Assessment for Learning
in
Ethics and Religious Studies
Ms Venus Lai-ting HUNG
Curriculum Development Officer (PSHE)
What’s the difference…..
Assessment for Learning …..
…….Learning for Assessment
Purpose of Assessment
Diagnostic
Formative
Summative
Potential Impact of teacher assessment literacy on
student learning (adapted from Villianeuva, 2007)
Improved
Assessment Literacy
means
Better assessment
Better students
Means better
Opportunities for a
Better life
Better assessment
means
Better teaching
Better teaching
means better
Learning
Better learning
means better
students
促進學習的評估--倫理與宗教科工作坊
活動一

為什麼耶穌喜歡透過比喻來教導天國的信息？
你認為這個教導方法有效嗎？請解釋。
Assessment is …
Assessment could be …
促進學習的評估--倫理與宗教科工作坊
活動二

分組商討評估準則
促進學習的評估--倫理與宗教科工作坊
活動三

批改練習（一）
How clear is the feedback given to students?
More detail needed.
Develop these
ideas further.
Yes, but how???
Yes, but I’d thought
it had all the details
it needed, so now
I’m not clear
You must try harder!!
>0< >0< >0<
Make no connections
to what you have
learnt.
A lovely story
So is it
perfect, then?
Good work shown 
How good? In what way?
Yes, but I don’t
know how, which is
Why I didn’t in the
first place
What Kinds of Assessment?
Making predictions &
formulating hypotheses.
Drawing conclusions, giving
reasons. Distinguishing fact
from opinion. Determining bias,
reliability of evidence. Relating
causes & effects, designing a
fair test.
Sequencing, ordering, ranking
Sorting, grouping, classifying
Analysing, identifying parts &
wholes. Noting similarities &
differences. Finding patterns &
relationships. Comparing &
contrasting.
Planning
Monitoring
Redirecting
Evaluating
Generating ideas &
possibilities. Building &
combining ideas.
Formulating own points of
view. Taking multiple
perspectives & seeing other
points of view.
Identifying & clarifying situations
Generating alternative solutions
Selecting & implementing a
solution strategy. Evaluating &
checking how well a solution
solves problem.
Identifying why a decision is
necessary. Generating options.
Predicting the likely
consequences. Weighing up the
pros and cons. Deciding on a
course of action. Reviewing the
consequences.
What Kinds of Assessment?



Planning (before a task)
 How am I going to do it…? Is it similar to
anything I have done before..? Is it “one of
those…”?
Monitoring and Re-directing (on-task)
 Do my students understand it so far..? Do I need
to ask a question..? Are my students on the right
track…? Are they still on track..? Is there a
different way..?
Evaluating (after the task)
 How did I do it…
What method, strategy?
What did my students learn? Did my plan work out
well..? Can they learn from their mistakes..? Can
they do better next time? Can I do better next
time..?
Thinking Diagram: Generating Possibilities
BRAINSTORMING IN ORDER
TO GENERATE POSSIBILITIES
PURPOSE
POSSIBILITIES
KINDS OF POSSIBILITIES
UNUSUAL POSSIBILITIES
From Swartz and
Parks (1994)
Discussion Diagram:Choosing Assessment Criteria
CHOOSING
OPTIONS
YOUR OPTION
RESULTS
PRO
CON
THINK ABOUT THE
PROS AND CONS
CHOICE
From Swartz and
Parks (1994)
促進學習的評估--倫理與宗教科工作坊
活動四：批改練習（二）
Case
You are in prison with an incurable disease and you will die
soon. You share a cell with a prisoner who will be in prison for
the rest of his life. He has no friends and no family. He is also
miserable and this will only get worse. He is too frightened to
kill himself although he has talked about his wish to die many
times. You have a poison which you could put in his food to kill
him painlessly and without being detected. The doctors would
think he died of natural causes.
促進學習的評估--倫理與宗教科工作坊
Task
Types of Assessment
Best Way to deliver the task
Should you kill the prisoner?
Diagnostic
Take Home Written Assignment
Think about what Utilitarians believe.
What should a Utilitarian recommend
in the above case?
Formative
Small Group Discussion
What a Utilitarian might recommend
in the above case? What reasons would
they give?
Summative
Classroom Open Discussion
Designing : Assessment for Learning




Lesson Introduction
 Purpose – topic and skill (a thinking issue)
Thinking Actively
 Challenging task
 Being explicit the assessment criteria
(discussion diagram)
 Managing dialogue and questioning
 Pair/group work
Thinking about Assessment –meta-thinking
Making Connections –transfer
Assessment Task Suggestions

Compare and Contrast

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Decision Making



Two views on the same social issues
Redrafting a piece of writing
Significance of two religious concepts (sin, forgiveness)
Pieces of prayers
Case Study: Story with an ethical dilemma
A bullying story
Generating Possibilities


Drafting a new bill to protect the environment
Helping social minorities feel included
OPEN COMPARE AND CONTRAST
HOW ALIKE?
Portfolio:
Student self-evaluation
sheet
HOW DIFFERENT?
WITH REGARD TO
Compare and Contrast
PATTERNS OF SIGNIFICANT SIMILARITIES AND DIFFERENCES:
CONCLUSION OR INTERPRETATION:
From Swartz and
Parks (1994)
Teacher Evaluation - Benefits
Changes in classroom interaction




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Increased interaction
Assignments more structured
Students expect to be “pushed”
Targeted vocabulary increased
More enjoyable
Assessment as Learning …..
Teacher Evaluation - Benefits
Own professional development
 Sharpened their own thinking
about assessment
 More effective planning
 More constructive feedback
 Expectations raised
 More challenging
 Better / more holistic LT
strategies
Teacher Evaluations - Difficulties




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Time was the main constraint
Lessons needed more planning – at least
initially
Poor knowledge base about feedback skills
Allowing time for giving feedback
Absence of vocabulary for talking about
thinking
Despite initial concerns – did fit with the
demands of the curriculum
Thank You