1. The Hong Kong Institute of Education
Effective Use of Assessment for Feedback to Teaching & Learning: An Overview Workshop on Assessment for Learning
Assessment Project
Centre for Assessment Research & Development
The Hong Kong Institute of Education
Feb 2006

2. Purpose of Today: Assessment for Learning
Interpreting Report of the Territory-Wide Systems Assessment
Effective use of assessment to generate feedback for curriculum design
Effective use of assessment to generate feedback for school planning
Effective Use of Assessment Feedback for Learning and Teaching: Overview
Case Study: How to make good use of assessment information to provide feedback on learning & teaching

3. (BCA) (TSA) Two Components of BCA Territory-wide Student Systems
Assessment
(BCA)
Territory-wide
Systems
Assessment
(TSA)
Learning
&
Teaching

4. 取材自「整合認知心理學、心理計量學及教學的理想模式」﹝劉子鍵、林世華、梁仁楷, 1999﹞
Sch-based Curric Dev
Sch dev plan
Curric plan & design
Lesson Co-plan
Basic Competence
Assessment (BCA)
Territory-wide Systems Assessment
Item Bank of Student Assessment
Web-based Assessment Platform
Cognitive Diagnostic Assessment System
TSA Report
Error analysis of items
BCA Student Assessment DB
Diagnostic analysis of school-based assessment system
School-based Interactive Assessment System
School-based Developmental Assessment
School-based Tests & Exams
Subject Tests
Other Assessment Tools
取材自「整合認知心理學、心理計量學及教學的理想模式」﹝劉子鍵、林世華、梁仁楷, 1999﹞

5. 取材自「整合認知心理學、心理計量學及教學的理想模式」﹝劉子鍵、林世華、梁仁楷, 1999﹞
Sch-based Curric Dev
Sch dev plan
Curric plan & design
Lesson Co-plan
Basic Competence
Assessment (BCA)
Territory-wide Systems Assessment
Item Bank of Student Assessment
Web-based Assessment Platform
Cognitive Diagnostic Assessment System
TSA Report
Error analysis of items
BCA Student Assessment DB
Diagnostic ana of school-based assessment system
School-based Interactive Assessment System
School-based Developmental Assessment
School-based Tests & Exams
Subject Tests
Other Assessment Tools
取材自「整合認知心理學、心理計量學及教學的理想模式」﹝劉子鍵、林世華、梁仁楷, 1999﹞

6. Use of Assessment Feedback for Effective Learning & Teaching: Principles
1. Interpretation of Territory-wide Systems Assessment Report:
From broad to specific
Multiple perspective
Be critical and skeptical
2. Effective Use of Assessment Information for Planning:
Focus on improvement
Acknowledge achievement
Systematic follow-up

7. Interpretation of Territory-wide Systems Assessment Report: From broad to specific; Multiple perspective; Be critical and skeptical

9. Sch %
HK %

10. Interpret TSA report: from Broad to specific; multiple perspective; be critical & skeptical
@ Most students are performing well
@ Performances in most dimensions higher than HK standards
@ Still room for improvement in the Data Handling dimension

11. P3, Reading Domain, Basic Competencies

12. L2-R-5-P3BC Using a small range of reading strategies to understand the meaning of short and simple texts with the help of cues
L2-R-6-P3BC Applying a small range of simple reference skills

13. Daisy says, “… I’m too fat. Eat my sisters.” Who are the sisters?
Reading: P3A Q03 (L2-R-5-P3BC Using a small range of reading strategies to understand the meaning of short and simple texts with the help of cues)
Daisy, Flopsy and Bunny are sisters.
One day, they go to the park. They hear a loud noise. Then they see a big shadow. Oh! It’s a big bear. The bear walks up to them very slowly. She is hungry. She wants to eat the rabbits.
Daisy says, “Don’t eat me. I’m too fat. Eat my sisters.”
The bear look at Bunny.
Bunny smiles and says, “I’m too small. Don’t eat me! Come to my house and have dinner with me. I have a lot of food at home.”
“OK,” says the bear.
Daisy says, “… I’m too fat. Eat my sisters.” Who are the sisters?
 A. Bunny
 B. Flopsy
 C. Flopsy and Bunny
 D. Flopsy and Daisy
A % 23.6%
B 38.2% 27.3%
C* 35.3% 34.1%
D 11.8% 13.6%
U# 2.9% 1.5%

14. Effective Use of Assessment Information for Planning: Focus on improvement; Acknowledge achievement; Systematic follow-up
1. Reflection:
Do P3 students have adequate ability to respond accurately?
What are the reasons for the wrong answers?
How can the teaching methods be improved?
How can the assessment methods be improved for effective diagnosis of students’ basic competencies ?

15. 2. Follow-up
Curriculum design: to enable teacher to provide scaffolding for students’ mastery of basic competencies
Target assessment, focusing in various aspects of basic competencies in the curriculum, including conception, knowledge, skills, and applications
Revise worksheets and assessment approaches to include items that require thinking and reflection
Appropriate use of some BCA items for class work and homework in order to expose students to different item types
Revise assessment methods to include explicit assessment rubrics and marking criteria
Help students to understand the assessment rubrics and criteria
Analyse the wrong responses with students in order to deepen their understanding
Peer lesson observation to ensure the integration among learning & teaching, assessment and feedback
Habitual use of statistical methods to analyse assessment information in order to provide scientific evidence to support learning and teaching

16. Assessment For Learning
2. Assessment As Learning
Provide teachers with information about student progress
Provide feedback to students for their self-monitoring and subsequent learning
Provide teachers with feedback to enhance their teaching effectiveness
Assessment is an integral part of self-directed learning
Provide opportunity for teachers to give feedback

17. Thank you!