Using Assessment Data to Enhance Learning & Teaching Language Learning Support Section, EDB 22 nd Nov, 2007

Territory-wide Systems Assessment School-based Assessment English Enhancement Grant New Senior Secondary public exams

How should we handle all these measures? There are so many of them. How can we deal with them all at the same time? Why do we have to do all these? Is there any relationship among them?

TSA NSS firm foundation

U SING A SSESSMENT D ATA TO E NHANCE L EARNING AND T EACHING 7 CCC Kei To Secondary School Ms. Dorothy Tsang, English Panel head 22 nd November, 2007

B ACKGROUND TSA is a new initiative. How should we prepare our students for it ? March 2006 Our students’ English foundation is weak and some are not motivated. What can we do? Our English teachers’ background is diverse. Is there anything we can do to help them?

S UPPORT S TRATEGIES A DOPTED Used various data to identify gaps in the junior secondary curriculum Reviewed the school context Co-planned a unit as a start Offered school-based workshop

Integrating assessment for learning into curriculum planning Exposing students to a variety of authentic reading materials Using poetry Integrating assessment for learning into curriculum planning Exposing students to a variety of authentic reading materials Using poetry Integrating BCs into curriculum planning Developing students’ higher-order thinking skills Adopting task- based approach Catering for learner diversity Integrating BCs into curriculum planning Developing students’ higher-order thinking skills Adopting task- based approach Catering for learner diversity A CTION I TEMS – Curriculum Level Teaching materials Unit plan Bloom’s Taxonomy Graphic organisers Bloom’s Taxonomy Differentiated materials Criterion- referenced assessment

A CTION I TEMS – Classroom Level Increase students’ learning motivation Use student- centred learning & teaching activities Adopt clear assessment criteria Familiarise students with assessment criteria prior to the task assignment Give more detailed feedback Cater for learner diversity Use differentiated materials Strategic and flexible grouping

Teacher Level Student Level I MPACT Skill-based curriculum A more balanced and comprehensive curriculum Heightened awareness in catering for learner diversity at curriculum level Learning, teaching and assessment more well-aligned More focusedMore focused teaching teaching Teachers’Teachers’professionalismenhanced A collaborativeA collaborative and sharing culture started Learner motivation and student participation increased More organised writing Mind map Welcoming the audience Introduction of the dish Ingredients Sauce Cooking steps Serving the dish Ending Improved speaking skills Students learn fromlearn from feedback from peers Learner diversity better catered for Students benefit frombenefit from criterion-referenced assessment Curriculum Level

C ONCEPTUALIZATION Curriculum Planning Learning & teaching Assess- ment Curriculum Planning Learning & teaching Assess- ment Triangulate various sources Triangulate various sources of data to identify gaps & of data to identify gaps & diagnose weakness diagnose weakness Integrate BC descriptors in curriculum planning Integrate BC descriptors in curriculum planning Adopt an integrative Adopt an integrative approach to plan a skill-based curriculum Adopt task-based framework Adopt task-based framework Expose students to a wide Expose students to a wide variety of authentic materials and different text-types Give students plenty of opportunities to Give students plenty of opportunities to recycle the target skills & language Align learning, Align learning, teaching & assessment Cater for learner diversity Cater for learner diversity

C ONCEPTUALIZATION Curriculum Planning Learning & teaching Assess- ment Curriculum Planning Learning & teaching Assess- ment Pay attention to students’ Pay attention to students’ evidence of learning and evidence of learning and intervene only when intervene only when necessary necessary Give constructive Give constructive feedback to students Adopt different Adopt different teaching strategies to suit diverse students’ needs Use strategic and / or flexible grouping Use strategic and / or flexible grouping Set clear teaching objectives Set clear teaching objectives Use a student- centred approach Use a student- centred approach Ask thought- provoking questions Ask thought- provoking questions Enhance student-student Enhance student-studentinteraction

C ONCEPTUALIZATION Curriculum Planning Learning & teaching Assess- ment Curriculum Planning Learning & teaching Assess- ment Administering assessment Administering assessment Familiarize students with the assessment criteria prior to the assessment Familiarize students with the assessment criteria prior to the assessment Give timely and constructive feedback Give timely and constructive feedback to students Planning assessment Align assessment focuses with learning Align assessment focuses with learning & teaching objectives Give thought to different assessment modes Give thought to different assessment modes Set unambiguous and Set unambiguous and objective assessment criteria

