利用測驗結果作為診斷及改善學與教 ( 例如：串字、閱讀理解、數學測驗等 ) 擬訂測驗時，應配合學習目標，訂定清晰的評估重點及客觀的評估準 則，同時要注意測驗方式的適切性和測驗內容的難易度。這樣，測驗所 得的結果才能準確衡量學生的學習表現，為學與教提供有用的資料。 教師可 依據評估準則，利用測驗結果診斷及分析學生是否掌握學 習目標。 更重要是 探討背後的原因 ，例如 找出學生的學習困難及 分析學生的學習需要 ，這樣才能善用測驗結果，有效回饋學與教。 把測驗結果告知學生的方法，是回饋學與教的關鍵。教師不宜只提供 分數、等第或標準答案，而應同時提供具體及對應評估重點的回饋，讓 學生真正了解自己的學習情況，清楚知道自己的優點和有待改善的地方 。過程中，亦應提供機會讓學生反映他們對測驗結果的意見和學習需要 ，指導他們根據結果訂立自己努力的目標。 教師宜根據學生的表現 反思教學，調整教學策略及教學內容，以 促進學與教的成效。
Assessment Learning Teaching Learning Target Feedback Setting new learning objectives Selecting new materials Designing new teaching activities Designing new assessment tasks Students’ learning improved Teacher gained new insight in teaching
Key Reading Skills Understand the basic conventions of written English Locate information and ideas Construct meaning from texts
Construct meaning from texts Work out the meaning of unknown words by recognizing the base work within other words Guess the meaning of unfamiliar words by using contextual or pictorial clues Identify key words for the main ideas in a sentence Confirm meaning by re-reading a sentence or paragraph Understand the information provided on the book cover, contents page and page number Guess the topic and the likely development of the topic by using personal experiences and knowledge of the world Make predictions about stories, characters, topics of interest using pictorial clues and book cover My students’ reading interest is always hampered by their inability to decode meaning from text.
Learning Objectives Forms & functions Text type: Stories Grammar & communicative functions: Use present tense to talk about events Use adjectives to describe feelings Language skills Reading Guess the meaning of unfamiliar words by using contextual or pictorial clues Confirm meaning by re-reading a sentence or paragraph Make predictions about stories, characters, topics of interest using pictorial clues and book cover Attitude Develop confidence in using English Develop enjoyment of reading through reading stories Vocabulary Adjectives about feelings e.g. greedy, afraid
Next
What is this story about? A. AnimalsAnimals B. A restaurantA restaurant C. Boys and applesBoys and apples Next
Look! This is a wood. There are many trees.
Right, there are boys and apples in the picture. Next
Robert and Mark are playing in a wood. Next
They see their friend’s dog. He barks at them loudly. Next
How do Robert and Mark feel? A. They feel happy.They feel happy. B. They feel afraid.They feel afraid. C. They feel cold.They feel cold. Next
They see their friend’s dog. He barks at them loudly. The dog barks at them loudly.
They’re afraid because the dog barks at them loudly. They’re afraid Next
Student Assessment
Class Report
Learning Objectives Forms & functions Text type: Stories Grammar & communicative functions: Use present tense to talk about events Use adjectives to describe feelings Language skills Reading Guess the meaning of unfamiliar words by using contextual or pictorial clues Confirm meaning by re-reading a sentence or paragraph Make predictions about stories, characters, topics of interest using pictorial clues and book cover Attitude Develop confidence in using English Develop enjoyment of reading through reading stories Vocabulary Adjectives about feelings e.g. greedy, afraid Conversations & Short Texts Contextual Clues
Next
Teacher developed own materials
Tony: I want to buy a birthday present for Tom. He likes playing ball games. Sarah : We can buy him that __________. There are many colours on it! Tony: OK. Let’s buy it. A.capB.basketballC.teddy bear Next
Very good! You are right! Next
Try again!
Next
singular Be careful with spelling! Choose 1 present only
Textbooks cannot help students learn all reading strategies. The teaching of reading strategies is not so difficult as expected if using WLTS. WLTS is a useful resource because it’s handy and easy to adapt. Assessment can diagnose the strength and weakness of students and this helps improve teaching and learning.