Student Learning Profile for the New Senior Secondary Curriculum

1. St Stephen’s Girls School Student Learning Profile for the New Senior Secondary Curriculum Stephen Yip EMB

2. Student Learning Profile • Subject-specific portfolio • Integrated portfolio for ‘whole personal development’

3. Aims of Student Learning Profile • Records of Achievement (Portfolio of Learning) • Records of Reflection and Learning (Portfolio for Learning) • A Record of “Personalized Learning Planning process” (Portfolio as Learning)

4. “Assessment is for Learning”Three Strands ASSESSMENT AS LEARNING Personal learning planning Learning & Teaching Curriculum ASSESSMENT OF LEARNING Local Moderation Sharing the standard ASSESSMENT FOR LEARNING Formative Assessment Assessment

5. Whole person development(Watkins C 2000; Csikszentmihalyi 1997) “Whole” ? • 德、智、體、羣、美 The Five Chinese traditional virtues [ moral, intellect, physique, social and aesthetics] • 德、智、體、羣、美 + X1 +X2 … “Personal Development”? Metaphors • ‘Growth’ maturation • ‘Journey’ pathway • ‘Stages’ segments • ‘Preparing for adult life’ settle down • ‘Finding a right career’ life transition

6. Whole person development(Watkins C 2000; Csikszentmihalyi 1997) “The issues and dilemmas I face now at 60 are fundamentally the same as the ones that I experienced at 16 – but the complexity is probably different.” (A Headteacher in England) ‘Growing up is a function of complexity’ Personal Development ----- Coping with Complexity ~~ Integration & Differentiation Watkins C (2000) Now Just Compose Yourself, Watkins, Lodge, Best (ed) Tomorrow Schools – Towards Integrity, Routledge Falmer: London Csikszentmihalyhi (1997) The Evolving Self,: A Psychology of the Third Millenium, New York: Harper Collins

7. Four Big Concepts related to the design of a SLP • Developing Reflective Habits of Mind • Audience specificity- Importance of mediators • Managing Complexity: A gateway to Life-long Learning • Valuing Multiplicity of human interests and talents

8. Developing Reflective Habits of Mind (Costa & Kallick, 2000; Perkins D. 1995) • 16 habits of minds • Reflective habits of mind; Listening to… • ‘Internal voice’ on personal ‘self-knowledge’ • ‘External voice’ of others’ feedbacks • + recording personal reflection. • Idea of ‘growth-folio’ or ‘porcess-folio’ to help students ‘crystallizing experiences’ (Gardner H 1983) • Meaning making – not consumers, but constructors

9. Developing Reflective Habits of Mind • As ‘Self-regulated learner’ to reflect in a more holistic manner ( Zimmerman 1996; Feuerstein et al 1980) • ‘Episodic grasp of reality’ – SLP would help connecting own learning experiences via construct meaning … Costa & Kallick (2000) Assessing and Reporting on Habits of Mind, The Association for Supervision and Curriculum Development, USA Zimmerman (1996) Developing Self-regulated Learners, The American Psychological Association Feuerstein et al (1980) Instrumental Enrichment: An intervention program for cognitive modifiability, Baltimore, MD: University Park Press

10. Lack of Learning Lack of Sustainability (2) Audience specificity – Private/ Public aspects of learning • ‘Reflect privately’ and ‘evaluate publicly’ may not be necessarily the same in terms of content, priority, contexts. • For ‘high stakes’ purpose only: Reflecting for future employers & Universities • For ‘low stakes’ purpose only: for myself, formative assessment, self-improvement, planning… • A ‘hybrid’ –dual purposes – with a mediator to help them reflect truly and facilitate to tell their own story to the public.

11. (3) Managing Complexity: A Whole Person Pathway • Growing up -‘A Function of increasing complexity’ (esp. Senior Secondary levels) • Start to have ‘hands-on practice’ in planning about their life – using SLP. • Being flexible • Capacities to constructing hope • Pathologies of the future (e.g. denying, ignoring, narrowing, over-planning) • Composing their learning life – life-long learning capacities Karniol & Ross (1996) The motivational impact of temporal focus-thinking about the future and the past, Annual Review of Psychology, 47: 593-620 Axelrod (199) The Evolution of Co-operation, London: Penguin

12. (4) Valuing Multiplicity of human interests and talents • Howard Gardner’s MI (8 & I/2 intelligences) • Recognition • But need to avoid falling into the ‘over-assessment trap’ (Bentley 1998; Lazear 1999) Bentley T (1998) Learning Beyond the Classroom, DEMOS: London Lazear (1999) Multiple Intelligence Approaches to Assessment, Zephyr Press: USA

13. Profile System with the Four Key Concepts: Personal, Social, Wholeness & Multiplicity Personal Social Developing a Reflective Habit of Mind Audience – specificity: Learning through Mediators Student Learning Profile (A system with Formative purposes) Managing Complexity: Gateway for Life-long Learning Valuing Other Learning Experiences: MI Wholeness Multiplicity

14. Life-long learning Formative Student-owned Global Trends related to SLP: Examples • US Minnesota e-folio for every citizens http://www.efoliomn.com/ • DfES’s Progress File (England) http://www.dfes.gov.uk/progressfile/ • Ontario Student Record (Canada) http://www.edu.gov.on.ca/eng/document/curricul/osr/osr.html • Wales, London Islington…

