunny  D. Flopsy and Daisy A 11.8% 23.6% B 38.2% 27.3% C* 35.3% 34.1% D 11.8% 13.6% U# 2.9% 1.5%

14. Effective Use of Assessment Information for Planning:Focus on improvement; Acknowledge achievement; Systematic follow-up 1. Reflection: • Do P3 students have adequate ability to respond accurately? • What are the reasons for the wrong answers? • How can the teaching methods be improved? • How can the assessment methods be improved for effective diagnosis of students’ basic competencies ?

15. 2. Follow-up • Curriculum design: to enable teacher to provide scaffolding for students’ mastery of basic competencies • Target assessment, focusing in various aspects of basic competencies in the curriculum, including conception, knowledge, skills, and applications • Revise worksheets and assessment approaches to include items that require thinking and reflection • Appropriate use of some BCA items for class work and homework in order to expose students to different item types • Revise assessment methods to include explicit assessment rubrics and marking criteria • Help students to understand the assessment rubrics and criteria • Analyse the wrong responses with students in order to deepen their understanding • Peer lesson observation to ensure the integration among learning & teaching, assessment and feedback • Habitual use of statistical methods to analyse assessment information in order to provide scientific evidence to support learning and teaching

16. Provide teachers with information about student progress Provide feedback to students for their self-monitoring and subsequent learning Provide teachers with feedback to enhance their teaching effectiveness Provide opportunity for teachers to give feedback Assessment is an integral part of self-directed learning Assessment For Learning 1. Assessment For Learning 2. Assessment As Learning

17. Thank you!