Download - 學習導向的評估 Learning Oriented Assessment

學習導向的評估Learning Oriented Assessment

香港教育學院香港教育學院 The Hong Kong Institute of EducationThe Hong Kong Institute of Education

Centre for Assessment Research & Development, Assessment ProjectCentre for Assessment Research & Development, Assessment Project

莫慕貞 Magdalena M. C. Mok

HKIEd, January 2006

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Purpose of Sharing Today 今天的目的1. What is Learning Oriented Assessment?學習導向的評估2. How to implement it through the Assessment

Project?如何在 [ 評估計畫 ] 實踐學習導向的評估3. Questions & Answers

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評估的目的 Purposes of Assessment

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評估的目的 Purposes of Assessment問責

Accountability

資歷互認Articulation

選拔Selection

學習Learning Learner &

Learning

學生和學習

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學習導向的評估是甚麼？What is meant by

Learning Oriented Assessment(LOA)?

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為老師提供給予學生回饋機會

為老師提供提供有關學生學習進度

學習導向的評估

為老師提供回饋，以增強老師教學效益的評估

為學生提供回饋資料，從而監察學習進度，並提升其日後學習素質的評估

評估乃自我主動學習不可分割的一部份。

2. 作為學習的評估 1. 為促進學習的評估

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Learning Oriented Assessment

1. Assessment For LearningAssessment that

enables the teacher to give feedback about a student’s learning

& gives feedback which informs teacher’s teaching

enables students to obtain feedback for self-monitoring and self-regulation

2. Assessment As LearningAssessment as part of learning of a self-directed learner

1. 為促進學習的評估為老師提供給予學生回饋機會、及提供有關學生學習進度為老師提供回饋，以增強老師教學效益的評估為學生提供回饋資料，從而監察學習進度，並提升其日後學習素質的評估2. 作為學習的評估評估乃自我主動學習不可分割的一部份。

學習導向評估

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學習導向的評估 :提供回饋，增強元認知Learning Oriented Assessment

Provide feedback; Enhance Metacognition

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Feedback & Metacognition

Feedback 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)

回饋乃影響學習的最重要因素 ( 資料來源： Black & Wiliam, 暗箱內探 , 1997)

認知與元認知因素為影響學習的四個主要因素之首 ( 資料來源： American Psychological Association, 1997)

回饋與元認知

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Key Factors Contributing to Learning

Cognitive and Metacognitive Factors

Motivational and Affective Factors

Developmental and Social

Individual Differences

認知與元認知因素動機和情感因素發展和社會因素個體差異因素

影響學習的主要因素

Source: American Psychological Association (1997)

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Feedback that Facilitate Learning

Indicates what the learner is able to do

Shows expectation of what the learner can do at that level

Indicates progress Includes all domains of

development Identifies areas for

improvement Presented in simple and

comprehensible language Timely

指出學生的能力顯示出在該程度，期望學生能夠達到的水平、能力、或能做到的事顯示進度包括所有的範疇指出應改進的地方以簡單文字表達適時

對學習有裨益的回饋

Source: Adapted from Rowe, K. (2005)

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Metacognition 元認知學習者

Self

自我評估Self-Assessment

學習策略Strategy

自我管理Self-Management

學習事務Task

學習事務評估Task-

Assessment

學習事務管理Task-

Management

學習策略評估Strategy-

Assessment

學習策略管理Strategy-

Management

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Let’s Try!學習事務

Task 學習者Self 學習策略

Strategy評估

Assessment

管理Management

Select the most effective strategies

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自主學習包含那些元素？What are the elements

of self-directed learning?

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Metacognitive Skills

Orienting/Planning Executing Monitoring/testing/diagnosing Adjusting/correcting Evaluating/Reflecting

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

傾向 / 計劃執行監察 / 測試 / 判辨調節 / 改良批判 / 反思Sources: Brown (1987); Vernunt &

Verloop (1999); Weinstein & Maer, 1986; Rozendall, Minnaert, & Boekaerts (2005)

元認知能力

5. Outcome3. Action

1. Prior

2. Plan

4. Monitor

6. 1st Orider Feedback

7. 2nd Order Feedback

• Academic self-confidence• Motivation• Attributions • Education Aim

• Change in learning strategy and behaviour

Change in self-knowledge• Cognition• Meta-cognition• Motivation

• Self-monitoring

• Initiation• Inquisitive Mind• Information Processing• Strategic Help Seeking

(Benefits, Costs, Bahavior)• Management of Learning Env

• Goal setting • Planning

Mok & Cheng, 1999Mok & Cheng, 1999

Self-Directed Learning Domains & Variables 自主學習的元素

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有那些學習策略可供選擇 ?What are the learning

strategies?

