New Senior Secondary (NSS) Understanding and Interpreting the Curriculum Series: English Language for English Teachers (Refreshed) – Promoting Assessment FOR and AS Learning English Language Education Section, CDI, EDB 1 What will you associate the word “Assessment” with? Assessment 2 Programme objectives By the end of the workshop, you will have: discussed the role of assessment in English language learning and teaching examined the features of the assessment framework for the HKDSE Exam reviewed current assessment practices explored effective strategies for implementing AfL and AasL to enhance self-directed learning participated in hand-on activities to design assessment tasks and give quality feedback to students 3 HKDSE Examination English Language Component Public exam SBA Paper 1 Reading Paper 2 Writing Paper 3 Listening and integrated skills Paper 4 Speaking Weighting Duration 20% 25% 30% 1 hr 30 min 2 hrs 2 hrs 10% 20 min 15% 4 Features of the HKDSE Assessment Framework 5 Standards-referenced Reporting: Rationale Make implicit levels of achievement explicit to stakeholders and end-users Facilitate learning and teaching because teachers and students know what is required to achieve a desired level Help monitor the standards of students from year to year with the defined requirements maintained over time HKDSE 6 5* * Level 5 5* e.g. Level 4 Level 3 e.g. Level 2 Level 1 e.g. A typical candidate at Level 5 can: - understand spoken English when delivered at near-normal speed in a wide range of situations - understand complex texts - write in an interesting and organised way, using a wide range of sentence structures and vocabulary accurately - express a range of ideas fluently and clearly A typical candidate at Level 3 can: - understand spoken English when delivered at moderate speed in familiar situations - understand simple texts, especially if the topic is familiar - write in a relevant and organised way when the context is familiar - use a range of simple common expressions with fluency A typical candidate at Level 1 can: - understand simple spoken English in short spoken texts - understand parts of simple texts if the topic and vocabulary is familiar - make one or two relevant points in writing with a few simple comprehensible sentences - use a few short and simple common expressions Complete set of Level Descriptors for all skills Unclassified 7 http://www.hkeaa.edu.hk/DocLibrary/HKDSE/Subject_Information/eng_lang/eng-lang-level-descriptors.pdf School-based Assessment (SBA) Assessment administered in schools and marked by the students’ own teachers Assessment of students’ speaking skills based on their performance in individual presentation and group interaction Rationale Beneficial backwash on learning and teaching Improved reliability and validity of oral English assessment Less reliance on a “one-off” public oral exam Professional development for teachers which empowers them to become part of the assessment process 8 SBA for HKDSE Requirements Number and type of texts to be read/viewed S4 One or Two texts S5 One or Two texts S6 One or Two texts Total Four texts, one each from the following four categories (print fiction, print non-fiction, non-print fiction, non-print nonfiction) in the course of three years Number, % and timing of assessment tasks to be undertaken for Part A *One task, group interaction or individual presentation, to be undertaken during the second term of S5 or anytime during S6; (7.5%) One tasks, based on the reading and viewing programme; (7.5%) Number, % and timing of assessment tasks to be undertaken for Part B *One task, group interaction or individual presentation, to be undertaken during the second term of S5 or anytime during S6; (7.5%) †One task, based on the Elective Module(s) taught; Number, % and timing of marks to be reported (7.5%) Two marks, 15% of total English mark, reported at the end of S6 9 Assessment Criteria for SBA (Areas that students are assessed on at HKCEE and HKDSE) Pronunciation & Delivery phonology & intonation, voice projection & fluency Communicative Strategies body language, timing, asking/responding to questions Vocabulary & Language Patterns vocabulary, language patterns, & self-correction / reformulation Ideas & Organisation expressing information and ideas, elaboration on appropriate aspects of topic, organisation, questioning & responding to questions 10 When conducting SBA in schools, Teachers will: conduct self and peer assessment whenever appropriate so that students can reflect on their performance create a supportive and low-stress environment provide feedback to students and identify their strengths and weaknesses advise on how improvements can be made to promote assessment for learning 11 Implications of HKDSE assessment framework What principles are reflected in the design of the HKDSE assessment framework? Alignment between curriculum and assessment Catering to the full spectrum of students’ aptitude and ability Opportunities for promoting assessment for learning 12 Comparison between AoL and AfL Assessment of Learning Assessment for Learning Roles of Teacher and Student • Teachers dominate the assessment process • Teachers play a major role but students participate actively in the assessment process Time • At the end of an instructional unit (summative in nature) • During a unit of instruction (formative in nature) Purpose • • • To monitor and support learning; and To inform learning and teaching • To measure students’ knowledge and skills; and To report students’ attainment of learning outcomes Form of assessment • Tests or examinations • Various forms of assessment Feedback • Marks or grades • Comments on students’ performance and suggestions for improvement 13 Reflection on assessment practices at classroom and school levels What modes of assessments do you conduct with your SS students? What kinds of assignments and assessment tasks do you give your students? How do you mark students’ work? What kind of feedback do you provide? How are tests and examination papers designed and set in your school? What follow-up work would you do at the classroom and school levels after each test/examination? 