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Aligning Assessment with Curriculum Reform

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Aligning Assessment with Curriculum Reform

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    1. Aligning Assessment with Curriculum Reform Sheridan LEE Principal Education Officer Curriculum Development Institute Education Bureau 24 Nov 2007

    2. The Curriculum Reform

    4. Learning-focused Learner-centred

    6. 9 Generic Skills Communication Skills Critical thinking Skills Creativity Information Technology Skills Numeracy Skills Problem Solving Skills Self Management Skills Study Skills

    8. Values and Attitudes Perseverance Respect for Others Responsibility National Identity Commitment ………………..

    11. Implications for Curriculum Planning Embedding the 9 generic skills 7 learning goals values and attitudes for students’ whole-person development Incorporating varied text types, activities, contexts and purposes for meaningful language use English for international communication English as a learning tool English for leisure and entertainment

    13. Assessment

    14. 4 Main Purposes Formative – for enhancement of learning and teaching Diagnostic – for identification of learning difficulties and remedial support Summative – for selection, transfer and certification Evaluative – for goal attainment and accountability to the public

    15. 4 Main Purposes Formative – for enhancement of learning and teaching (low stake) Diagnostic – for identification of learning difficulties and remedial support (low stake) Summative – for selection, transfer and certification ( high stake) Evaluative – for goal attainment and accountability to the public ( high stake)

    17. Implications Assessment is central to good quality teaching and learning Assessment should be closely integrated with curriculum and pedagogy Assessment needs to be planned as an integral part of the scheme of work with time allocated Assessment modes need to be varied to suit different purposes - feedback as well as feed forward

    18. Assessment Modes – Fitness for Purpose Quick Quiz – check on focused/ discrete items for revision/ diagnostic purposes Oral Questioning – provide immediate feedback/ reinforcement Conferencing – identify difficulties/ monitor progress Pen and Paper Tests – cross compare achievements Projects – assess team work/ independent learning/ integrated knowledge and skills Portfolio – track progress and development Teacher Observation – evaluate learning attitude Peer Assessment – encourage students to learn from each other

    20. Basic Competency Assessment Supporting schools through Basic Competency Descriptors for end of Keystages 1, 2 and 3 Student Assessment (web-based item bank for on-line assessment) Territory-wide System Assessment (TSA) Web-based Learning and Teaching Support (teaching materials and strategies)

    21. Examples of Basic Competency Descriptors for Keystage 3 - Writing Writing a variety of texts for different purposes with relevant and generally adequate content Writing a variety of texts using punctuation marks, and a range of vocabulary and language patterns with some degree of appropriacy and accuracy to convey meaning Writing a variety of texts with adequate overall planning and organisation (including the use of cohesive devices and paragraphs and sequencing of ideas.

    22. Territory-wide System Assessment Providing system level data to complement school level data about students’ performance to help teachers celebrate success and reflect on instructional strategies that might be needed for improvement to inform the community to what extent students have learned what they were meant to learn to inform Government about what targeted support is needed

    23. BCA Web-site Go to http://www.edb.gov.hk

    26. Harvard Undergraduate Philosophy Final Exam

    27. Harvard Undergraduate Philosophy Final Exam Explore and Express the Nature and Content of a Risk

    28. This is.

    29. Thank you!

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