15. Current Practices in Student Learning Profile (SLP) Student-led Student-led, reflection-oriented Student-led record-oriented Student Learning Profile Record-oriented Reflection-oriented Teacher-driven record-oriented Teacher-driven reflection-oriented Electronic version Teacher-driven

16. Global Trends: UK, HK, US Minnesota, Canada… Student-led Minnesota e-folio Progress File (UK) NRA (UK) SLP (NSS) ? Record-oriented Reflection-oriented Web SAMs-related systems(HK) Ontario student record Teacher-led

17. Coherent with BECG….. All schools should review their current assessment practices and put more emphasis on assessment for learning. The latter is a process in which teachers seek to identify and diagnose student learning problems, and provide quality feedback for students on how to improve their work. Different modes of assessment are to be used whenever appropriate for a more comprehensive understanding of student learning in various aspects. (BECG, 2002)

18. Formative Assessment Vs Summative Assessment (BECG, 2002)

19. Reflection: Student Learning Profile • Abuse of Reflection • Depth of Reflection • Dispositions for reflection • Incentive of Reflection • Culture of Reflection • Tool for Reflection

20. Reflection: Student Learning Profile “ The dialogue between pupils and a teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas” (Dylan and Black, 1998)

21. Reflection: Student Learning Profile Reflection without abusing the word ‘reflection’ Strategies: Wise use of ‘Sentence stem’,, e.g. ‘I choose this activities because,… e.g. I chose X activity but not Y activity because… e.g. I could improve … via… e.g. … surprised me during learning X e.g. If I were the teacher, I would organise this programme in ….. Approach e.g. Please think through your ways of doing this task; how different from your friends…

22. Reflection: Student Learning Profile • Research found that students do not have problem making appropriate judgments when ask to self-assess; mostly reliable & trustworthy; taking the task seriously & give honest interpretation of their work (Dylan and Black, 1998) • However, students have difficulty to understand what is required of them. • Therefore, sharing criteria, framework, requirements and clear learning objectives and goals are very very important • Using authentic exemplary profiles to illustrate good practices

23. Student Learning Profile How could the NSS Curriculum help to achieve the goal of Whole Person Development?

24. Senior Secondary Student Learning Profile (SLP) A key to future success……

25. 2-3 Elective Subjects out of 20 subjects or out of courses in career-oriented studies (20-30%) Essential Learning Experiencesincluding moral and civic education, community service, aesthetic and physical experiences and work-related experiences (e.g. job attachment) (15-35%) Physical & Aesthetic Development Moral and Civic Education Career-related Experiences Intellectual Development Community Service Building on Strengths of Basic Education: The Whole Curriculum Framework (Coherence, Fullan) 4 Core Subjects: Chinese Language, English Language, Mathematics, Liberal Studies (45-55%) NSS Generic Skill Value & Attitude P1- S3 General Studies

26. Chinese Language, English Language, Mathematics and Liberal Studies as core subjects for ALL students 2 or 3 elective subjects (chosen from a range of 20 elective subjects) Other learning experiences (moral and civic education, community service, aesthetic and physical activities, career-related experiences) Career-oriented studies (alternative(s) to elective(s)) 45 – 55% 20 – 30% 15 – 35% Proposed NSS Curriculum

27. Chinese Language X 1 X 2 Proposed NSS Curriculum English Language Issues in Liberal Studies Other Learning Experiences X 3 Mathematics

28. Why Other /Essential Learning ExperiencesExpected Outcomes of OLE • Whole Person Development (德、智、體、羣、美) • Complement the examination subjects/ career-oriented studies • Building uplife-long capacities: • To nurture informed & responsible citizenship • To respect for Plural values & Healthy living style • To develop career aspirations

29. NSS Student Learning Profile Student Learning Profile HK Diploma of Secondary Education Career Oriented Studies School Internal Assessment Other Learning Experiences Other Achievements gained outside schools Senior Secondary Curriculum Guide in mid 2006

30. Student Learning Profile NSS Student Learning Profile • Reflects a concern for whole-person development • To motivate learning and engagement • To recognize non-academic achievements • To give employers and higher education institutions a more complete picture of the individual and his/her achievements

31. Other Learning Experiences Student Learning Profile • Moral & Civic Education • Physical Education • Aesthetic Experiences • Career-related Experiences • Community Services • Participation • Achievements • Reflections • Attributes

32. Participation(e.g. no. of hours, participating role) Achievements gained(e.g. Prizes, awards, certificates,….) Reflections (e.g. student log, short essays) Attributes and Capabilities(e.g. leadership, social skills, … ) [a checklist to choose] + a qualitative remarks/ comment (overall)

33. School-based SLP Achievements and awards outside schools* Other Learning Experiences (PARA) SLP final report Student Internal results by subjects Information validated by schools SS3 SS2 SS1 Web-SAMS * Data provided by student. Student holds sole responsibility to provide evidence when requested. SLP at Systemic Level SLP: Certification/ Final Report HKEAA exams schools COS Electronic system/ infra-structure run by HKEAA/EMB

34. What are the success criteria of SLP? What is important? What is not? • Students understand and value SLP • Teachers value SLP • It is valued by parents • It is recognized by future employers and higher education institutions • The process needs to be truly reflective and self-evaluative driven by students • Re-structuring teachers’ space for effective dialogue with students • …

35. What are the success criteria of SLP? What is important? What is not? Student Teacher Parent Employers Universities Less Important Very Important

36. Time for our reflection? What is the longest distance in the world? “The longest distance is the ‘gap’ between the curriculum imposed by the state/ adults and what’s in a child’s mind!”