Assessment for Learning:
Integration of Authentic
Experiences with Subject
Knowledge
Au-Yeung Wai Yin
Cognitio College (Kowloon)
Assessment for Learning
Assessment for
learning refers to
“any assessment
for which the first
priority is to serve
the purpose of
promoting students’
learning”.
(Black, 2003)
Present Paradigm of Learning and
Assessment
Formative assessment
Introduction of authentic experiences
Emphasize learning processes
Self evaluation and peer evaluation
Feedback oriented
Analysis and application of knowledge
Formative Assessment
Students can take an active role in learning
especially in field study.
The assessment of what the students learn
in field should not only be the product of the
findings but also the process in their study,
the attitude they take in work and the self
reflection of what they have learnt in site.
Planning a Field Trip in Zhu Jiang Delta
- Providing an Authentic Experience to Learn
Background of my school
A cross-curricular study trip
is carried out every year for
all F.6 students.
It is part of the F.6 learning
activities.
The role of teachers:
Geography and Economics
panel chairmen are in-charge
of the planning and
administration work.
F.6 form-masters and L.S.
teachers help to take care of
the students and lead the
debriefing in the trip.
Aims of the Field Trip
At the end of the trip, students should:
Understand the directions of economic
development of Zhu Jiang Delta;
Understand the operation of the transnational
corporations and local corporations;
Analyse the opportunities and socio-economic and
environmental problems faced by local people and
the government of Zhu Jiang Delta when they
carry out industrialization in the region;
Understand what they should do to prepare for
their future career life, their roles in helping the
development of China, and how they can contribute
for the betterment of the country.
How to Motivate Students to Take an
Active Role in the Field Trip?
Get students involved in Planning
An Ad Hoc Committee is formed by
teachers and student representatives.
They plan the itinerary, collect opinions of
their classmates, and prepare the
discussion topics and questions they are
interested in.
1. Prepare the Itinerary
廣州東莞文化經濟地理考察
日期
時間
行程
18/3/2008
7:15
九龍塘火車站月台第十一卡車位置集合
8:30
深圳落馬洲往廣州
11:30
羊城晚報印務中心
12:35
午餐
14:30
華南農業大學
18:00
晚餐
19:30
講座:中國改革開放三十年的成就和未來發展
與前瞻
21:00
匯報討論
22:30
梳洗休息
廣州東莞文化經濟地理考察
19/3/2008 8:00
早餐
廣州本田汽車
10:00 有限公司
20/3/2008 8:00
9:00
早餐
往東莞
12:00 午餐
13:30 華南植物園
15:30 廣州鋼鐵廠
18:00 晚餐
10:20 東莞展覽館
12:00 午餐
13:20 可園
20:00 匯報討論
22:00 梳洗休息
17:00 返回深圳
2. Prepare the Questions
組別 : 第
組
提問建議 - 知多一點點……
華南農業大學
1. 中國農業目前面對的最大問題甚麼
2. 除基因改造外，中國如何加強農業發展
3.農業的主要科研發展方向是甚麼
3. Data Collection & Debriefing
Collect on-line information of the sites
Debriefing as a checking point of
assessment for learning
- Time for self-reflection
- Time for clarifying some missing
information and misunderstanding
- Time for exchange of ideas and
consolidation of knowledge
Self Reflection & Feedback
After the group discussion in the trip,
students are asked to write reflections of
what they have learnt in the trip.
Self reflection is a checking point to see
what the students have learnt and how
they analyze what they have seen.
Giving feedback in their written report is
important as it helps to guide students to
rethink their propositions. Quality
feedback helps to promote learning.
Giving Feedback to Students
– A Key in Assessment for Learning
學生總結 – 輯錄
…我覺得今次考察最大的
得著是能學識怎樣了解
一個城市。要徹底了解
一個城市需要角色投入，
讓自己明白當地的文化
和市民的想法，不可只
看城市的繁榮或建築物
外貌來判斷它的發展。
所以這次是我踏出真正
遊學的第一步。
老師評語
…我同意你的想法，很高
興你學懂了從不同角度
思考，更欣賞你能尊重
不同地方的文化和歷史
背景。你明白「學問與
遊歷」的關係吧!
目的：
肯定學生的表現，鼓勵
學生繼續發展。
Giving Feedback to Students
– A Key in Assessment for Learning
老師評語
學生總結 – 輯錄
…廣州已經由農業社
會轉變為工業社
會，而且政府也加
強科技發展。可是
城市化後，人民的
道德水平和教育水
平仍未跟上，未能
與「城市化」平衡
發展。
工業發展及城市化與人民道德
及教育發展並非是「同時」和
「必然」同步發展的。你認為
教育的重要性為何？你覺得自
己在中國的發展上可扮演甚麼
角色呢？
目的：
鼓勵學生反思一些現象間
的「必然」關係。
滲入價值觀教育，反思作為
中國人的角色。
Application of Authentic Experience in
Subject Knowledge
- Integrate the Trip with Follow-up Exercises
Follow-up work is given to
the Geography students
for consolidation.
