Using Assessment Data to Enhance Learning & Teaching

Language Learning Support Section, EDB22nd Nov, 2007

Territory-wide SystemsAssessment

School-basedAssessment

EnglishEnhancement

Grant

New Senior Secondary

public exams

How should we handle all

these measures?

There are so many of them.

How can we dealwith them all

at the same time?

Why do we haveto do all these?

Is there any relationshipamong them?

TSA

NSS

firm foundation

UUSING SING AASSESSMENT SSESSMENT DDATA ATA

TO TO EENHANCE NHANCE

LLEARNING AND EARNING AND TTEACHINGEACHING

7CCC Kei To Secondary School

Ms. Dorothy Tsang, English Panel head22nd November, 2007

BACKGROUND

TSA is a newinitiative. How

should we prepareour students

for it ?

March 2006

Our students’English foundation is weak and some

are not motivated. What can we do?

Our English teachers’ background

is diverse. Is thereanything we cando to help them?

SUPPORT STRATEGIES ADOPTED

Used various data

to identify gaps in the junior secondary

curriculum

Reviewed the school context

Co-planned a unitas a start

Offered school-basedworkshop

Integrating assessment for learning into

curriculum planning

Integrating assessment for learning into

curriculum planning

Exposing students to a variety of authentic reading materials

Exposing students to a variety of authentic reading materials

Using poetryUsing poetry

Integrating assessment for learning into

curriculum planning

Integrating assessment for learning into

curriculum planning

Exposing students to a variety of authentic reading materials

Exposing students to a variety of authentic reading materials

Using poetryUsing poetry

Integrating BCs into curriculum

planning

Integrating BCs into curriculum

planning

Developing students’ higher-order thinking skills

Developing students’ higher-order thinking skills

Adopting task-based approachAdopting task-

based approach

Catering for learner diversity

Catering for learner diversity

Integrating BCs into curriculum

planning

Integrating BCs into curriculum

planning

Developing students’ higher-order thinking skills

Developing students’ higher-order thinking skills

Adopting task-based approachAdopting task-

based approach

Catering for learner diversity

Catering for learner diversity

ACTION ITEMS – Curriculum Level

Teaching materialsTeaching materials

Unit planUnit plan

Bloom’s TaxonomyBloom’s Taxonomy

Graphic organisersGraphic organisers

Bloom’s TaxonomyBloom’s

Taxonomy

Differentiated materials

Differentiated materials

Criterion-referenced

assessment

Criterion-referenced

assessment

ACTION ITEMS – Classroom Level

TeacherLevel

StudentLevel

IMPACT •Skill-based curriculum

• A more balanced and comprehensive curriculum

•Heightened awareness in catering for learner diversity at curriculum level

• Learning, teaching and assessment more well-aligned

•More More focused focused teachingteaching

•Teachers’ Teachers’ professionalismprofessionalism

enhancedenhanced

•A A collaborativecollaborativeand sharing and sharing

cultureculture started started

• Learner motivationand student participation

increased

• More organised writing

Mind map

Welcoming the audience

Introduction of the dish

Ingredients

Sauce

Cooking steps

Serving the dish

Ending

• Improvedspeaking skills

• Students learn fromfeedback from peers

• Learner diversitybetter catered for

• Students benefit fromcriterion-referenced assessment

CurriculumLevel

CONCEPTUALIZATION

CurriculumPlanning

Learning &teaching

Assess-ment

CurriculumPlanning

Learning &teaching

Assess-ment

• Triangulate various sourcesTriangulate various sources of dataof data to identify gaps & to identify gaps &

diagnose weaknessdiagnose weakness

• Integrate Integrate BC BC descriptorsdescriptors in in

curriculum planningcurriculum planning

• Adopt an Adopt an integrativeintegrativeapproachapproach to plan a to plan a

skill-based curriculumskill-based curriculum

• Adopt Adopt task-based task-based frameworkframework

• Expose students to a wideExpose students to a widevariety of variety of authentic materialsauthentic materials

and and different text-typesdifferent text-types

• Give students plenty Give students plenty of opportunities to of opportunities to recycle the targetrecycle the targetskills & languageskills & language

