Collaborative Research and Development (“Seed”) Projects for the 2013/14 School Year – Briefing Session 2 March 2013

English Language Education SectionCurriculum Development Institute

Education Bureau

Project Code: EE0113Promoting Assessment as Learning to Improve Students’ English Writing

Skills at the Secondary Level

The “Seed” project aims toenhance teachers’ capacity to promote assessment as learning in the English classroom by:

setting realistic learning and teaching goals for writingmaking reference to the Learning Progression Framework for English Language to identify the relevant learning outcomes for writing providing good models of writing as examples and reference points to illustrate the relevant learning outcomessetting the success criteria for mastering effective writing skillsasking guiding questions and providing constructive feedback to facilitate students’ self-editing and self-monitoring

explore how to help students gain knowledge about their writing performance through reflecting on their strengths and areas for improvement and deepen understanding of their role in learning

The Development of Writing Skills

The Development of

Writing Skills

The Role of Assessment

• To collect evidence of student learning

• To provide feedback on teaching effectiveness as well as students’ strengths and weaknesses

Purposes of Assessment

Purpose Key Assessor

Assessment as Learning

Self-monitoring & self-correction or adjustment

Student

Assessment for Learning

Information for teachers’ instructional decisions, attainment

Teacher / Students

Assessment of Learning

Judgments about placement, promotion, attainment

Teacher

Lear

ner I

ndep

ende

nce

Adapted from Lorna (2003) Assessment as Learning: Using Classroom Assessment to Maximise Student Learning. Thousand Oaks, Ca, Corwin Press.

What is Assessment as Learning (AaL)?

• Assessment as Learning (AaL) focusses on students and emphasises assessment as a process of metacognition.

(Earl & Katz, 2006)

Self-reflection/monitoring process

Relating to prior knowledge

Considering a range of strategies

Being self-motivating

Making Adjustment to

learning strategies, goals, etc.

The Process of Metacognition

Improving Secondary Students’ English Writing Skills

Why AaL?

To empower students to ask

reflective questions and consider a range

of strategies for learning and acting

To develop students ‘ ability in using

personal knowledge to construct

meaning

To enhance students’

development of self-monitoring skills to

realise that they don’t understand something, and

have ways of deciding what to do

next

Source from Rethinking Classroom Assessment with Purpose in Mind (Earl & Katz, 2006)

Discussing the expected learning outcomes with students and providing reference points for the learning outcomes

Creating criteria of good practice with the students

Guiding students to set goals and monitor their progress of learning

Providing opportunities for students to practise the skills that need to be learned or mastered

Teacher’s role in planning Assessment as Learning (AaL)

Modeling and teaching the skills of self-reflection

Monitoring students’ metacogntive processes and providing feedback to students as they learn

A range of methods in different modes that elicit students’ learning and metacognitive processes can be used to help student become an active owner of their own learning.

Strengths Weaknesses

Opportunities Threats

SWOT

Strategies for Planning Assessment as Learning (AaL)

Using rubrics, checklists or graphic organisers to help students visualise their thinking process

Source from http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp

Skills

Understandings

New Goals

Feelings

Triangle

Feedback sandwich“I did really well on…”

“ I think these parts need to be changed… because…”

“Some ways I can improve it are…”

Good news

Good news

Bad news

Source from http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp

Traffic Light

Examine your work and highlight where you feel

• Stopped

• Cautious, or you are

• Going straight ahead

PMI

Plus Minus Interesting or Innovative

Source from http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.asp

(‘have you ever thought of…?)• introducing alternatives

(‘First’, ‘Second’)• Sequencing suggestions

(‘like’) • introducing examples

(‘also’)• enhancing reinforcement of

ideas

Enhancing coherence within & across paragraphs

Providing good models of writing as examples and reference points to illustrate the relevant learning outcomes, e.g. shared writing

Strategies for Planning Assessment as Learning (AaL)

Asking guiding questions and providing constructive feedback to facilitate students’ self-editing and self-monitoring, e.g.

What strategies did you use to organise your information?

How did you ensure that your writing was easy to read? How did you plan your writing?

What did you focus on when you proofread your work?

Strategies for Planning Assessment as Learning (AaL)

Guiding students to keep a consistent record of their own learning evidence, e.g. student log book

Strategies for Planning Assessment as Learning (AaL)

Source from Rethinking Classroom Assessment with Purpose in Mind (Earl & Katz, 2006)

Making Use of the Assessment Data

Providing students with accurate, descriptive feedback that will help them develop independent learning habits

Providing students with ideas for adjusting, rethinking, and articulating their learning

Reviewing expectations of student learning

Reviewing current teaching practices and content of learning

LPF

Schools participating in the “Seed” Project

“Seed” Project

• Seconded teacher • School project coordinators• Project teachers

• School project coordinators• Project teachers

“Seed” School

Network Schools

The “Seed” school is expected to

nominate one experienced and committed English teacher to be seconded to the English Language Education Section of CDI for a period subject to mutual agreement, preferably for one year;allocate a common lesson/period of time per week/cycle for English teachers’ collaborative lesson preparation;allow flexible arrangements of the school time-table to facilitate the implementation of the project;set aside periods of time in the scheme of work to try out the learning, teaching and assessment materials developed by the seconded teacher and other project teachers of the same school;assist in the collection of evidence (by supporting classroom observations, including video-recording a substantial number of tryout lessons and interviewing students/teachers) on the processes of change and impact on student learning share with other schools (e.g. “Network” schools) their experience in he Project.

“Seed” Project

“Seed” School

Network schools are expected to

nominate teachers to participate in professional development programmes and experience sharing sessions; andtry out the developed materials and activities in their own schools.

“Seed” Project

Network Schools

Personnel involved in the “Seed” project

School project

coordinator & teachers

CDI officersSeconded teacher

Role of Seconded TeachersTo work in close collaboration with the CDI officers and project teachers to use the Learning Progression Framework (LPF) for English Language to guide students in setting realistic goals and gauging their own writing progressTo review literature relevant to the projectTo lead the project teams in parent schools in planning the curriculum, developing and trying out teaching strategies, tasks and materials that enhance the development of writing skills and promote self-assessment and learner independenceTo assume a leading role in collaborative lesson preparationTo collect evidence (by supporting classroom observations, including video-recording a substantial number of tryout lessons and interviewing students/teachers) on the processes of change and impact on student learningTo assist in the compilation, analysis and interpretation of learning evidence collectedTo disseminate good practices in support of Assessment as Learning

Deadline for Application 22 March 2013 (Friday)

For details, please refer to the EDB Circular Memorandum No.7/2013

(Appendix A14, Annex 1 of Appendix A14, Appendix B, Annexes 2 & 3 of Appendix B, Appendix C).

EDB Human Resource Management Unit4/F, East Wing, Central Government Offices

2 Tim Mei AvenueTamar

Hong Kong

Return the application form to:

EnquiriesGeneral

Mr Allen LAI Senior Clerical Officer (Appointments and Personnel/CD) 2892 5846

Project SpecificMs Barbara CHAN Senior Curriculum Development Officer (English Language Education) 2892 6571

Thank You!