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Task: Choose the Right Strategies

14 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. Other

學習：選擇最佳的策略14 個自我主動學習策略 (Zimmerman & Martinez-Pons, 1986, 1988; Nota, Soresi, Zimmerman, 2004, p. 200)

1. 自我檢視2. 組織與重建3. 目標及計劃4. 資料搜集5. 記錄及監察6. 改造環境7. 想象後果自我獎勵8. 溫習和記憶9-11. 求助 ( 同儕、師長、長輩 )12-14. 檢閱記錄 ( 測驗、筆記、課本 )15. 其他

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Organising & Transforming

Organising: – Clustering, outlining,

selecting the main ideas, mind mapping

– examine the schema and choose what is relevant to the task

Elaboration:– paraphrase, summarise,

creating analogies, use of metaphors

Build schemata – build internal connection– integrate with prior

knowledge

組織與重建組織 :

– 組合，勾畫大綱、概要，重點提綱，心腦圖、概念圖– 檢視及選取適合的概念

加工 :– 重點重寫，摘要闡述，用類比、比喻

建構思考和概念輪廓– 建造內連結– 連繫已有知識

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Strategy: Resource management Time management Energy management Environment Effort regulation Help seeking Peer-learning Anxiety control

策略：資源管理時間管理能量管理環境管理調控工作量學業求助同儕學習控制焦慮

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Self-regulationCONTROL Motivational (Pintrich, 1989;

Wigfield & Eccles, 2000) – Task value, interest– Self-ability/efficacy– Attribution

Emotional (Minnaert, 1999; Pintrich & Schunk, 1996; Tobias, 1985)

– Volition, Persistence– Anxiety control

Action (Boekaerts, 1997; Heckhausen, 1991; Juhl & Goschke, 1994)

– Effort– Correction / Change

調控動機 (Pintrich, 1989; Wigfield & Eccles,

2000) – 價值、興趣– 自我能力、效能– 歸因

情感 (Minnaert, 1999; Pintrich & Schunk, 1996; Tobias, 1985)

– 意志、堅持– 控制焦慮和緊張情緒

行動 (Boekaerts, 1997; Heckhausen, 1991; Juhl & Goschke, 1994)

– 努力– 改進、調控

自我調控

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為甚麼要重視自主學習？Why is self-directed learning

important?

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Why is Self-directed Learning important?

Rapid changes mandated competence for self-directed learning

Competent self-directed learners tend to be better academic achievers

知識急劇增長，令自主學習能力不可或缺自主學習能力越強的學生，成績也越好

為甚麼要重視自主學習？

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香港中學生的自我主動學習

莫慕貞鄭燕祥莫雅立甘國臻本研究由 RGC 資助

誠心地感謝所有參與的學校

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The sample 14,846 students

from Hong Kong 7,238 males and

7,521 females 23 secondary

schools Secondary 1, 2, 3,

4, and 6

研究樣本 14,846 位香港中學生 7,238 位男生，以及 7,521 位女生 23 所中學中學 1, 2, 3, 4, 和 6　年級

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Chinese 中文 English 英文 Math 數學

1 2 3 4 1 2 3 4 1 2 3 4

1 1 1

10 groups: 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

21 4

7

The lowest achieving group最低成績組3

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Com pare Male & Fem ale Attributions for Ach Gp 3 (Low est)

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40FA

FE

FS

SA

SE

SS

F

M

Failure Ability 失敗因能力低

Success Ability 成功因能力高

Failure Effort失敗因不努力

Success Effort

成功因為努力

Failure Strategy

失敗因用錯了策略Su

cces

s St

rate

gy

成功因用對了

策略

歸因與學業成績 Attribution & Achievement

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Com pare M ale & Fem ale Attributions for Ach Gp 3 (Low est)

