Assessment Reform and Assessment for Learning Francis Cheung Date:15 February 2008 (Friday) Time:2:00pm Venue:Taikoo Primary School

2 (1) Where schools stand? Full of challenges High speed changes Changing and demanding expectations

3 (2) Schools need to be learning organizations engaging in continuous self learning and renewal

4 (3)Reflection and learning are only meaningful when they are associated with follow-up actions Implementation Reflection Action next Learning

5 (4) The need for a feedback management infrastructure to build learning capacity of the school at 4 levels (a) Students (b) Teacher (c) Principal (d) Importance of communicating expectations of performance

6 (5) Student level Kindergarten Key stage 1 – P3 Key stage 2 – P6 Key stage 3 – S3 Key stage 4 – S5 Sixth form

7 (6) Developing feedback mechanism to empower students and teachers for learning (a)The need to make students responsible for their learning (b)Factors that facilitate the development of responsibilities and commitment to learning (i)Knowledge of expectation for them (ii)Knowledge of their performance in relation to the expectations

8 iii)Success criteria (targets) setting iv)The formation of reflection practice In action On action Follow action upon reflection

9 (7)Need for certification at the completion of secondary schooling (8)Certification in the form of a territory- wide public examination for all Certification for achievement Selection for further studies Key Stage 4

10 (9) Certification – better served by Standards-referenced Assessment Reporting system e.g. the IELTS reporting system – 9 levels of achievement

11 (10) Selection – better served by norm-referenced Assessment Reporting system e.g. the current HKCEE reporting system - fine grading for top level achievers (grades A-C are awarded to around top 15% of candidates)

12 (11) The need for International Recognition Mutual recognition of Qualifications by other Examinations and Assessments Authorities Institutional recognition

13 (12) The impact of public examination on teaching and learning (13) What do schools need?

14 (14) The introduction of alternative mode of assessment to compliment public examination – School-based assessment (14) The introduction of alternative mode of assessment to compliment public examination – School-based assessment For reliability – capturing student performance at different points For validity – capturing student performance in areas that cannot be assessment by public examination

15 (15) Key Stages School-based feedback management system How do we provide feedback to students? What do we provide for feedback? Our vision Our expectations of students

16 (16) The key to effective classroom teaching and learning lies in “the smart use of data to inform instruction” (17) It is important for teaching to follow students NOT students follow teaching Fullan, Hill & Crévola (2007)

17 (18) Assessment links to curriculum objectives

18 (19) Importance to have a school assessment policy (a) Purpose of assessment in school (b) Expectations of students at different key stages (c) Defining assessment tasks – link to curriculum objectives

19 (d) Quality assurance framework in maintaining standard Grading method / marking policy Moderation of results Keeping evidence Reporting

20 (e) Feedback structure (f) Feedback management – follow up action (g) Provisions for special needs students

21 (20) The need to develop assessment literacy among teacher Assessment for Learning – effective use of assessment data for student development and learning