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

促進學習的評估--倫理與宗教科工作坊
活動一
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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。

促進學習的評估--倫理與宗教科工作坊
活動二
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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
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批改練習（一）

How clear is the feedback given to students?
Develop these ideas further.
Yes, but how???
More detail needed.
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<
A lovely story
So is it perfect, then?
Good work shown 
How good? In what way?
Make no connections to what you have learnt.
Yes, but I don’t know how, which is
Why I didn’t in the first place

Sequencing, ordering, ranking
Sorting, grouping, classifying
Analysing, identifying parts & wholes. Noting similarities & differences. Finding patterns & relationships. Comparing & contrasting.
Making predictions & formulating hypotheses.
Drawing conclusions, giving reasons. Distinguishing fact from opinion. Determining bias, reliability of evidence. Relating causes & effects, designing a fair test.
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.

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Planning (before a task)
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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)
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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)
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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 I
Can they do better next time? do better next time..?

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
PRO
YOUR OPTION
RESULTS
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
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
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Should you kill the prisoner?
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Think about what Utilitarians believe.
What should a Utilitarian recommend in the above case?
Types of Assessment
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Diagnostic
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Formative
Best Way to deliver the task
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Take Home Written Assignment
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Small Group Discussion
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What a Utilitarian might recommend in the above case? What reasons would they give?
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Summative
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Classroom Open Discussion

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Lesson Introduction
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Purpose – topic and skill (a thinking issue)
Thinking Actively
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Challenging task
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Being explicit the assessment criteria
(discussion diagram)
Managing dialogue and questioning
Pair/group work
Thinking about Assessment –meta-thinking
Making Connections –transfer

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Compare and Contrast
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Two views on the same social issues
Redrafting a piece of writing
Significance of two religious concepts (sin, forgiveness)
Pieces of prayers
Decision Making
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Case Study: Story with an ethical dilemma
A bullying story
Generating Possibilities
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Drafting a new bill to protect the environment
Helping social minorities feel included

OPEN COMPARE AND CONTRAST
HOW ALIKE?
HOW DIFFERENT?
WITH REGARD TO
Portfolio:
Student self-evaluation sheet
Compare and Contrast
PATTERNS OF SIGNIFICANT SIMILARITIES AND DIFFERENCES:
CONCLUSION OR INTERPRETATION:
From Swartz and
Parks (1994)

Changes in classroom interaction
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Increased interaction
Assignments more structured
Students expect to be “pushed”
Targeted vocabulary increased
More enjoyable

Own professional development
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Sharpened their own thinking about assessment
More effective planning
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More constructive feedback
Expectations raised
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More challenging
Better / more holistic LT strategies

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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