Assessment for Learning in Ethics and Religious Studies Ms Venus Lai-ting HUNG Curriculum...
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Transcript of Assessment for Learning in Ethics and Religious Studies Ms Venus Lai-ting HUNG Curriculum...
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