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40FA

FE

FS

SA

SE

SS

F

M

Com pare M ale & Fe m ale Attributions for Achie vem ent Group 4

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40FA

FE

FS

SA

SE

SS

4 F

4 M

Com pare M ale & Fem ale Attributions for Achievem ent Group 5

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40FA

FE

FS

SA

SE

SS

F

M

Com pare M ale & Fem ale Attributions for Acheivem ent Group 6

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40FA

FE

FS

SA

SE

SS

F

M

Com apre M ale & Fem ale Attr ibutions for Achievem ent Group 7

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40FA

FE

FS

SA

SE

SS

F

M

Com pare M ale & Fem ale Attributions for Acheivem ent Group 8

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40FA

FE

FS

SA

SE

SS

F

M

Com pare M ale & Fem ale Attr ibutions for Achievem ent Group 9

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40FA

FE

FS

SA

SE

SS

F

M

Com pare M ale & Fem ale Attr ibutions for Achievem ent Gp 10

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40FA

FE

FS

SA

SE

SS

F

M

Compare Male & Female Attributions for Achievement Gp 11

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40FA

FE

FS

SA

SE

SS

F

M

Com pare M ale & Fem ale Attributions for Ach Gp 12 (Highest)

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40FA

FE

FS

SA

SE

SS

F

M

FA

SA

FE

SE FS

SS

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Comapre Male & Female Ability Failure Attribution AcrossAchievement Groups

0.0

0.2

0.4

0.6

0.8

1.0

1.2

1.4

Gp 3 Gp 4 Gp 5 Gp 6 Gp 7 Gp 8 Gp 9 Gp 10 Gp 11 Gp 12

Compare Male & Female Ability Success AttributionAcross Ach Groups

0.0

0.2

0.4

0.6

0.8

1.0

1.2

1.4


Female

Female

Male

Male

Ability Failure1. Females > Males2. Decreases with

increasing achievement

Ability Success1. Females < Males2. Increases with increasing

achievement

把失敗歸因於能力：1. 成績愈差，則愈把失敗歸因於欠缺能力2. 女性更甚於男性

把成功歸因於能力：1. 成績愈好，則愈把成功歸因於自已的能力2. 男性更甚於女性

女

女

男

男

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Compare Male & Female Effect Failure Attribution AcrossAchievement Gps

0.0

0.2

0.4

0.6

0.8

1.0

1.2

1.4


Compare Male & Female Effort Success AttributionsAcross Achievement Groups

0.0

0.2

0.4

0.6

0.8

1.0

1.2

1.4


Effort Failure1. Females = Males2. No great difference

across achievement groups

Effort Success1. Females > Males2. Increases with

increasing achievement

男女

男女

Female

Female

Male

Male

把失敗歸因於努力1.女性和男性，有差不多的失敗努力歸因2.成績群組方面沒有很大的差異

把成功歸因於努力：1.女性較男性，更傾向于用‘努力’去解釋自已的成功2.成績好的學生，較傾向用‘努力’去解釋自已的成功

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Compare Male & Female Strategy Failure AttributionAcross Achievement Groups

0.0

0.2

0.4

0.6

0.8

1.0

1.2

1.4


Compare Male & Female Strategy Success AttributionAcross Achievement Groups

0.0

0.2

0.4

0.6

0.8

1.0

1.2

1.4


Strategy Failure1. Females > Males2. No great difference

across achievement groups

Strategy Success1. Females > Males2. Increases with

increasing achievement (Note Group 12)

把失敗歸因於欠缺策略• 不論成績如何，女性較傾向把失敗歸因於欠缺策略

把成功歸因於策略運用1.不論成績如何，女性較傾向把成功歸因於策略運用2.成績好的學生，較傾向用‘策略’去解釋自已的成功

女Female

女Female

男Male

男Male

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我成功，是因為我天智聰明我成功，是因為我勤力，和用對了策略

我失敗，是因為我蠢、我懶、和用錯了策略我失敗，是因為我不夠勤力

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Academic Help Seeking: Costs, Benefits, Frequency學業求助 : 代價 , 利益 , 頻率Costs of Help Seeking and Academic Achievement

1.90

1.95

2.00

2.05

2.10

2.15

2.20

2 3 4 5 6 7 8 9 10 11 12 13

Academic Achievement Group

Cost

s of

Hel

p Se

ekin

g

成績好成績差

Benefits of Help Seeking and Academic Achievement

2.65

2.70

2.75

2.80

2.85

2.90

2.95

3.00

3.05

3.10

2 3 4 5 6 7 8 9 10 11 12 13


Bene

fits

of H

elp

Seek

ing

成績好成績差Frequency of Help Seeking and Academic Achievement

2.55

2.60

2.65

2.70

2.75

2.80

2.85

2.90

2 3 4 5 6 7 8 9 10 11 12 13


Freq

uenc

y of

Hel

p Se

ekin

g

成績好成績差

Costs 代價 Benefits 利益

Frequency 頻率

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Relations between Costs of Help Seeking and AcademicAchievement of Males and Females

