SBA and the HKIEd experience

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SBA and the HKIEd experience

• Dr Jane Lockwood
• Ashley Hazell Yildirim
• Centre for Language in Education(CLE)
• Hong Kong Institute of Education
• 14 March 2008

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An Overview

• Our Context
• Curriculum Assessment Innovation
• Formative Assessment at CLE
• Objectives - Tasks - Descriptors - Feedback
• Challenges (for Instructors Students)
• The Way Forward
• Q A

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The HKIEd CLE Context

• CLE in HKIEd
• BEd undergraduates
• Foundation Bridge Access
• Curriculum innovation Genre-based approach
• Assessment innovation Formative evaluation
• Cultures of Assessment (Prof. Liz Hamp Lyons)

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CLE Professional Development on SBA

• 1st Panel discussion of CLE SBA trainers
  Personal responses to formative assessment
  pedagogy.
• 2nd Coordinators Instructors discussion
  Designing, implementing improving tasks for FA
  purposes related to Curriculum.
• 3rd PD session with Prof. Liz Hamp Lyons
  Facilitating discussion on issues in assessment
  and ways forward.

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English Language Curriculum Innovation A
Genre-Based Approach

• Familiarizing students with different text types
  within genres (spoken written)
• Guiding students through the top-down process
• Creating situations in the classroom for
  real-life tasks
• Communicating with the reader in a purposeful way
• Importance of grammar vocabulary in context

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Assessment Innovation

• Assessment for Learning (Formative)
• v
• Assessment of Learning (Summative)
• Achievement v Proficiency (descriptors)
• Learning objectives tasks
• Teacher / Student / Peer Involvement
• Evaluation Feedback to Feed forward

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Assessment for Learning 5 strategies

• Clarifying and sharing learning intentions and
  criteria for success.
• Engineering effective classroom discussions,
  questions, and learning tasks.
• Providing feedback that moves learners forward.
• Activating students as the owners of their own
  learning.
• Activating students as instructional resources
  for one another.
• The big idea binding these strategies together
  is that
• teachers use evidence of learning to adapt
  instruction to
• meet student needs.
• Source Dylan Wiliam (SBA HKU training modules
  website)

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Challenges at CLE HKIEd

• Curriculum development constraints
• Task development designing / adapting
• Meeting the curriculum objectives
• Challenging students
• De-mystifying FA Communicating its role in
  learning to stakeholders
• Administering integrating FA
• Fairness
• Standardisation Grading - Moderation
• Teacher involvement Student Involvement
• Feedback approaches / principles
• Practicality
• Time Line
• Teacher knowledge awareness

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The Way Forward

• Evaluating the curriculum, learning and
  assessment ?
• Reflecting Improving ?
• Ongoing PD of teachers
• Stakeholder buy-in
• Learning v Assessment culture in schools

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Useful References Further Reading

• Black, P., Harrison, C., Lee, C., Marshall, B.,
  Wiliam, D. (2003). Assessment for learning. New
  York Open University Press.
• Cheng, W., Warren, M. (1997). Having Second
  Thoughts Student perceptions before and after a
  peer assessment exercise. Studies in Higher
  Education, 22(2), 233-239. (this article can be
  downloaded from ILN)
• Genesee, J Upshur, John A. Classroom-based
  Evaluation in Second Language Education
• James H. McMillan. (2003). Understanding and
  Improving Teachers' Classroom Assessment Decision
  Making Implications for Theory and Practice.
  Educational Measurement Issues and Practice
  224, 34-43. (this article can be downloaded from
  ILN)
• Torrance, H. J. Pryor. 1998. Investigating
  formative assessment Teaching, learning and
  assessment in the classroom. Buckingham UK Open
  University Press.
• http//web.hku.hk/sbapro/new.html
• http//www.carla.umn.edu/assessment/
• http//www.iml.uts.edu.au/assessment/feedback/inde
  x.html

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Q A Forum

• Your reactions
• Your concerns
• Your contexts
• Your way forward

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Thanks to the CLE PD team

• Ms Blanche Chu
• Ms Helen Lavender
• Mr Lloyd Norris