Assessment for Learning in

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Assessment for Learning in

• Ethics and Religious Studies

Ms Venus Lai-ting HUNG Curriculum Development
Officer (PSHE)
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Whats the difference..

• Assessment for Learning ..
• .Learning for Assessment

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Purpose of Assessment
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Assessment is
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(No Transcript)
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Assessment could be
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How clear is the feedback given to students?
More detail needed. Yes, but Id thought it had
all the details it needed, so now Im not clear
Develop these ideas further. Yes, but how???
You must try harder!! gt0lt gt0lt gt0lt
Make no connections to what you have
learnt. Yes, but I dont know how, which is Why
I didnt in the first place
A lovely story So is it perfect, then?
Good work shown ? How good? In what way?
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What Kinds of Assessment?
Critical thinking
Searching for meaning
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.
Metacognition
Planning Monitoring Redirecting Evaluating
Decision making
Creative thinking
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.
Generating ideas possibilities. Building
combining ideas. Formulating own points of view.
Taking multiple perspectives seeing other
points of view.
Problem solving
Identifying clarifying situations Generating
alternative solutions Selecting implementing a
solution strategy. Evaluating checking how well
a solution solves problem.
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What Kinds of Assessment?
Metacognition

• 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
  I Can they do better next time? do better next
  time..?

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Thinking Diagram Generating Possibilities
From Swartz and Parks (1994)
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Discussion DiagramChoosing Assessment Criteria
From Swartz and Parks (1994)
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• 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.

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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
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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

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Assessment Task Suggestions

• Compare and Contrast
• Two views on the same social issues
• Redrafting a piece of writing
• Significance of two religious concepts (sin,
  forgiveness)
• Pieces of prayers
• Decision Making
• 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

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Portfolio Student self-evaluation sheet Compare
and Contrast
From Swartz and Parks (1994)
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Teacher Evaluation - Benefits

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

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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

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Teacher Evaluations - Difficulties

• 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

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Thank You