14 Promoting Assessment for Learning Harris, Linda (2007) “Employing formative assessment in the classroom”. Improving Schools, 10 (3). pp. 249-260. AfL in Action An example focusing on the development of writing skills Related Module/ Elective Modules: Study, School Life and Work Learning English through Social Issues Learning English through Debating Student Level: Senior Secondary S4 16 Pre-writing: Establishing success criteria with reference to the question: Some experts in education have observed that Hong Kong teenagers are too pampered and spoilt by their parents, resulting in their lack of self-management and problem-solving skills. One proposed solution to this problem is requiring students to undertake 50 hours of community service, in addition to the community services organised by the schools for the Other Learning Experiences (OLE), before they are allowed to graduate from secondary school. Write an article to the school newspaper to express whether you agree with this proposal and give at least three reasons for your view. 17 Topic Text-type Analysis of the topic Compulsory community service An article for the school magazine Role of the Writer A student Target Readers Students and teachers in a school To express and justify views, to Purposes persuade Tone & Register Semi-formal 18 Content Language Organisation • Fulfilment of requirements of question • Relevance of content • Development of ideas • Creativity/imagination • Ability to engage readers (i.e. interest) & audience awareness • Accuracy, range & complexity of sentence structures • Grammar accuracy • Word choice • Accuracy of spelling & punctuation • Appropriateness of register, tone & style • Effectiveness of text organisation & logical development of ideas • Substantiality of supporting details • Cohesion of text (i.e. appropriate use of cohesive ties) • Coherence of overall writing 1. What are the task requirements? 2. What am I expected to demonstrate in the following aspects of my writing to successfully complete the task? Content Language & Style Organisation 20 21 Sample Teachers’ Assessment 22 Sample Teachers’ Assessment 23 24 Activity 1: Developing Success Criteria In groups, 1. Read the two writing topics; 2. Discuss the text-type, role of the writer, target reader(s), purposes, tone and register; and 3. Draft the specific assessment criteria for this task in terms of content, language and style, and organisation in the template provided. 25 Activity 1: Developing Success Criteria Writing topic A You are taking a creative writing workshop and you have to submit the following assignment: Imagine you are a university student living in a student hall. Your roommate has suddenly decided to leave. Write a short story describing the events that led up to your roommate’s sudden departure. (HKDSE 2014 Paper 2 Part B Question No. 9 Learning English through Short Stories) Writing topic B You are a human resources assistant. Your boss has observed that many people are leaving the office very late. He has asked you to write an article for the company newsletter describing the situation and discussing the negative effects. You have also been asked to give two suggestions to improve the situation. Provide a suitable title for your article. (HKDSE 2013 Paper 2 Part B Question No. 6 Learning English through Workplace Communication) 26 • aligns with the learning objectives / goals and assessment criteria (shared with students before they work on the task); • informs students their strengths and weaknesses, and provides concrete suggestions for improvement; • builds students’ confidence in learning and increases motivation, engagement in learning; and • helps to promote self-reflection and equip students with metacognitive skills essential for implementing Assessment as Learning. 27 Formative • • For helping students to improve their • drafts Focusing on providing directions and • recommendations for revising drafts, e.g. in process writing Selective/focused • • For evaluating the quality of a final product Focusing on describing the strengths and weaknesses of the work and explaining the final grade/marks in connection to the success criteria Comprehensive/detailed Focusing mainly on high-order/macro- • level issues or key objectives of the assessment tasks • Identifying the most important issues students should focus on for improvement To respond as a reader • Summative Focusing on all aspects of the writing by correcting each and every error May not be conducive to helping students develop self-correction skills and identify priorities for improvement To respond as an assessor Adopting a less threatening tone by • using more ‘I’ statements instead of ‘You’ statements to provide personal comments Adopting a more authoritative tone by using more ‘You’ or ‘Your work’ statements to give diagnostic and 28 corrective comments Direct • • Providing written corrections explicitly • or rewriting problematic parts for students • Helping less able students who may be unable to self-correct their errors or helping students with errors that • cannot be easily fixed through selfcorrection Comments in the margins • • • Indirect Providing an immediate and proximate index of strengths and weaknesses Providing praise, criticism and questions on a particular part of