1.85

1.90

1.95

2.00

2.05

2.10

2.15

2.20

2.25

2 3 4 5 6 7 8 9 10 11 12 13

Academic Achievement Groups

Cost

s of

Hel

p Se

ekin

g

Almost for all achievement groups, males saw more costs in seeking help than did females

男性較女性更介意學業求助的代價

Male 男Female 女

Costs 代價

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Relations between Benefits of Help Seeking and AcademicAchievement for Males and Females

2.60

2.70

2.80

2.90

3.00

3.10

3.20

2 3 4 5 6 7 8 9 10 11 12 13


Bene

fits

of H

elp

Seek

ing

Almost for all achievement groups, Almost for all achievement groups, males saw less benefit in seeking help than did femalesmales saw less benefit in seeking help than did females女性較男性更認同學業求助的益處女性較男性更認同學業求助的益處

Male 男Female 女

Benefits 益處

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Relation between Help Seeking Frequency and AcademicAchievement for Males and Females

2.50

2.55

2.60

2.65

2.70

2.75

2.80

2.85

2.90

2.95

3.00

2 3 4 5 6 7 8 9 10 11 12 13


Help

See

king

Fre

quen

cy

For all achievement groups, males reported fewer incidents in seeking help than did females女性較男性更多學業求助

Frequency 求助

Male 男

Female 女

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向別人請教，會被嘲笑，又打擾他人。還是不要問人吧！向別人請教，可以學會一些解題的技巧和方法，加深了對問題的理解，提高我的成績。還是快快請教高明吧！

