Student Learning Profile for the New Senior Secondary

Curriculum

Stephen Yip

EMB

St Stephen’s Girls School

• Subject-specific portfolio

• Integrated portfolio for ‘whole personal development’

Student Learning Profile

• Records of Achievement (Portfolio of Learning)

• Records of Reflection and Learning (Portfolio for Learning)

• A Record of “Personalized Learning Planning process” (Portfolio as Learning)

Aims of Student Learning Profile

“Assessment is for Learning”Three Strands

Curriculum Learning & Teaching

Assessment

ASSESSMENT AS LEARNING

Personal learning planning

ASSESSMENT OF LEARNING

Local Moderation

Sharing the standard

ASSESSMENT FOR LEARNING

Formative Assessment

Whole person development(Watkins C 2000; Csikszentmihalyi 1997)

“Whole” ?德、智、體、羣、美The Five Chinese traditional virtues[ moral, intellect, physique, social and aesthetics]德、智、體、羣、美 + X1 +X2 …

“Personal Development”? Metaphors ‘Growth’ maturation ‘Journey’ pathway ‘Stages’ segments ‘Preparing for adult life’ settle down ‘Finding a right career’ life transition

Whole person development(Watkins C 2000; Csikszentmihalyi 1997)

“The issues and dilemmas I face now at 60 are fundamentally the same as the ones that I experienced at 16 – but the complexity is probably different.” (A Headteacher in England)

‘Growing up is a function of complexity’Personal Development ----- Coping with Complexity~~ Integration & Differentiation

Watkins C (2000) Now Just Compose Yourself, Watkins, Lodge, Best (ed) Tomorrow Schools – Towards Integrity, Routledge Falmer: London

Csikszentmihalyhi (1997) The Evolving Self,: A Psychology of the Third Millenium, New York: Harper Collins

Four Big Concepts related to the design of a SLP

• Developing Reflective Habits of Mind• Audience specificity- Importance of

mediators• Managing Complexity: A gateway to Life-

long Learning• Valuing Multiplicity of human interests

and talents

(1) Developing Reflective Habits of Mind

(Costa & Kallick, 2000; Perkins D. 1995)

• 16 habits of minds• Reflective habits of mind; Listening to…

– ‘Internal voice’ on personal ‘self-knowledge’– ‘External voice’ of others’ feedbacks– + recording personal reflection.

• Idea of ‘growth-folio’ or ‘porcess-folio’ to help students ‘crystallizing experiences’ (Gardner H 1983)

• Meaning making – not consumers, but constructors

Developing Reflective Habits of Mind

• As ‘Self-regulated learner’ to reflect in a more holistic manner ( Zimmerman 1996; Feuerstein et al 1980)

• ‘Episodic grasp of reality’ – SLP would help connecting own learning experiences via construct meaning …

Costa & Kallick (2000) Assessing and Reporting on Habits of Mind, The Association for Supervision and Curriculum Development, USA

Zimmerman (1996) Developing Self-regulated Learners, The American Psychological Association

Feuerstein et al (1980) Instrumental Enrichment: An intervention program for cognitive modifiability, Baltimore, MD: University Park Press

(2) Audience specificity – Private/ Public aspects of learning

• ‘Reflect privately’ and ‘evaluate publicly’ may not be necessarily the same in terms of content, priority, contexts.

• For ‘high stakes’ purpose only: Reflecting for future employers & Universities

• For ‘low stakes’ purpose only: for myself, formative assessment, self-improvement, planning…

• A ‘hybrid’ –dual purposes – with a mediator to help them reflect truly and facilitate to tell their own story to the public.

Lack of Learning

Lack of Sustainability

(3) Managing Complexity: A Whole Person Pathway

• Growing up -‘A Function of increasing complexity’ (esp. Senior Secondary levels)

• Start to have ‘hands-on practice’ in planning about their life – using SLP.– Being flexible– Capacities to constructing hope– Pathologies of the future (e.g. denying, ignoring,

narrowing, over-planning)

• Composing their learning life – life-long learning capacities

Karniol & Ross (1996) The motivational impact of temporal focus-thinking about the future and the past, Annual Review of Psychology, 47: 593-620

Axelrod (199) The Evolution of Co-operation, London: Penguin

(4) Valuing Multiplicity of human interests and talents

• Howard Gardner’s MI (8 & I/2 intelligences)

