學習導向的評估 learning oriented assessment

Download 學習導向的評估 Learning Oriented Assessment

Post on 19-Mar-2016

112 views

Category:

Documents

2 download

Embed Size (px)

DESCRIPTION

Learning Oriented Assessment. The Hong Kong Institute of Education Centre for Assessment Research & Development, Assessment Project Magdalena M. C. Mok HKIEd, January 2006. Purpose of Sharing Today . 1. What is Learning Oriented Assessment? - PowerPoint PPT Presentation

TRANSCRIPT

  • Learning Oriented Assessment

    The Hong Kong Institute of Education

    Centre for Assessment Research & Development, Assessment Project

    Magdalena M. C. Mok

    HKIEd, January 2006

  • Purpose of Sharing Today 1. What is Learning Oriented Assessment?2. How to implement it through the Assessment Project?[]3. Questions & Answers

  • Purposes of Assessment

  • Purposes of Assessment

  • What is meant by Learning Oriented Assessment(LOA)?

  • 2. 1.

  • Learning Oriented Assessment1. Assessment For LearningAssessment that enables the teacher to give feedback about a students learning & gives feedback which informs teachers teaching enables students to obtain feedback for self-monitoring and self-regulation2. Assessment As LearningAssessment as part of learning of a self-directed learner1.2.

  • :

    Learning Oriented AssessmentProvide feedback; Enhance Metacognition

  • Feedback & MetacognitionFeedback is the most crucial factor for learning (Source: Inside the Black Box by Black and Wiliam,1997)Metacognition is one of the four most important factors affecting learning (Source: American Psychological Association, 1997) ( Black & Wiliam, , 1997) ( American Psychological Association, 1997)

  • Key Factors Contributing to LearningCognitive and Metacognitive FactorsMotivational and Affective FactorsDevelopmental and Social Individual Differences

    Source: American Psychological Association (1997)

  • Feedback that Facilitate LearningIndicates what the learner is able to doShows expectation of what the learner can do at that levelIndicates progressIncludes all domains of developmentIdentifies areas for improvementPresented in simple and comprehensible languageTimelySource: Adapted from Rowe, K. (2005)

  • Cognitive & Metacognitive Factors 1. Nature of the learning process 2. Goals of the learning process3. Construction of knowledge4. Strategic thinking5. Thinking about thinking6. Context of learning

    Motivational and Affective Factors7.Motivational and emotional influences on learning 8.Intrinsic motivation to learn 9. Effects of motivation on effort1. 2. 3. 4. 5. 6.

    7. 8. 9.

  • Developmental and Social 10. Developmental influences on learning 11.Social influences on learning

    Individual Differences 12. Individual difference in learning 13. Learning and diversity 14.Standards and assessment

    10. 11.

    12.13.14.

  • MetacognitionSelf

  • Lets Try!

  • What are the elementsof self-directed learning?

  • Metacognitive SkillsOrienting/PlanningExecutingMonitoring/testing/diagnosingAdjusting/correctingEvaluating/Reflecting

    Sources: Brown (1987); Vernunt & Verloop (1999); Weinstein & Maer, 1986; Rozendall, Minnaert, & Boekaerts (2005) / / / / /

    Sources: Brown (1987); Vernunt & Verloop (1999); Weinstein & Maer, 1986; Rozendall, Minnaert, & Boekaerts (2005)

  • 5. Outcome3. Action1. Prior2. Plan4. Monitor6. 1st Orider Feedback7. 2nd Order FeedbackAcademic self-confidenceMotivationAttributions Education AimChange in learning strategy and behaviourChange in self-knowledgeCognitionMeta-cognitionMotivationSelf-monitoringInitiationInquisitive MindInformation ProcessingStrategic Help Seeking(Benefits, Costs, Bahavior)Management of Learning EnvGoal setting PlanningMok & Cheng, 1999Self-Directed Learning Domains & Variables

  • ?

    What are the learning strategies?

  • Task: Choose the Right Strategies14 self-regulated learning strategies (Zimmerman & Martinez-Pons, 1986, 1988; Nota, Soresi, Zimmerman, 2004, p. 200)1. Self-evaluation2. Organising and transforming3. Goal-setting & planning4. Seeking information5. Keeping records & monitoring6. Environmental structuring7. Self-consequences8. Rehearsing & memorizing9-11. Seeking assistance (peers, teachers, adults)12-14. Reviewing records (tests, notes, textbooks)15. Other14 (Zimmerman & Martinez-Pons, 1986, 1988; Nota, Soresi, Zimmerman, 2004, p. 200)1. 2. 3.4.5.6.7.8.9-11. ()12-14. ()15.

  • Organising & TransformingOrganising: Clustering, outlining, selecting the main ideas, mind mappingexamine the schema and choose what is relevant to the taskElaboration:paraphrase, summarise, creating analogies, use of metaphorsBuild schemata build internal connectionintegrate with prior knowledge: :

  • Strategy: Resource managementTime managementEnergy managementEnvironmentEffort regulationHelp seekingPeer-learningAnxiety control

  • Self-regulationCONTROLMotivational (Pintrich, 1989; Wigfield & Eccles, 2000) Task value, interestSelf-ability/efficacyAttributionEmotional (Minnaert, 1999; Pintrich & Schunk, 1996; Tobias, 1985)Volition, PersistenceAnxiety controlAction (Boekaerts, 1997; Heckhausen, 1991; Juhl & Goschke, 1994)EffortCorrection / Change (Pintrich, 1989; Wigfield & Eccles, 2000) (Minnaert, 1999; Pintrich & Schunk, 1996; Tobias, 1985) (Boekaerts, 1997; Heckhausen, 1991; Juhl & Goschke, 1994)

  • Why is self-directed learning important?