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3.004.00

5.006.00

7.008.00

9.0010.00

11.0012.00

ZZACHGP

2.60

2.70

2.80

2.90

3.00

3.10

Estim

ated

Mar

gina

l Mea

ns

Sex12

Estimated Marginal Means of CHANGE TO IMPROVE

3.004.00

5.006.00

7.008.00

9.0010.00

11.0012.00

ZZACHGP

2.40

2.50

2.60

2.70

Estim

ated

Mar

gina

l Mea

ns

Sex12

Estimated Marginal Means of GOAL SETTING

3.004.00

5.006.00

7.008.00

9.0010.00

11.0012.00

ZZACHGP

2.50

2.60

2.70

2.80

2.90

Estim

ated

Mar

gina

l Mea

ns

Sex12

Estimated Marginal Means of ACADEMIC MONITORING

3.004.00

5.006.00

7.008.00

9.0010.00

11.0012.00

ZZACHGP

2.65

2.70

2.75

2.80

2.85

2.90

2.95

3.00

3.05

Estim

ated

Mar

gina

l Mea

ns

Sex12

Estimated Marginal Means of EDUCATION AIMS

3.004.00

5.006.00

7.008.00

9.0010.00

11.0012.00

ZZACHGP

2.70

2.80

2.90

3.00

3.10

Estim

ated

Mar

gina

l Mea

ns

Sex12

Estimated Marginal Means of VALUE OF SCHOOL WORK

3.004.00

5.006.00

7.008.00

9.0010.00

11.0012.00

ZZACHGP

2.40

2.50

2.60

2.70

2.80

2.90

Estim

ated

Mar

gina

l Mea

ns

Sex12

Estimated Marginal Means of STUDY PLAN

計劃意義目的

目標檢視更正

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3.004.00

5.006.00

7.008.00

9.0010.00

11.0012.00

ZZACHGP

2.90

2.95

3.00

3.05

3.10

3.15

3.20

Estim

ated

Mar

gina

l Mea

ns

Sex12

Estimated Marginal Means of INQUISITIVENESS

3.004.00

5.006.00

7.008.00

9.0010.00

11.0012.00

ZZACHGP

2.60

2.70

2.80

2.90

3.00

3.10

3.20

Estim

ated

Mar

gina

l Mea

ns

Sex12

Estimated Marginal Means of ACADEMIC AFFECT

3.004.00

5.006.00

7.008.00

9.0010.00

11.0012.00

ZZACHGP

2.20

2.40

2.60

2.80

Estim

ated

Mar

gina

l Mea

ns

Sex12

Estimated Marginal Means of ACADEMIC SELF CONCEPT

3.004.00

5.006.00

7.008.00

9.0010.00

11.0012.00

ZZACHGP

2.40

2.50

2.60

2.70

Estim

ated

Mar

gina

l Mea

ns

Sex12

Estimated Marginal Means of ACADEMIC INITIATION

自信

好奇心熱愛主動

• 在中學階段，成績和自我主動學習有直接關係• 女生比男生更重視學習、更覺得學習有意義、更加懂得計劃自已的學習、設定目標、自我檢視，和更正學習策略，以促進學習成效• 男生比女生更自信• 在好奇心、熱愛學習、主動性三方面，男女生無差異

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The Primary Sample

1253 primary pupils (603 boys and 615 girls)

From 10 Hong Kong primary schools

Each school has 2 Year-5 and 2 Year-3 classes in the study

小學樣本 1253 位小學學生

(603名男生及 615名女生 ) 10 間香港小學每間小學邀請兩班三年級和兩班五年級同學參與

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Sources of Knowledge 獲得知識的途徑Where else can you learn other than from school?

除了上課以外，你認為還有那些途徑可以獲得知識？

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1. Mary likes to discus with classmates and share what she learned.

2. Tom seeks help from others when met with difficulties in learing. 3. Cindy takes notes of what the teacher says in class.4. Fanny makes notes of what she does not understand when readi

ng. 5. John asks himself questions and tries to solve them while studyi

ng.6. Peter sets up a timetable and studies according to the timetable.7. Louise sets up learning goals for herself.8. Nicole revises what she cannot do in tests.9. Danny thinks about the application of what she learns in real life.10. Mike finds a quiet and undisturbed environment to study.

How useful is it?•Not useful at all　•Of some use　•Very useful

How often do you do it?•Never　•Sometimes•Always

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Number of Resources Named (Free response)獲得知識的途徑Number of Resources

NominatedFrequency Number

of StudentsPercent

0 122 9.71 278 22.22 289 23.13 255 20.44 178 14.25 65 5.26 30 2.47 17 1.48 7 0.69 7 0.6

10 2 0.211 1 0.113 1 0.114 1 0.1

Total 1253 100.0Average 2.51

Standard Deviation 1.79

48

Types of Resources Named (Free response)

Self-learning KnowledgeResources Category

CategoryFrequency

Category%

Printed Material 1090 34.8ICT 773 24.7Sports/Games 313 10.0News 295 9.4Family and Friends 275 8.8Fieldwork 206 6.6Self-revision 110 3.5Observations 57 1.8Benevolence 10 0.3Investigation 5 0.2Total of all responses 3134 100

49

Pupils MAP OF ITEMS <More>|<less> 4 .########### + | | T| | .####### | . | | 3 + | | .######### S| . | . | | .############ | 2 . + . | .########### | | . M| .########## | | . | 1 .######## + |T .####### | 9.Application | .#### | 4.Make notes (read) 5.Self-question . S|S .### | | 3.Take notes (class) 0 .## +M 1.Discuss | 7.goal 8.Revise .# | . |S 6.Time Table # | 2.Seek Help T| 10.Environment . | |T -1 + . | . | . | | | . | | -2 + . | | | | . | | | -3 . + <less>|<more>

Less Useful Strategies (Relatively)

More Useful Strategies (Relatively)

6.Timetable2.Seek Help10.Environment

3.Take notes (class)1.Discuss with classmates7.Goal setting8.Revision after test

9.Application4.Make notes (read)5.Self-Question

More InclinedPupils

Less Inclined Pupils

50

PERSONS MAP OF ITEMS <frequ>|<less> 4 . + | | . | | | | 3 + | .# | | T| .# | | 2 + .#### | | | .####### | . S| .######## |T 1 + ########## | 4.Make notes (read) | .######### |S | 3.Take notes (class) 9.Application .############ | 5.Self-question . M| 6.Time Table 0 .########### +M . | 1.Discuss 7.Goal 8.Revise ######### | | .########## |S . | .####### | 10.Environment 2.Seek Help -1 . S+ .###### |T | .#### | | | .## | -2 + T| .# | | | . | | -3 + | | . | . | | | -4 . + <rare>|<more>