Using TSA and internal assessment data to make a smooth transition between the junior and senior secondary curriculum LLSS

Background

Concerns and needs  textbook bound  lack of creative and imaginative texts  teacher-centered  lack of interactive learning activities  textbook bound  lack of creative and imaginative texts  teacher-centered  lack of interactive learning activities  low learning motivation  poor writing skills  lack of confidence in speaking  low learning motivation  poor writing skills  lack of confidence in speaking  mainly summative assessment  lack of assessment literacy  mainly summative assessment  lack of assessment literacy  curriculum plans lack continuity  poor transition between levels  lack of preparation for NSS  curriculum plans lack continuity  poor transition between levels  lack of preparation for NSS

Promoting by building on the experience of Standards- referenced Assessment (SRA) and School-based Assessment (SBA) … to facilitate the use of standards to inform learning and teaching and to enhance alignment between curriculum and assessment. English Language Curriculum and Assessment Guide (Secondary 4-6) March, 2007 assessment for learning Principles of DesignNSS Curriculum

Yr 1 (F.1) (04-05) Yr 2 (F.2) (05-06) Yr 3 (F.3) (06-07) Years and levels Infusion of assessment strategies integrate formative assessment into unit planning use different modes of assessment activities set task specific criteria to assess learners’ performance recycle Year 1 assessment practice use TSA descriptors to plan the curriculum and design learning and teaching activities integrate assessment into horizontal planning recycle Years 1 & 2 assessment practice analyse and d data to inform teaching and learning analyse TSA question design integrate assessment into vertical and horizontal planning Improve teachers’ questioning and feedback techniques TSA internal assessment Infusion of assessment for learning culture – 3 year programme

TSA data analysis Writing broad to specific

Analysis of internal assessment data Scheme of work Tests and exam papers Pre- and post project questionnaires Students’ work Daily observation

Findings Scheme of work Unbalanced coverage of targets, skills, text types, values and attitudes, etc. Lack of transition between levels Lack of alignment between teaching, learning and assessment Teaching level

Interface between the junior and senior secondary curricula …to make use of the learning targets and objectives, and the broad learning outcomes, provided in the English language curriculum framework, to plan and develop a coherent school-based language curriculum with built-in pedagogical approaches which facilitate learning progression and which suit learners’ needs, interests and abilities at both junior and senior secondary levels. English Language Curriculum and Assessment Guide (Secondary 4-6) March, 2007 …to make use of the learning targets and objectives, and the broad learning outcomes, provided in the English language curriculum framework, to plan and develop a coherent school-based language curriculum with built-in pedagogical approaches which facilitate learning progression and which suit learners’ needs, interests and abilities at both junior and senior secondary levels. English Language Curriculum and Assessment Guide (Secondary 4-6) March, 2007

Bridging the gap junior secondary curriculum PlanningPlanning senior secondary curriculum Holistic Curriculum

Vertical planning

Key Learning Focuses Key Learning Focuses Learning Outcomes Learning Outcomes TSA Descriptors TSA Descriptors

Vertical planning Skills descriptors study the four language skills descriptors screen their level of difficulty scaffold them from F1 to F3

Vertical planning Language arts & text types Language arts & text types study what LA elements & text types students need to learn in KS3 & 4 match the textbook themes with the LA elements and text types scaffold them into F1-F7 curriculum

Horizontal planning set learning targets and match with learning outcomes ensure a balanced coverage of language focus, text types, skills and strategies, values and attitudes, etc. design learning activities to help students apply the language design assessment activities to track students’ progress

Learning level Findings  lack of ideas and content  lack of planning, organization and sequence  inadequate skills for revising written work  lack of confidence in speaking English  no elaboration of ideas  reluctance to communicate with classmates in English Writing Speaking

1.lack of ideas and content 2.lack of planning, organization and sequence 3.inadequate skills for revising written work 1.lack of ideas and content 2.lack of planning, organization and sequence 3.inadequate skills for revising written work Writing Write texts for different contexts, audiences and purposes with relevant content and adequate supporting details Convey meaning using varied vocabulary, linguistic devices and language patterns appropriately and accurately Plan and produce coherent and structured texts with ideas effectively presented and developed Write texts using appropriate tone, style and register and the salient features of different genres Draft and revise written texts Broad learning outcomes of senior secondary Writing English Language Curriculum and Assessment Guide (Secondary 4-6) March, 2007

