Assessment for Learning Assessment for Learning inin

Ethics and Religious StudiesEthics and Religious Studies

Ms Venus Lai-ting HUNG

Curriculum Development Officer (PSHE)

What’s the difference…..

Assessment for Learning …..

…….Learning for Assessment

Purpose of Assessment

DiagnosticDiagnostic

SummativeSummativeFormativeFormative

Improved Assessment Literacy

meansBetter assessment

Better assessment means

Better teachingBetter teaching means better

Learning

Better learning means better

students

Better studentsMeans better

Opportunities for a Better life

Potential Impact of teacher assessment literacy Potential Impact of teacher assessment literacy on student learning (adapted from Villianeuva, on student learning (adapted from Villianeuva, 2007)2007)

促進學習的評估 --倫理與宗教科工作坊

活動一

為什麼耶穌喜歡透過比喻來教導天國的信息？你認為這個教導方法有效嗎？請解釋。

Assessment is …

Assessment could be …

促進學習的評估 --倫理與宗教科工作坊

活動二

分組商討評估準則

促進學習的評估 --倫理與宗教科工作坊

活動三

批改練習（一）

A lovely story

So is it perfect, then?

Good work shown

How good? In what way?

Make no connectionsto what you have learnt.

Yes, but I don’t know how, which is Why I didn’t in the first place

You must try harder!!

>0< >0< >0<

How clear is the feedback given to students?

More detail needed.

Yes, but I’d thought it had all the details it needed, so now I’m not clear

Develop these ideas further.

Yes, but how???

Sequencing, ordering, ranking Sorting, grouping, classifying Analysing, identifying parts & wholes. Noting similarities & differences. Finding patterns & relationships. Comparing & contrasting.

Making predictions & formulating hypotheses. Drawing conclusions, giving reasons. Distinguishing fact from opinion. Determining bias, reliability of evidence. Relating causes & effects, designing a fair test.

What Kinds of Assessment?

Generating ideas & possibilities. Building & combining ideas. Formulating own points of view. Taking multiple perspectives & seeing other points of view.

Identifying & clarifying situationsGenerating alternative solutionsSelecting & implementing a solution strategy. Evaluating & checking how well a solution solves problem.

Identifying why a decision is necessary. Generating options.Predicting the likely consequences. Weighing up the pros and cons. Deciding on a course of action. Reviewing the consequences.

PlanningMonitoringRedirectingEvaluating

What Kinds of Assessment?

Planning (before a task) How am I going to do it…? Is it similar to anything I have done before..? Is it “one of those…”?

Monitoring and Re-directing (on-task) Do my students understand it so far..? Do I need to ask a question..? Are my students on the right track…? Are they still on track..? Is there a different way..?

Evaluating (after the task) How did I do it… What method, strategy? What did my students learn? Did my plan work out well..? Can they learn from their mistakes..? Can they do better next time? Can I do better next time..?

BRAINSTORMING IN ORDER TO GENERATE POSSIBILITIES

PURPOSE

POSSIBILITIES

KINDS OF POSSIBILITIES

UNUSUAL POSSIBILITIES

From Swartz and Parks (1994)

Thinking Diagram: Generating Possibilities

YOUR OPTION

CHOOSING

OPTIONS

CHOICE

RESULTS

PRO CON

THINK ABOUT THE PROS AND CONS

From Swartz and Parks (1994)

Discussion Diagram:Choosing Assessment Criteria

促進學習的評估 --倫理與宗教科工作坊

活動四：批改練習（二）

Case You are in prison with an incurable disease and you will die soon. You share a cell with a prisoner who will be in prison for the rest of his life. He has no friends and no family. He is also miserable and this will only get worse. He is too frightened to kill himself although he has talked about his wish to die many times. You have a poison which you could put in his food to kill him painlessly and without being detected. The doctors would think he died of natural causes.

促進學習的評估 --倫理與宗教科工作坊

Task Types of Assessment Best Way to deliver the task

Should you kill the prisoner? Diagnostic Take Home Written Assignment

Think about what Utilitarians believe. What should a Utilitarian recommend in the above case?

Formative Small Group Discussion

What a Utilitarian might recommend in the above case? What reasons would they give?

Summative Classroom Open Discussion

Designing : Assessment for Learning

Lesson Introduction Purpose – topic and skill (a thinking issue)

Thinking Actively Challenging task Being explicit the assessment criteria

(discussion diagram) Managing dialogue and questioning Pair/group work

Thinking about Assessment –meta-thinking Making Connections –transfer

Assessment Task Suggestions

Compare and Contrast Two views on the same social issues Redrafting a piece of writing Significance of two religious concepts (sin,

forgiveness) Pieces of prayers

Decision Making Case Study: Story with an ethical dilemma A bullying story

Generating Possibilities Drafting a new bill to protect the environment Helping social minorities feel included

HOW ALIKE?

HOW DIFFERENT?

WITH REGARD TO

PATTERNS OF SIGNIFICANT SIMILARITIES AND DIFFERENCES:

CONCLUSION OR INTERPRETATION:

OPEN COMPARE AND CONTRAST

From Swartz and Parks (1994)

Portfolio:

Student self-evaluation sheet

Compare and Contrast

Teacher Evaluation - Benefits

Changes in classroom interaction

Increased interaction Assignments more structured Students expect to be “pushed” Targeted vocabulary increased More enjoyable

Assessment as Learning …..

Teacher Evaluation - Benefits

Own professional developmentOwn professional development Sharpened their own

thinking about assessment More effective planning More constructive feedback Expectations raised More challenging Better / more holistic LT

strategies

Teacher Evaluations - Difficulties Time was the main constraint Lessons needed more planning – at least

initially Poor knowledge base about feedback skills Allowing time for giving feedback Absence of vocabulary for talking about

thinking Despite initial concerns – did fit with the

demands of the curriculum

Thank YouThank You