Assessment
(Questioning & Answering skills,
Forms of Assessment)
May 27, 2008
Commonly-used questions in examinations
Types
Key words
Identifying
Identify, List, State, Describe
Explaining
Explain, Why, Account for,
Discuss
Compare, Contrast, What are
the similarities and differences
Comparing
Arguing
Do you agree, Comment
Assessing
Assess, Evaluate, To what
extent
Level of
difficulties
Lowest
Highest
Identifying
Example:
Identify the major problems faced by Hong
Kong economy.
Answering
skills:
- Demonstrate a sound understanding of the
key ideas and concepts
- Interpret information presented in a variety
of ways such as graphs, charts or maps
- Do not express your personal opinions
Useful
words:
significant rise in, sharp decrease in, clearly
show, reveal, around, slightly, steadily,
dramatically, increase by, decrease to
Explaining
Example:
Answering
skills:
Useful
words:
‘Capitalism is a good system.’ Why?
- present coherent explanations
- explained with reasons
- logical explanation
- supported with evidence
- illustrated with appropriate examples
While, Even if, Even though, not only,
but also, However, In addition,
as a result of
Comparing
Example:
Compare the roles in environmental
protection that can be played by the
government and the environmental
protection organizations.
Answering
skills:
- Both similarities and differences
should be mentioned
Useful
words:
similar, different, higher, lower, more,
relatively, significant different in,
With respect to, On the contrary
Arguing
Example: Do you agree that a profitable newspaper is a
successful newspaper?
Answering
skills:
Useful
words:
- You have to develop your own stance in
light of views held by different persons or
groups.
- You should have a clear position or stance.
Firstly, Secondly, Thirdly, actually, Besides,
On the other hand, No one would deny that,
Undoubtedly, It is inevitable that,
Regardless of
Assessing
Example: Assess the effectiveness of sports in dissolving
national boundaries.
Answering
skills:
- Both pros and cons should be discussed.
- Comprehensive
(cover both functions & limitations,
cover both usefulness & limitations,
cover both positive impacts & negative impacts)
- Show your own feelings, values and preferences.
Useful
words:
good, bad, adverse effect, unethical, favourable to,
unfavourable to, beneficial to, detrimental to,
Even though, I wonder whether
Assessment
Assessment of learning
Assessment for learning
Assessment as learning
Classroom Questioning
• Assessment of learning ()
• Assessment for learning ()
• Assessment as learning ()
Remarks:
• Features of Q (interesting, life, no
definite answer)
• Target (top, middle, bottom)
Assignment
• Assessment of learning ()
• Assessment for learning ()
• Assessment as learning ()
Remarks:
• Students’ abilities
• Quantity of assignment
• Marking (minimize teacher’s workload)
• Sharing of learning outcome
Project Learning / IES
• Assessment of learning ()
• Assessment for learning ()
• Assessment as learning ()
Remarks:
• Setting of learning goals
• Originality
• More responsibility for the learning
• Participate more in the process of learning
• Self & peer assessment
Quiz
• Assessment of learning ()
• Assessment for learning ()
• Assessment as learning ()
Remarks:
• Encourage self-learning (Assessment is
Learning)
• Marking (minimize teacher’s workload)
School Test & Exam
• Assessment of learning ()
• Assessment for learning ()
• Assessment as learning ()
Remarks:
• Fair
• Level of difficulties
• Setting of goals
SBA
• Assessment of learning ()
• Assessment for learning ()
• Assessment as learning ()
Remarks:
• Fair
• Open
• Originality
Public Exam
• Assessment of learning ()
• Assessment for learning ()
• Assessment as learning ()
Remarks:
• Motivation (value, interest, possibility
of success)