Less Often Deployed Strategies (Relatively)

More Often Deployed Strategies (Relatively)

4.Make notes (read)

Pupils who more frequently used the strategies

Pupils who less frequently used the strategies

3.Take notes (class)9.Application5.Self-question6.Timetable

1.Discuss with classmates7.Goal setting8.Revision after test

2.Seek Help10.Environment

51

All strategies considered useful by most of the pupils小學生認同自學策略的用處

Relatively, the most useful strategies are: 小學生認為以下的自學策略最有用10. 在一個清靜、沒有干擾的環境裏讀書 2. 在學習上遇到困難時，向別人尋求幫助6. 為自己編了一個時間表，並按照時間表來溫習

Relatively, the least useful strategies are:小學生認為以下的自學策略比較少用處4. 看書的時候，用筆記下自己不明白的地方 5. 在學習的時候，向自己提出一些問題，然後尋找答案 9. 學習的時候，去想想所學的東西在現實生活裏的用處

52

Results Knowledge: Variance at

student and class levels (not school)

Knowledge & Deployment: Grade 5 more than grade 3

Usefulness & Deployment: Girls more than boys

Deployment increased with perceived usefulness

Usefulness and deployment: All variance at student level (rather than class or school)

結果知識上的差異，主要來自個人和班級 (而非學校 )

知識和應用：五年級高於三年級同學用處和實際應用：女生較男生多越覺得有用，則用得越多用處和實際上的差異，主要來自個人 (而非學校或和班級 )

53

Compare Year 3 Boys and Girls on Usefulness

1.0

1.5

2.0

2.5

3.0

U1 U2 U3 U4 U5 U6 U7 U8 U9 U10

Usefulness Items

Use

fuln

ess

Rat

ings

Boys

Girls

Compare Year 3 Boys and Girls on Deployment

1.0

1.5

2.0

2.5

3.0

D1 D2 D3 D4 D5 D6 D7 D8 D9 D10

Deployment Items

Dep

loym

ent R

atin

g

Boys

Girls

Compare Year 5 Boys and Girls on Usefulness

1.0

1.5

2.0

2.5

3.0

U1 U2 U3 U4 U5 U6 U7 U8 U9 U10

Usefulness Items

Use

fuln

ess

Rat

ings

Boys

Girls

Compare Year 5 Boys and Girls on Deployment

1.0

1.5

2.0

2.5

3.0

D1 D2 D3 D4 D5 D6 D7 D8 D9 D10

Deployment Items

Dep

loym

ent R

atin

gs

Boys

Girls

54

你希望你的學生成為一個怎樣的人呢？What would you like your student to be?

55

如何在課堂實踐促進學習的評估？ How to implement Learning

Oriented Assessment?

56

many tests 很多的測驗

Monitor監察

建立元認知Build Metacognition

學生Student

同學Peers

老師Teacher

監察是收取資料，以便 :Monitor is collecting data for:

家長Parents

57

調控Regulate

回饋Feedback

監察Monitor

目標與計劃Target & Plan

學生、老師、和學習Learner, Teacher &

Learning

Implementing Learning Oriented Assessment

實踐學習導向的評估

58

Principles1. The primary purpose of

assessment is to improve student learning

2. Assessment for other purposes supports student learning

3. Assessment systems are fair to all students

4. Professional collaboration and development support assessment

5. The broad community participates in assessment development

6. Communication about assessment is regular and clear

7. Assessment systems are regularly reviewed and improved

1. 評估的主要目的是促進學習2. 為其他目的而實施的評估是支援學習3. 評估系統要對所有學生公平4. 專業合作發展支援評估5. 整個社區參與發展評估6. 恆常清晰地溝通有關評估事項7. 經常檢討及改良評估系統

原則

Source: National Forum on Assessment (1995).Principles and indicators for student assessment systems. Cambridge, MA.

