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Effective Use of Assessment for Feedback to Teaching & Learning:

An Overview

Workshop on Assessment for Learning

Assessment Project

Centre for Assessment Research & Development

The Hong Kong Institute of Education

Feb 2006

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Purpose of Today: Assessment for Learning

Effective use of assessment to

generate feedback for curriculum

design

Case Study: How to make good use of assessment information to provide feedback on learning &

teaching

Effective use of assessment to

generate feedback for

school planning

Interpreting Report of the Territory-Wide

Systems Assessment

Effective Use of Assessment Feedback for Learning and

Teaching: Overview

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Two Components of BCA

Student

Assessment (BCA)

Territory-wideSystems

Assessment

(TSA)

Learning &

Teaching

http://www.hkbca.edu.hk/http://www.systemassessment.edu.hk/

取材自「整合認知心理學、心理計量學及教學的理想模式」﹝劉子鍵、林世華、梁仁楷 , 1999﹞

Sch-based Curric Dev• Sch dev plan• Curric plan & design• Lesson Co-plan

School-based Interactive Assessment System

• School-based Developmental Assessment

• School-based Tests & Exams• Subject Tests• Other Assessment Tools

Cognitive Diagnostic Assessment System

• TSA Report• Error analysis of items• BCA Student Assessment DB• Diagnostic analysis of school-b

ased assessment system

Basic Competence Assessment (BCA)• Territory-wide Systems

Assessment• Item Bank of Student A

ssessment• Web-based Assessment

Platform

取材自「整合認知心理學、心理計量學及教學的理想模式」﹝劉子鍵、林世華、梁仁楷 , 1999﹞

Basic Competence Assessment (BCA)• Territory-wide Systems

Assessment• Item Bank of Student A

ssessment• Web-based Assessment

Platform

Sch-based Curric Dev• Sch dev plan• Curric plan & design• Lesson Co-plan

School-based Interactive Assessment System

• School-based Developmental Assessment

• School-based Tests & Exams• Subject Tests• Other Assessment Tools

Cognitive Diagnostic Assessment System

• TSA Report• Error analysis of items• BCA Student Assessment DB• Diagnostic ana of school-bas

ed assessment system

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Use of Assessment Feedback for Effective Learning & Teaching: Principles

1. Interpretation of Territory-wide Systems Assessment Report:

– From broad to specific

– Multiple perspective

– Be critical and skeptical

2. Effective Use of Assessment Information for Planning:

– Focus on improvement

– Acknowledge achievement

– Systematic follow-up

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科目 Subject

完成紙筆評估的學生人數

Number of students completing written

assessment (A)

已達基本水平的學生人數

Number of students achieving Basic Competency (B)

學校已達基本水平的學生百分率

School percentage of students achieving Basic Competency

(B/A x 100%)

全港已達基本水平的學生百分率 Territory-wide percentage of

students achieving Basic Competency

中國語文 Chinese Language

33 31 94 83

英國語文 English Language

33 33 100 76

數學 Mathematics

34 33 97 85

Interpretation of Territory-wide Systems Assessment Report:From broad to specific; Multiple perspective; Be critical and skeptical

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/卷別：能力 範疇 學生人數 滿分 學校平均分 學校答對率 全港答對率Paper: Number of Maximum School School average as a Territory-wideSkill/Dimension students score average score % of maximum score average as a % of

(A) (B) (B/A x 100%) maximum scoreC1/C2/C3:聆 聽 33 12 9.4 79 74Listening

C1: Reading閱 讀 12 14 11.8 85 68C2: Reading閱 讀 11 14 12.4 88 75C3: Reading閱 讀 10 13 9.4 72 69

C1: : 聆 聽 及 閱 讀Listening and Reading 12 26 21.3 82 71C2: : 聆 聽 及 閱 讀Listening and Reading 11 26 21.8 84 75C3: : 聆 聽 及 閱 讀Listening and Reading 10 25 18.8 75 72

C1W: Writing寫 作 11 22 11.6 53 46C2W: Writing寫 作 11 22 11.3 51 43C3W: Writing寫 作 11 22 8.8 40 37

Speaking說 話 12 14 10.1 72 55

CAV: 視 聽 資 訊 30 12 8.2 68 67Audio-visualInformation

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30

40

50

60

70

80

90

100

學校答對率全港答對率Sch %HK %

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Interpret TSA report: from Broad to specific; multiple perspective; be critical & skeptical

範疇Dimension

基本能力 BasicCompetency

卷別Sub-paper

題號Item no.