In the trip:
Students visited Honda
(Guangzhou) Automobile
Corporation. They had
the basic ideas of the
production processes
after visiting the
production line there.
Application of Authentic Experience in
Subject Knowledge
Students are asked to visit the website of Honda
(Guangzhou) Automobile Corporation and the Honda
Automobile Corporation.
(http://www.honda.com)
Study Questions:
1. When was Honda established and how many subsidiaries
and affiliates does it have?
(Introduce the term “transnational corporation)
2. Where is the headquarter of Honda and
where does it set up the subsidiaries and affiliates?
(Introduce the concept of globalization of production)
Application of Authentic Experience in
Subject Knowledge
3.
What are the characteristics of the Honda Automobile
Plant (Guangzhou)?
(By on site observation)
4.
Why does the transnational automobile firms like than of
Honda set up their production plants in China?
(Understand of the concept of “core –periphery
relationship” between DCs and LDCs)
5.
What are the favourable factors that encourage the
transnational corporations like that of Honda to set up
their production lines in China?
(Apply the factors of production with particular reference to
the government policy and the use of IT)
Application of Authentic Experience in
Subject Knowledge
6. Will the trend of globalization of production continue?
(Learn to analyze the on-line information)
7. Is globalization of production a bless or a devil to the
economy of China?
(Collect and analyze the data of the economic development
of Zhu Jiang Delta and Chang Jiang Delta.)
8. In the long term, what should the Chinese industrialists do
to improve their competitive power in the trend of
globalization of economy?
(Application of the information provided by the speaker in
the talk in Guangzhou.)
Collecting Feedback from Students
Both “Assessment for learning” and “assessment of
learning” are needed as it tells how much students
have learnt.
Assessment for learning
- log book, exercises and questionnaires are used
- self reflection and questionnaire are vital means to
collect feedback from students to improve our work
in the future
Assessment of learning
– a summative assessment is given for consolidation of
knowledge and checking how much students have
learnt.
Collecting Feedback from Students
1. 我多學了甚麼？
在考察中，我覺得以下的能力有所提升：
非常同意
同意
不同意
非常不同意
1. 分析中國工業發展路向
6.25%
76.56%
15.62%
0%
2.了解中國工業發展面對的困難
9.38%
56.25%
32.81%
1.56%
3.留意到廣州及東莞的城市發展
28.12%
56.25%
15.62%
0%
4.了解廣州及東莞的城市發展帶來的環境問題
20.31%
57.81%
21.88%
0%
5.懂得分析廣州的經濟及環境問題
7.81%
56.25%
31.25%
4.69%
6.明白中國經濟發展的方向及困難
12.5%
60.94%
25%
1.56%
7.能從不同角度分析問題 (例如經濟、社會、環保)
9.38%
65.62%
23.44%
1.56%
8.提升學習興趣
15.62%
45.31%
32.81%
6.25%
9.激發努力學習的決心
3.12%
42.19%
46.88%
7.81%
10.明白我要多關心國家和世界大事
29.69%
59.38%
10.94%
0%
11.明白我在國家發展中應有所貢獻
1.56%
62.5%
35.94%
0%
Collecting Feedback from Students
2. 在考察中，我最享受的是：
_________________________________
3. 除問題(1)所述的能力外，在研習過程中，我
學懂了：
_________________________________
4. 如果你是活動的策劃者，你會怎麼辦令這活
動更盡善盡美：
_________________________________
Summative Assessment as an
Assessment of Learning
At the end of the exercises, a summative
assessment is needed as an assessment of
learning.
Such an assessment should be related to
what they have learnt in the field and the
follow-up exercises.
The format of assessment is related to the
HKAL examination. Thus, it can be in form of
data-response questions or essay type
question.
Summative Assessment as an
Assessment of Learning
An Example of Essay Question
Why do transnational automobile corporations
set up their production lines in China? How
does the use of information technology
enhance the setting up of transnational
corporations in developing countries? What
are the socio-economic impacts of
globalization on the developing countries?
Illustrate your answer with relevant examples.
Conclusion
The field trip of Guangzhou is an illustration how we
work towards the aims of NSS curriculum.
Curriculum Aims
“ (b) develop the general intellectual capacity and
generic skills needed for lifelong learning through
geographical enquiry, and the ability to apply these
in life situations …
(d) develop a sense of citizenship, a global outlook, and
readiness to take action for the betterment of
society, the nation and the world.”
(Geography Curriculum and Assessment Guide (S4-6), 2007, p.3)
Conclusion
Formative assessment
helps to identify students’ needs and
assess their progress in developing skills,
understanding, attitudes and interests;
Measure attainment, and inform learning
and teaching.
(Geography Curriculum and Assessment Guide, (S.4-6),
2007, p.75)
Let’s work hand in hand to prepare
for the NSS Curriculum.
Thank You