the writing Providing concrete evidence to support the final/overall comments Providing prompts, guidance and opportunities for self-correction Indicating errors through underlining, circling, and using codes and open questions to provoke thoughts Encouraging students to reflect on their errors and come up with solutions Final/overall comments • • • Providing a big picture and a more general overview of the strengths and weaknesses of the work Prioritising points for revision and future improvement Making references to the specific examples and points raised in the marginal comments 29 Before the assessment • Develop clear assessment criteria to ensure that learners know how their work will be evaluated When giving feedback • Read the entire work before giving feedback • Adopt a compassionate and encouraging tone • Adopt constructive criticism and use a descriptive tone • Use mitigated commentary or sandwiching • Be specific and avoid vague comments • Focus on the important issues After learners’ receipt of feedback • Arrange conferencing sessions or small-group tutorials • Encourage learners to ask questions and seek clarification 30 Sample Feedback 31 32 33 34 D. Teachers’ Comments Chris, You have presented your view clearly and made a good attempt to support your stance with three reasons. Your third reason may not be solid enough. I suggest you strengthen it with more supporting details (e.g. examples, statistical data, a quotation from an expert) or replace it with a more convincing reason. While thinking about stronger points to replace your third reason, try to approach the issue from a wider perspective. You have been focussing mainly on students so far, but the impacts of the proposal on other parties (e.g. schools/teachers, parents, the Government, or the community/society) are also worth considering. Read through my comments in the margin and try to address them in your revision. Let me know if you need more advice. Keep up with the good efforts. 35 Activity 2: Providing quality feedback In groups, • read the two sample students’ writing; • comment on the students’ performance with reference to the success criteria; and • discuss appropriate feedback to be given to the students. 36 Students’ Reflection A for L A as L 37 Assessment as Learning • • • Building on the strengths and benefits of assessment for learning Serving as an extension and reinforcement of assessment for learning Setting personalised learning goals Assessing personal strengths and areas for improvement • Addressing learner’s diverse language abilities, learning needs and interests • Guiding learners to progress and attain personalised learning goals • Allowing learners to apply a range of self-reflection and monitoring skills Monitoring one’s learning progress Enabling learners to take ownership and responsibility in learning Self-directed Learning 38 Teacher’s Role sharing the learning objectives and success criteria providing guidance in reviewing one’s strengths and weaknesses providing descriptive and constructive feedback creating a supportive learning environment Teachers’ role assisting students to keep a good record of the learning process teaching the skills for goalsetting, selfmonitoring of actions and self-evaluation providing samples of good practice and quality sample work 39 Engaging Students in Self-assessment 40 Engaging Students in Goal-Setting & On-going Review 41 Self-reflection & Self-monitoring 42 Self-reflection and Goal-setting 43 Goal Revision 44 Self-evaluation 45 Self-evaluation 46 Self-evaluation and Feedback from Teachers 47 Assessment of, for and as Learning 48 Public Examinations Before 2007 HKCEE • Comprehension assessed through MC questions • Grammar explicitly assessed • Limited text-types • Assessment based on general impression (normreferenced) 2007-2011 HKCEE 2012 HKDSE • Assessment of a range of reading skills through a mixture of question types • Grammar assessed in context • Coverage of a range of text-types • Assessment based on criteria (standardsreferenced) • Assessment of a wide range of reading skills through a mixture of question types • Grammar assessed in context • Coverage of a wide range of text-types • Assessment based on criteria (standardsreferenced) • Inclusion of SBA to promote assessment for learning • Graded Approach and a wider choice of questions to cater for learner diversity • Inclusion of SBA to promote assessment for learning • Syllabus A and Syllabus B to cater for learner diversity 49 Useful Resources Resources from the EDB One-stop Portal (Assessment Task Bank) Assessment of, for and as Learning Dann, R. (2002). Promoting assessment as learning: improving the learning process. London; New York: Routledge Falmer. Davies, A. (2011). Leading the way to assessment for learning: a practical guide. Bloomington, IN: Solution Tree Press. Earl, Lorna M. (2003). Assessment as learning: using classroom assessment to maximize student learning. California.:Corwin Press. Earl, Lorna M. (2006). Rethinking Classroom Assessment with Purpose in Mind: Assessment for Learning, Assessment As learning, Assessment of Learning. Manitoba: Government of Manitoba. Pang, S. (2008). The practice of assessment for learning and metacognitive teaching in Hong Kong classrooms. Hong Kong: Faculty of Education, Hong Kong Institute of Education Research. Ministry of Education, Ontario, Canada http://www.edu.gov.on.ca/eng/curriculum/secondary/english.html The Literacy and Numeracy Secretariat (Ontario, Canada) http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/studentselfassessment.pdf 50 One-stop Portal English Language Education 51 Assessment Tasks Bank Login with HKEdCity login ID One-stop Portal Search by ‘KS4’ and ‘Reading’ 52