1.lack of confidence in speaking English 2.no elaboration of ideas 3.reluctance to communicate with classmates in English 1.lack of confidence in speaking English 2.no elaboration of ideas 3.reluctance to communicate with classmates in English Speaking Express information and ideas with suitable elaboration Convey meaning using a range of vocabulary and language patterns appropriate to the context, purpose and audience Establish and maintain relationships / spoken exchanges using formulaic expressions and appropriate communication strategies Develop and link ideas using suitable organizing techniques Pronounce words clearly and accurately Support communication using delivery techniques Broad learning outcomes of senior secondary Speaking English Language Curriculum and Assessment Guide (Secondary 4-6) March, 2007

Mismatch Learning outcomes of writing and speaking to be achieved in senior secondary Ability of students in writing and speaking in junior secondary

Use of language arts and a variety of text types Use of peer and self assessment Use of individual presentation and group discussion lack of ideas and content lack of planning, organization and sequence no elaboration of ideas lack of confidence in speaking English reluctance to communicate with classmates in English inadequate skills for revising written work Use of graphic organizers

Process writing project

Teenage problems: self-image, family, study and friends Language arts + a variety of text typesLanguage arts + a variety of text types: poems, songs, TV programme, radio programme, interview, letter, blog, newspaper article, stress test Use of graphic organizersUse of graphic organizers, Individual presentation and group discussionIndividual presentation and group discussion, Self and peer-assessment Writing an article Writing an article to students’ association blog to share problems and provide solutions stimulate ideas plan and organize ideas elaborate information and ideas Theme Input Strategies Output enhance communication among classmates revise and edit work

Motivation in writing Do you enjoy…

Confidence in writing I know how to

Writing Skills Development I learn how to

Impact on teaching  increasing awareness of the shift from content teaching to skills and strategies development of students  better use of different language arts elements to motivate students  better use of process writing to develop students’ writing skills  better use of different assessment methods to enhance teaching and learning

Impact on professional development  reflect on teaching and students’ learning through data analysis  focus more on curriculum and lesson design to cater for students’ needs  learn from each other through co- planning and peer lesson observation  extend the good practices of using data to effect changes in the curriculum to other subjects

conceptualization

Using Territory-wide System Assessment (TSA) data to improve curriculum planning and enhance professional capacity building

Learning Assessment Teaching Develop more effective strategies to help students improve their learning outcomes Firm foundation in the junior secondary Diagnose problems and identify gaps in the curriculum

What’s your preparation for the NSS?

Preparation for the NSS

Language Learning Support Section Mr Bruce Bolin Deputy Project Director Tel: Fax:

Individual presentation and group discussion to prepare for SBA

to promote independent learning skills Self assessment Peer assessment

Language arts + a variety of text types ’ to prepare for NSS

Graphic organizers

Writing an article limited description lack of organization Sequencing ideas, Systematic planning Sequencing ideas, Systematic planning problem solution

Student presentation Student writing Feedback (peers, teacher)  TV script  Poem  Menu  Recipe  Restaurant review Input Output Process Tasks  Dialogue completion  Dialogue practice Text analysis  Peer assessment  Develop mind-map of a dish of students’ choice on a group basis  Write TV script individually    Peer review

D ATA A NALYSIS TSA data analysis Observational data Other artifacts, e.g. scheme of work Analysis & reflection

D ATA A NALYSIS Analysis & reflection Use of BC descriptors is not evident Language Arts elements are not evident Use of a wide variety of text-types is needed Task-based approach is needed Assessment for learning is not evident More emphasis on developing students higher order thinking is needed

R EVIEWING S CHOOL C ONTEXT Students’ needs and diverse background Teachers’ needs and background Available resources Reflection: Learner diversity needs attention More reading input is needed Help students become more motivated and independent Teacher development is desirable

Unit Plan Reading BC descriptors

Speaking rubrics 5 criteria for more able classes 3 criteria for weaker classes Clear pronunciation Fluency Intonation Voice projection Eye contact