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Using Assessment Data to Enhance Learning & Teaching
Language Learning Support Section, EDB22nd Nov, 2007
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Territory-wide SystemsAssessment
School-basedAssessment
EnglishEnhancement
Grant
New Senior Secondary
public exams
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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?
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TSA
NSS
firm foundation
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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
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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?
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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
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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
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ACTION ITEMS – Classroom Level
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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
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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
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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
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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
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http://cd1.edb.hkedcity.net/cd/languagesupport/index.htm
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Using TSA and internal assessment data to make a
smooth transition between the junior and senior secondary
curriculum
LLSS
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Background
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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
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• 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
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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
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TSA data analysis
Writing
broad to
specific
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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
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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
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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
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Bridging the gap
junior secondar
y curriculu
m
Planning
senior secondar
y curriculu
m
Holistic Curriculum
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Vertical planning
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Key Learning Focuses
Key Learning Focuses
Learning OutcomesLearning Outcomes
TSADescriptors
TSADescriptors
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Vertical planningVertical planningSkills descriptors
Skills descriptors
study the four language skills descriptors
screen their level of difficulty
scaffold them from F1 to F3
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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
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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
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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
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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
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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
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Mismatch
Learning outcomes of writing and
speaking to be achieved
in senior secondary
Ability of students in writing and speaking in junior secondary
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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
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Process writing project
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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
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Motivation in writingDo you enjoy…
0
20
40
60
80
100
participating inEnglish writing
activities
the process ofwriting
writing in English
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Confidence in writingI know how to
01020304050607080
express ideas inEnglish
write in anorganized manner
edit my work
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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
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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
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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
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conceptualization
conceptualization
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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
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Develop more effective
strategies to helpstudents improve their
learning outcomes
Firm foundation
in the
junior secondary
Diagnose problems and identify gaps in the curriculum
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What’s your preparation for the NSS?
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Preparation for the NSS
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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: [email protected] Email: [email protected]
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Individual presentation and
group discussion
Individual presentation and
group discussion
to prepare for SBA
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to promote independent learning skills
to promote independent learning skills
Self assessment
Peer assessment
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Language arts + a variety of text types
’
to prepare for NSS
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Graphic organizers
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Writing an article
limited description
lack of organization
Sequencing ideas,
Systematic planning Sequencing ideas,
Systematic planning
problem
solution
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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
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DATA ANALYSIS
TSA data analysis
Observational data Other artifacts,
e.g. scheme of work
Analysis&
reflection
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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
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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
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Unit Plan
ReadingBC descriptors
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Speaking rubrics
5 criteria formore able classes
3 criteria forweaker classes
Clear pronunciation
Fluency
Intonation
Voiceprojection
Eyecontact