59

Planning for LOA

Strategic - Guided by vision and clear purpose

Align with teaching & curriculum

Learner- & Learning-Focussed Plan:

– Frequent but spaced– Developmental– Generate information for

improvement– Clear expectation

設計學習導向評估

策略性：以願景及清晰目標作導向教與學相互對點以學生與學習為中心的策劃

– 密集但分隔開時間– 進展性– 為進步提供資訊– 清晰期望

LOA LOA LOA LOA LOA LOA

LOALOA

LOA LOA

60

Planning for LOA LOA is more than formative

assessment1. Set learning & assessment

goal at the beginning2. Activate prior knowledge3. Model active learning and

encourage reflection4. Provide scaffold for interactive

learning groups: reflection, learning, challenge, evaluate, critique, create

Source: Rozendall, Minnaert, & Boekaerts (2005). Interactive Learning Group System

設計學習導向評估學習導向評估比形成性評估有更深層的意義1. 訂立學習及評估目標2. 啟動已有知識3. 為自我主動學習做榜樣，鼓勵反思4. 為互動學習提供鷹架：反思、學習、挑戰、評核、批判、創造Source: Rozendall, Minnaert, &

Boekaerts (2005). Interactive Learning Group System

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聽我說 Listen to Me

1. 我在這節課最重要的學習是：The most important learning for me in this lesson is:

2. 我在這節課仍然不明白的地方是：I still do not understand the following about this lesson

3. 我希望你的教學能有以下的改善 :I hope you improve your teaching as follows:

4. 其他意見Other comments

^_^ 謝謝你的意見 ! Thank you!

* 1-min Quiz 一分鐘小測

監察工具Monitoring Tools

* Questions 提問 * Project

* Test 測驗

* Peer-evaluation 朋輩互評 * Self-monitoring 自我監察

* Reflective journal 反思日誌

* Observation 觀察* Concept Map 概念圖 * Problem Based

Learning

62

建立元認知 Build Metacognition

已有知識Prior Knowledge

K ( 已知 Know)

新知識New Knowledge

L ( 學到 Learn)

教學 Teaching

動機Motivation

W ( 想學 Want)

老師 Teacher

互動 Interaction學生 Student

KWL 閱讀理解策略KWL strategy used in reading comprehension

63

自我監察Self Monitoring

範圍 Domain 日誌 Journal 自評 Self-rating

禮貌 Politeness 23/9 早上見到陳老師，和他說早晨I said ‘GoodMorning!’ to Mr Chanin the morning24/9 返學時在巴士上讓座I gave up my seat onthe bus on my way toschool…

64

梁兆彬校長 , 荃灣天主教小學 , 小學擬任校長培訓課程經驗分享Experience sharing by Principal Leung at

the Training Course for Aspiring Principals

65

評估的改變 Changes in Assessment

由排列學生學能作用轉變至診斷及治療作用進展性化整為零—單元測驗學生是以自己作為比較

From norming to diagnosis and treatment

Developmental Sum of the parts is greater

than the whole — module tests

Each student compares with himself/herself

Experience sharing by Principal Leung 梁兆彬校長 , 荃灣天主教小學 , 小學擬任校長培訓課程經驗分享

66

由 TOC 開始引入進展性評估引入平時評估減少正規測考次數—由每學年三測三考至現時每學年兩測兩考，測驗只測中、英、數、常四科

– 減少考試可增加學習時間– 小型與適時的進展性評估，可作為教學的部分，監察教學進展– 減低學生及家長對考試測驗的焦慮


67

平時的評估操行分的評核美勞科的平時評核


68

現時的狀況中文科寫作引入了同儕評估、家長評估常識科「專題研習」計算平時分 (10%) 視覺藝術科不設考試，全部以平時作品水準為依歸，並打算加入學習態度評分中英文的說話、聆聽、默書均計算平時分體育科引入多元的評分準則，現正考慮在高年級加入筆試學生的品行等第的量化，並加上每科教師評語


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Experience sharing by Principal Leung 梁兆彬校長 , 荃灣天主教小學 , 小學擬任校長培訓課程經驗分享學生對測驗 /評估的反應由焦慮、抗拒至喜愛欣賞自己的進步學習更有興趣並更有效

Student Reactions

From anxiety, rejection to embracing

Admire self improvement

More motivated and more effective

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學習導向的評估Learning Oriented Assessment

Learning Oriented Assessment involves:• Orienting/Planning• Executing• Monitoring/testing/diagnosing• Adjusting/correcting• Evaluating/Reflecting

Through Learning Oriented Assessment: Teachers know (Assessment For Learning) :

Where students are in the learning & What to do to support learning

Students know (Assessment As Learning): Where they are in their learning; Where they are heading; How to get there;

Students become self-directed

Download - 學習導向的評估 Learning Oriented Assessment

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