English Language Education Section Curriculum Development Institute Education Bureau

1. Collaborative Research and Development (“Seed”) Projects for the 2013/14 School Year – Briefing Session2 March 2013 Project Code: EE0113 Promoting Assessment as Learning to Improve Students’ English Writing Skills at the Secondary Level English Language Education Section Curriculum Development Institute Education Bureau

2. The “Seed” project aims to • enhance teachers’ capacity to promote assessment as learning in the English classroom by: • setting realistic learning and teaching goals for writing • making reference to the Learning Progression Framework for English Language to identify the relevant learning outcomes for writing • providing good models of writing as examples and reference points to illustrate the relevant learning outcomes • setting the success criteria for mastering effective writing skills • asking guiding questions and providing constructive feedback to facilitate students’ self-editing and self-monitoring • explore how to help students gain knowledge about their writing performance through reflecting on their strengths and areas for improvement and deepen understanding of their role in learning

3. The Development of Writing Skills • The Role of Assessment • To collect evidence of student learning • To provide feedback on teaching effectiveness as well as students’ strengths and weaknesses The Development of Writing Skills

4. Learner Independence Purposes of Assessment Adapted from Lorna (2003) Assessment as Learning: Using Classroom Assessment to Maximise Student Learning. Thousand Oaks, Ca, Corwin Press.

5. Making Adjustment to learning strategies, goals, etc. What is Assessment as Learning (AaL)? The Process of Metacognition Relating to prior knowledge • Assessment as Learning (AaL) focusses on students and emphasises assessment as a process of metacognition. • (Earl & Katz, 2006) Self-reflection/ monitoring process Considering a range of strategies Being self-motivating

6. Improving Secondary Students’ English Writing Skills Source from Rethinking Classroom Assessment with Purpose in Mind (Earl & Katz, 2006)

7. Teacher’s role in planning Assessment as Learning (AaL) Discussing the expected learning outcomes with students and providing reference points for the learning outcomes Creating criteria of good practice with the students Guiding students to set goals and monitor their progress of learning Modeling and teaching the skills of self-reflection Monitoring students’ metacogntive processes and providing feedback to students as they learn Providing opportunities for students to practise the skills that need to be learned or mastered

8. Strategies for Planning Assessment as Learning (AaL) • A range of methods in different modes that elicit students’ learning and metacognitive processes can be used to help student become an active owner of their own learning. • Using rubrics, checklists or graphic organisers to help students visualise their thinking process SWOT Source from http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp

9. Triangle Feedback sandwich Good news Bad news Good news Source from http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp

10. Traffic Light • Examine your work and highlight where you feel • Stopped • Cautious, or you are • Going straight ahead PMI Source from http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp

11. Strategies for Planning Assessment as Learning (AaL) • Providing good models of writing as examples and reference points to illustrate the relevant learning outcomes, e.g. shared writing Enhancing coherence within & across paragraphs • (‘have you ever thought of…?) • introducing alternatives • (‘First’, ‘Second’) • Sequencing suggestions • (‘like’) • introducing examples • (‘also’) • enhancing reinforcement of ideas

12. Strategies for Planning Assessment as Learning (AaL) • Asking guiding questions and providing constructive feedback to facilitate students’ self-editing and self-monitoring, e.g. What strategies did you use to organise your information? How did you ensure that your writing was easy to read? How did you plan your writing? What did you focus on when you proofread your work?

13. Strategies for Planning Assessment as Learning (AaL) • Guiding students to keep a consistent record of their own learning evidence, e.g. student log book Source from Rethinking Classroom Assessment with Purpose in Mind (Earl & Katz, 2006)

14. Making Use of the Assessment Data LPF • Providing students with accurate, descriptive feedback that will help them develop independent learning habits • Providing students with ideas for adjusting, rethinking, and articulating their learning • Reviewing expectations of student learning • Reviewing current teaching practices and content of learning

15. Seconded teacher • School project coordinators • Project teachers • School project coordinators • Project teachers Schools participating in the “Seed” Project “Seed” School “Seed” Project Network Schools

16. “Seed” School “Seed” Project The “Seed” school is expected to nominate one experienced and committed English teacher to be seconded to the English Language Education Section of CDI for a period subject to mutual agreement, preferably for one year; allocate a common lesson/period of time per week/cycle for English teachers’ collaborative lesson preparation; allow flexible arrangements of the school time-table to facilitate the implementation of the project; set aside periods of time in the scheme of work to try out the learning, teaching and assessment materials developed by the seconded teacher and other project teachers of the same school; assist in the collection of evidence (by supporting classroom observations, including video-recording a substantial number of tryout lessons and interviewing students/teachers) on the processes of change and impact on student learning share with other schools (e.g. “Network” schools) their experience in he Project.

17. Network schools are expected to “Seed” Project Network Schools nominate teachers to participate in professional development programmes and experience sharing sessions; and try out the developed materials and activities in their own schools.

18. School project coordinator & teachers CDI officers Personnel involved in the “Seed” project Seconded teacher

19. Role of Seconded Teachers To work in close collaboration with the CDI officers and project teachers to use the Learning Progression Framework (LPF) for English Language to guide students in setting realistic goals and gauging their own writing progress To review literature relevant to the project To lead the project teamsin parent schools in planning the curriculum, developing and trying out teaching strategies, tasks and materials that enhance the development of writing skills and promote self-assessment and learner independence To assume a leading role in collaborative lesson preparation To collect evidence (by supporting classroom observations, including video-recording a substantial number of tryout lessons and interviewing students/teachers) on the processes of change and impact on student learning To assist in the compilation, analysis and interpretation of learningevidence collected To disseminate good practices in support of Assessment as Learning

20. For details, please refer to the EDB Circular Memorandum No.7/2013 (Appendix A14, Annex 1 of Appendix A14, Appendix B, Annexes 2 & 3 of Appendix B, Appendix C). Deadline for Application 22 March 2013 (Friday) Return the application form to: EDB Human Resource Management Unit4/F, East Wing, Central Government Offices 2 Tim Mei Avenue Tamar Hong Kong

21. Enquiries • General • Mr Allen LAI Senior Clerical Officer (Appointments and Personnel/CD) 2892 5846 • Project Specific • Ms Barbara CHAN Senior Curriculum Development Officer (English Language Education) 2892 6571

22. Thank You!