學生人數No. ofstudents

選項Option

得分/等級Score/Grade

學校百分率School

percentage

全港百分率Territory-wide

percentage數

NumberKS1-N1-1 M3 Q01 8 A*

BCDU#

100.0%0.0%0.0%0.0%0.0%

97.2%1.4%0.5%0.3%0.5%

M3 Q02 8 01U#

12.5%87.5%

0.0%

19.9%78.6%

1.5%KS1-N1-2 M1

M4Q09Q09

17 01U#

29.4%70.6%

0.0%

39.0%60.9%

0.1%M2 Q07a 9 0

1U#

33.3%66.7%

0.0%

11.9%89.1%

0.0%M2 Q07b 9 0

1U#

0.0%100.0%

0.0%

14.1%85.8%

0.0%M2 Q07c 9 0

1U#

33.3%66.7%

0.0%

18.7%81.3%

0.0%

@ Most students are performing well@ Performances in most dimensions higher than HK standards@ Still room for improvement in the Data Handling dimension

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BASIC COMPETENCY Sub-paper Item school HKREADING L2-R-5-P3BC Using a small range of reading

strategies to understand the meaning of short and simple texts with the help of cues

E1B P2A Q01 94.1 77.0

E1B P2AQ02 61.8 47.2E1B P2AQ04 67.6 49.2E1B P2AQ05 61.8 33.0E1B P2AQ06 94.1 67.5E1B P3AQ01 82.4 61.2E1B P3AQ02 70.6 51.5E1B P3AQ03 35.3 34.1E1B P3AQ04 82.4 53.0E1B P3AQ05 82.4 64.3E1B P3AQ06 73.5 56.1E1B P3AQ07 85.3 65.8

L2-R-6-P3BC Applying a small range of simple reference skills

E1B, E2B P2CQ01a, P2CQ01a 100.0 95.4

E1B, E2B P2CQ01b, P2CQ01b 100.0 94.8E1B, E2B P2CQ01c, P2CQ01c 100.0 81.3E1B, E2B P2CQ01d, P2CQ01d 100.0 81.8E1B, E2B P2CQ02, P2CQ02 85.3 62.0E1B, E2B P2CQ03, P2CQ03 82.4 47.3E1B, E2B P2DQ01, P2DQ01 76.5 42.4E1B, E2B P2DQ02, P2DQ02 64.7 28.3

P3, Reading Domain, Basic Competencies

12

0.0

20.0

40.0

60.0

80.0

100.0

120.0

school

HK

L2-R-5-P3BC Using a small range of reading strategies to understand the meaning of short and simple texts with the help of cues

L2-R-6-P3BC Applying a small range of simple reference skills

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Reading: P3A Q03 (L2-R-5-P3BC Using a small range of reading strategies to understand the meaning of short and simple texts with the help of cues)

Daisy, Flopsy and Bunny are sisters.

One day, they go to the park. They hear a loud noise. Then they see a big shadow. Oh! It’s a big bear. The bear walks up to them very slowly. She is hungry. She wants to eat the rabbits.

Daisy says, “Don’t eat me. I’m too fat. Eat my sisters.”

The bear look at Bunny.

Bunny smiles and says, “I’m too small. Don’t eat me! Come to my house and have dinner with me. I have a lot of food at home.”

“OK,” says the bear.

Daisy says, “… I’m too fat. Eat my sisters.” Who are the sisters? A. Bunny B. Flopsy C. Flopsy and Bunny D. Flopsy and Daisy

A 11.8% 23.6%B 38.2% 27.3%C* 35.3% 34.1%D 11.8% 13.6%U# 2.9% 1.5%

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Effective Use of Assessment Information for Planning:Focus on improvement; Acknowledge achievement; Sys

tematic follow-up

1. Reflection:

– Do P3 students have adequate ability to respond accurately?

– What are the reasons for the wrong answers?

– How can the teaching methods be improved?

– How can the assessment methods be improved for effective diagnosis of students’ basic competencies ?

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2. Follow-up

Curriculum design: to enable teacher to provide scaffolding for students’ mastery of basic competencies

Target assessment, focusing in various aspects of basic competencies in the curriculum, including conception, knowledge, skills, and applications

Revise worksheets and assessment approaches to include items that require thinking and reflection

Appropriate use of some BCA items for class work and homework in order to expose students to different item types

Revise assessment methods to include explicit assessment rubrics and marking criteria

Help students to understand the assessment rubrics and criteria

Analyse the wrong responses with students in order to deepen their understanding

Peer lesson observation to ensure the integration among learning & teaching, assessment and feedback

Habitual use of statistical methods to analyse assessment information in order to provide scientific evidence to support learning and teaching

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Provide opportunity for teachers to give

feedback

Provide teachers with information

about student progress

Assessment For Learning

Provide teachers with feedback to enhance

their teaching effectiveness

Provide feedback to students for

their self-monitoring and

subsequent learning

Assessment is an integral part of self-

directed learning

2. Assessment As Learning 1. Assessment For Learning

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Thank you!