• Align learning, Align learning, teaching & assessmentteaching & assessment

• Cater for Cater for learner diversitylearner diversity

CONCEPTUALIZATION

CurriculumPlanning

Learning &teaching

Assess-ment

CurriculumPlanning

Learning &teaching

Assess-ment

• Pay attention to students’ Pay attention to students’ evidence of learningevidence of learning and and

intervene only whenintervene only when necessarynecessary

• Give Give constructive constructive feedbackfeedback to students to students

• Adopt Adopt differentdifferentteaching strategiesteaching strategies to to

suit diverse students’ needssuit diverse students’ needs

• Use Use strategic and / or strategic and / or flexible groupingflexible grouping

• Set Set clear teaching objectivesclear teaching objectives

• Use a Use a student-student-centred centred approachapproach

• Ask Ask thought-thought-provoking questionsprovoking questions

• Enhance Enhance student-studentstudent-studentinteractioninteraction

CONCEPTUALIZATION

CurriculumPlanning

Learning &teaching

Assess-ment

CurriculumPlanning

Learning &teaching

Assess-ment

Administering assessmentAdministering assessment

• Familiarize students Familiarize students with the assessment with the assessment

criteriacriteria prior to the prior to the assessmentassessment

• Give Give timely and timely and constructive feedbackconstructive feedback

to studentsto students

Planning assessmentPlanning assessment

• Align assessment Align assessment focuses with learningfocuses with learning& teaching objectives& teaching objectives

• Give thought to Give thought to different different

assessment modesassessment modes

• Set Set unambiguous and unambiguous and objective assessment criteriaobjective assessment criteria

http://cd1.edb.hkedcity.net/cd/languagesupport/index.htm

Using TSA and internal assessment data to make a

smooth transition between the junior and senior secondary

curriculum

LLSS

Background

Concerns and needs textbook bound lack of creative and imaginative texts teacher-centered lack of interactive learning activities

textbook bound lack of creative and imaginative texts teacher-centered lack of interactive learning activities

low learning motivation poor writing skills lack of confidence in speaking

low learning motivation poor writing skills lack of confidence in speaking

mainly summative assessment lack of assessment literacy

mainly summative assessment lack of assessment literacy

curriculum plans lack continuity poor transition between levels lack of preparation for NSS

curriculum plans lack continuity poor transition between levels lack of preparation for NSS

• Promoting by building on the experience of Standards-referenced Assessment (SRA) and School-based Assessment (SBA) … to facilitate the use of standards to inform learning and teaching and to enhance alignment between curriculum and assessment.

English Language Curriculum and Assessment Guide (Secondary 4-6) March, 2007

assessment for learning

Principles of Design

NSS Curriculum

Yr 1 (F.1)(04-05)

Yr 2 (F.2)(05-06)

Yr 3 (F.3)(06-07)

Years and levels

Infu

sio

n o

f as

sess

men

t st

rate

gie

s

integrate formative assessment into unit

planning

use different modes of assessment activities

set task specific criteria to assess

learners’ performance

recycle Year 1 assessment practice

use TSA descriptors to plan the curriculum and design learning

and teaching activities

integrate assessment into horizontal

planning

recycle Years 1 & 2 assessment practice

analyse and d data to inform teaching and

learning

analyse TSA question design

integrate assessment into vertical and

horizontal planning

Improve teachers’ questioning and

feedback techniques

TSAinternal assessment

Infusion of assessment for

learning

culture – 3 year programme

TSA data analysis

Writing

broad to

specific

Analysis of internal assessment data

Analysis of internal assessment dataScheme of work

Tests and

exam

papers

Pre- and post project

questionnaires

Students’ w

ork

Daily observation

Findin

gsScheme of work

Unbalanced coverage of

targets, skills, text types, values and

attitudes, etc.