  • Why is Self-directed Learning important?Rapid changes mandated competence for self-directed learningCompetent self-directed learners tend to be better academic achievers

  • RGC

  • The sample14,846 students from Hong Kong7,238 males and 7,521 females23 secondary schoolsSecondary 1, 2, 3, 4, and 614,846 7,238 7,521 23 1, 2, 3, 4, 6

  • Chinese English Math 10 groups: 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

  • Attribution & Achievement

    Chart11

    1.19708860760.7980097087

    0.6922784810.6103864734

    0.66405063290.5992270531

    0.35551282050.3461650485

    0.74217948720.0983980583

    0.60089743590.2274146341

    F

    M

    Compare Male & Female Attributions for Ach Gp 3 (Lowest)

    Rasch Att Ach gp gender

    Achievement Group and Rasch Attributes by Gender (1: male, 2: female)

    ZZACHGPSexRasch Failure AbilityRasch Failure EffortRasch Failure StrategyRasch Success AbilityRasch Success EffortRasch Success Strategy

    FAFEFSSASESS

    3M0.800.610.600.350.100.23

    F1.200.690.660.360.740.60

    FAFEFSSASESS

    4M0.820.710.630.440.360.42

    F1.140.921.020.500.940.85

    FAFEFSSASESS

    5M0.760.760.580.570.520.52

    F0.910.710.850.440.730.77

    FAFEFSSASESS

    6M0.560.640.500.610.520.55

    F0.820.660.810.370.740.68

    FAFEFSSASESS

    7M0.580.660.460.700.610.61

    F0.810.760.840.390.830.72

    FAFEFSSASESS

    8M0.440.710.480.770.590.66

    F0.710.760.790.500.850.76

    FAFEFSSASESS

    9M0.230.660.310.870.600.61

    F0.660.820.770.550.940.82

    FAFEFSSASESS

    10M0.190.770.380.950.740.77

    F0.490.830.790.721.030.92

    FAFEFSSASESS

    11M0.130.780.501.160.700.75

    F0.440.890.850.820.950.90

    FAFEFSSASESS

    12M0.070.980.651.100.620.59

    F0.390.670.850.921.261.10

    The following are replicates for quick comparison between Male and Females Across Achievment Groups 3, 6, 9, & 12 only

    Rasch Att Ach gp gender

    M

    F

    Compare Male & Female Attributions for Ach Gp 3 (Lowest)

    Rasch AttAchGpGender Solid

    4 M

    4 F

    Compare Male & Female Attributions for Achievement Group 4

    Rasch Att Ach Gp M&F

    00

    00

    00

    00

    00

    00

    M

    F

    Compare Male & Female Attributions for Achievement Group 5

    Linear Gp 2

    M

    F

    Compare Male & Female Attributions for Acheivement Group 6

    Linear graph

    M

    F

    Comapre Male & Female Attributions for Achievement Group 7

    Rasch Att Ach gp

    00

    00

    00

    00

    00

    00

    M

    F

    Compare Male & Female Attributions for Acheivement Group 8

    Rasch Att Plots

    00

    00

    00

    00

    00

    00

    M

    F

    Compare Male & Female Attributions for Achievement Group 9

    Thick lines

    00

    00

    00

    00

    00

    00

    M

    F

    Compare Male & Female Attributions for Achievement Gp 10

    00

    00

    00

    00

    00

    00

    M

    F

    Compare Male & Female Attributions for Achievement Gp 11

    00

    00

    00

    00

    00

    00

    M

    F

    Compare Male & Female Attributions for Ach Gp 12 (Highest)

    00

    00

    00

    00

    00

    00

    M

    F

    Compare Male & Female Attributions for Ach Gp 3 (Lowest)

    00

    00

    00

    00

    00

    00

    M

    F

    Compare Male & Female Attributions for Acheivement Group 6

    00

    00

    00

    00

    00

    00

    M

    F

    Compare Male & Female Attributions for Achievement Group 9

    00

    00

    00

    00

    00

    00

    M

    F

    Compare Male & Female Attributions for Ach Gp 12 (Highest)

    Achievement Group and Rasch Attributes by Gender (1: male, 2: female)

    ZZACHGPSexRasch Failure AbilityRasch Failure EffortRasch Failure StrategyRasch Success AbilityRasch Success EffortRasch Success Strategy

    FAFEFSSASESS

    3M0.800.610.600.350.100.23

    F1.200.690.660.360.740.60

    FAFEFSSASESS

    4M0.820.710.630.440.360.42

    F1.140.921.020.500.940.85

    FAFEFSSASESS

    5M0.760.760.580.570.520.52

    F0.910.710.850.440.730.77

    FAFEFSSASESS

    6M0.560.640.500.610.520.55

    F0.820.660.810.370.740.68

    FAFEFSSASESS

    7M0.580.660.460.700.610.61

    F0.810.760.840.390.830.72

    FAFEFSSASESS

    8M0.440.710.480.770.590.66

    F0.710.760.790.500.850.76

    FAFEFSSASESS

    9M0.230.660.31