Assessment for Learning in

1. Assessment for Learning in Ethics and Religious Studies Ms Venus Lai-ting HUNG Curriculum Development Officer (PSHE)

2. What’s the difference….. Assessment for Learning ….. …….Learning for Assessment

3. Purpose of Assessment

4. Potential Impact of teacher assessment literacy on student learning (adapted from Villianeuva, 2007) Better assessment means Better teaching Better teaching means better Learning Improved Assessment Literacy means Better assessment Better students Means better Opportunities for a Better life Better learning means better students

5. 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。

6. Assessment is …

7. Assessment could be …

8. 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

9. 促進學習的評估--倫理與宗教科工作坊 活動三 • 批改練習（一）

10. 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??? You must try harder!! >0< >0< >0< Make no connections to what you have learnt. Yes, but I don’t know how, which is Why I didn’t in the first place A lovely story So is it perfect, then? Good work shown  How good? In what way?

11. What Kinds of Assessment? Critical thinking Searching for meaning Making predictions & formulating hypotheses. Drawing conclusions, giving reasons. Distinguishing fact from opinion. Determining bias, reliability of evidence. Relating causes & effects, designing a fair test. Sequencing, ordering, ranking Sorting, grouping, classifying Analysing, identifying parts & wholes. Noting similarities & differences. Finding patterns & relationships. Comparing & contrasting. Metacognition Planning Monitoring Redirecting Evaluating Decision making Creative thinking 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. Generating ideas & possibilities. Building & combining ideas. Formulating own points of view. Taking multiple perspectives & seeing other points of view. Problem solving Identifying & clarifying situations Generating alternative solutions Selecting & implementing a solution strategy. Evaluating & checking how well a solution solves problem.

12. What Kinds of Assessment? Metacognition • 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..?Canthey learn from their mistakes..?Can they do better next time? Can I do better next time..?

13. Thinking Diagram: Generating Possibilities From Swartz and Parks (1994)

14. Discussion Diagram:Choosing Assessment Criteria From Swartz and Parks (1994)

15. 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.

16. 促進學習的評估--倫理與宗教科工作坊

17. 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

18. 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

19. Portfolio: Student self-evaluation sheet Compare and Contrast From Swartz and Parks (1994)

20. Teacher Evaluation - Benefits Changes in classroom interaction • Increased interaction • Assignments more structured • Students expect to be “pushed” • Targeted vocabulary increased • More enjoyable

21. Assessment asLearning …..

22. Teacher Evaluation - Benefits Own professional development • Sharpened their own thinking about assessment • More effective planning • More constructive feedback • Expectations raised • More challenging • Better / more holistic LT strategies

23. 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

24. Thank You