Lack of transition between levels

Lack of alignment between teaching,

learning and assessment

Teaching level

Interface between the junior and senior secondary curricula

…to make use of the learning targets and objectives, and the broad learning outcomes, provided in the English language curriculum framework, to plan and develop a coherent school-based language curriculum with built-in pedagogical approaches which facilitate learning progression and which suit learners’ needs, interests and abilities at both junior and senior secondary levels.

English Language Curriculum and Assessment Guide (Secondary 4-6) March, 2007

…to make use of the learning targets and objectives, and the broad learning outcomes, provided in the English language curriculum framework, to plan and develop a coherent school-based language curriculum with built-in pedagogical approaches which facilitate learning progression and which suit learners’ needs, interests and abilities at both junior and senior secondary levels.

English Language Curriculum and Assessment Guide (Secondary 4-6) March, 2007

Bridging the gap

junior secondar

y curriculu

m

Planning

senior secondar

y curriculu

m

Holistic Curriculum

Vertical planning

Key Learning Focuses

Key Learning Focuses

Learning OutcomesLearning Outcomes

TSADescriptors

TSADescriptors

Vertical planningVertical planningSkills descriptors

Skills descriptors

study the four language skills descriptors

screen their level of difficulty

scaffold them from F1 to F3

Vertical planningVertical planningLanguage arts &

text types

Language arts &

text types

study what LA elements & text types students need to learn in

KS3 & 4

match the textbook themes with the LA elements and text

types

scaffold them into F1-F7 curriculum

Horizontal planning

Horizontal planning

set learning targets and match with learning outcomes

ensure a balanced coverage of language focus, text types, skills and strategies, values

and attitudes, etc.

design learning activities to help students apply the language

design assessment activities to track students’ progress

Learning levelFin

din

gs

lack of ideas and content

lack of planning, organization and sequence

inadequate skills for revising written work

lack of confidence in speaking English

no elaboration of ideas

reluctance to communicate with classmates in English

WritingSpeaking

1. lack of ideas and content2. lack of planning, organization

and sequence3. inadequate skills for revising

written work

1. lack of ideas and content2. lack of planning, organization

and sequence3. inadequate skills for revising

written work

Writing

• Write texts for different contexts, audiences and purposes with relevant content and adequate supporting details

• Convey meaning using varied vocabulary, linguistic devices and language patterns appropriately and accurately

• Plan and produce coherent and structured texts with ideas effectively presented and developed

• Write texts using appropriate tone, style and register and the salient features of different genres

• Draft and revise written texts

Broad learning outcomes of senior

secondary

Writing

English Language Curriculum and Assessment Guide (Secondary 4-6)

March, 2007

1. lack of confidence in speaking English

2. no elaboration of ideas3. reluctance to communicate

with classmates in English

1. lack of confidence in speaking English

2. no elaboration of ideas3. reluctance to communicate

with classmates in English

Speaking

• Express information and ideas with suitable elaboration

• Convey meaning using a range of vocabulary and language patterns appropriate to the context, purpose and audience

• Establish and maintain relationships / spoken exchanges using formulaic expressions and appropriate communication strategies

• Develop and link ideas using suitable organizing techniques

• Pronounce words clearly and accurately

• Support communication using delivery techniques

Broad learning outcomes of senior

secondary

Speaking

English Language Curriculum and Assessment Guide (Secondary 4-6) March, 2007

Mismatch

Learning outcomes of writing and

speaking to be achieved

in senior secondary

Ability of students in writing and speaking in junior secondary

Use of language arts and a variety of text types

Use of peer and self assessment

Use of individual presentation and group discussion

•lack of ideas and content

•lack of planning, organization and sequence

•no elaboration of ideas

•lack of confidence in speaking English

•reluctance to communicate with classmates in English

•inadequate skills for revising written work

Use of graphic organizers

Process writing project

Teenage problems:self-image, family, study and friends

Language arts + a variety of text types:poems, songs, TV programme, radio programme,

interview, letter, blog, newspaper article, stress test

Use of graphic organizers, Individual presentation and group discussion,

Self and peer-assessment

Writing an article tostudents’ association blog to

share problems and provide solutions

stimulate ideas

plan and organize ideas

elaborate information

and ideas

Theme

Input

Strategies

Output

enhancecommunication

among classmates

revise and edit work

Motivation in writingDo you enjoy…

0

20

40

60

80

100

participating inEnglish writing

activities

the process ofwriting

writing in English

Confidence in writingI know how to

01020304050607080

express ideas inEnglish

write in anorganized manner

edit my work

Writing Skills DevelopmentI learn how to

73.4

73.6

73.8

74

74.2

74.4

74.6

write in an organizedmanner

correct my mistakes edit my classmate's work

Impact on teaching

increasing awareness of the shift fromcontent teaching to skills and strategies development of students

better use of different language arts elements to motivate students

better use of process writing to develop students’ writing skills

better use of different assessment methods to enhance teaching and learning

Impact on professional development

reflect on teaching and students’ learning through data analysis

focus more on curriculum and lesson design to cater for students’ needs

learn from each other through co-planning and peer lesson observation

extend the good practices of using data to effect changes in the curriculum to other subjects

conceptualization

conceptualization

Using Territory-wide System Assessment (TSA) data to improve curriculum planning and enhance

professional capacity building

Using Territory-wide System Assessment (TSA) data to improve curriculum planning and enhance

professional capacity building

Develop more effective

strategies to helpstudents improve their

learning outcomes

Firm foundation

in the

junior secondary

Diagnose problems and identify gaps in the curriculum

What’s your preparation for the NSS?

Preparation for the NSS

Language Learning Support Section

Mr Bruce BolinMr Bruce Bolin

Deputy Project DirectorDeputy Project Director

Tel: 3698-4067Tel: 3698-4067

Fax: 2364-0273Fax: 2364-0273

Email: b_bolin@edb.gov.hk Email: b_bolin@edb.gov.hk

Individual presentation and

group discussion

Individual presentation and

group discussion

to prepare for SBA

to promote independent learning skills

to promote independent learning skills

Self assessment

Peer assessment

Language arts + a variety of text types

’

to prepare for NSS

Graphic organizers

Writing an article

limited description

lack of organization

Sequencing ideas,

Systematic planning Sequencing ideas,

Systematic planning

problem

solution

Studentpresentation

Studentwriting

Feedback (peers, teacher)

TV

script

Poem

Menu

Recipe

Restaurant review

Input

Output

ProcessTasks

Dialogue completion

Dialoguepractice

Text analysis

Peer assessment

Developmind-map of a dish

of students’ choice on a group basis

Write TV scriptindividually

Peer review

DATA ANALYSIS

TSA data analysis

Observational data Other artifacts,

e.g. scheme of work

Analysis&

reflection

DATA ANALYSIS

Analysis&

reflection

Use of BC descriptors is

not evident Language Artselements arenot evident

Use of a widevariety of text-typesis needed

Task-basedapproachis needed

Assessmentfor learning

is not evident

More emphasison developing students higherorder thinking

is needed

REVIEWING SCHOOL CONTEXT

Students’ needsand diverse background

Teachers’ needsand background Available resources

Reflection:• Learner diversity needs attention• More reading input is needed• Help students become more motivated and independent• Teacher development is desirable

Unit Plan

ReadingBC descriptors

Speaking rubrics

5 criteria formore able classes

3 criteria forweaker classes

Clear pronunciation

Fluency

Intonation

Voiceprojection

Eyecontact