• Recognition

• But need to avoid falling into the ‘over-assessment trap’ (Bentley 1998; Lazear 1999)

Bentley T (1998) Learning Beyond the Classroom, DEMOS: London

Lazear (1999) Multiple Intelligence Approaches to Assessment, Zephyr Press: USA

Profile System with the Four Key Concepts:Personal, Social, Wholeness & Multiplicity

Student Learning Profile(A system with Formative purposes)

Personal Social

Wholeness Multiplicity

Developing a

Reflective Habit of Mind

Audience – specificity:

Learning through

Mediators

Managing Complexity:

Gateway for Life-long Learning

Valuing Other

Learning Experiences:

MI

Global Trends related to SLP: Examples

• US Minnesota e-folio for every citizens

http://www.efoliomn.com/• DfES’s Progress File (England)

http://www.dfes.gov.uk/progressfile/• Ontario Student Record (Canada)

http://www.edu.gov.on.ca/eng/document/curricul/osr/osr.html

• Wales, London Islington…Life-long learning

Formative

Student-owned

Current Practices in Student Learning Profile (SLP)

Student-led record-oriented

Teacher-driven record-oriented

Student-led, reflection-oriented

Teacher-driven reflection-oriented

Student Learning Profile

Reflection-oriented

Teacher-driven

Record-oriented

Student-led

Electronic

version

Reflection-oriented

Student-led

Teacher-led

NRA (UK)

Web SAMs-related systems(HK)

Record-oriented

SLP (NSS) ?

Progress File (UK)

Global Trends: UK, HK, US Minnesota, Canada…

Minnesota e-folio

Ontario student record

Coherent with BECG…..

All schools should review their current assessment practices and put more emphasis on assessment for learning. The latter is a process in which teachers seek to identify and diagnose student learning problems, and provide quality feedback for students on how to improve their work. Different modes of assessment are to be used whenever appropriate for a more comprehensive understanding of student learning in various aspects.

(BECG, 2002)

(BECG, 2002)

Formative Assessment Vs Summative Assessment

• Abuse of Reflection

• Depth of Reflection

• Dispositions for reflection

• Incentive of Reflection

• Culture of Reflection

• Tool for Reflection

Reflection: Student Learning Profile

“ The dialogue between pupils and a teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas”

(Dylan and Black, 1998)

Reflection: Student Learning Profile

Strategies:Wise use of ‘Sentence stem’,,e.g. ‘I choose this activities because,…e.g. I chose X activity but not Y activity

because…e.g. I could improve … via…e.g. … surprised me during learning Xe.g. If I were the teacher, I would organise

this programme in ….. Approache.g. Please think through your ways of doing

this task; how different from your friends…

Reflection: Student Learning Profile

Reflection without abusing the word

‘reflection’

• Research found that students do not have problem making appropriate judgments when ask to self-assess; mostly reliable & trustworthy; taking the task seriously & give honest interpretation of their work (Dylan and Black, 1998)

• However, students have difficulty to understand what is required of them.

• Therefore, sharing criteria, framework, requirements and clear learning objectives and goals are very very important

• Using authentic exemplary profiles to illustrate good practices

Reflection: Student Learning Profile

How could the NSS Curriculum help to achieve the goal of Whole Person Development?

Student Learning Profile

Senior Secondary

Student Learning Profile (SLP)

A key to future success……

Value &Attitude

Generic Skill

Building on Strengths of Basic Education: The Whole Curriculum Framework

(Coherence, Fullan)4 Core Subjects:

Chinese Language,English Language,

Mathematics,Liberal Studies

(45-55%)

2-3 Elective Subjects out of 20 subjects or out of courses in career-oriented studies

(20-30%)

Essential Learning Experiences

including moral and civic education, community service, aesthetic and

physical experiences and work-related experiences

(e.g. job attachment)

(15-35%)

P1- S3P1- S3

NSSNSS

Moral and Civic

Education

Intellectual Development

Community Service

Physical & Aesthetic

Development

Career-related Experiences

General Studies

15 – 35%20 – 30%45 – 55%

Career-oriented studies (alternative(s) to elective(s))

Other learning experiences (moral and civic education, community service, aesthetic and physical activities, career-related experiences)

2 or 3 elective subjects (chosen from a range of 20 elective subjects)

Chinese Language, English Language, Mathematics and Liberal Studies as core subjects for ALL students

Proposed NSS Curriculum

Issues in

Liberal Studies

Chinese

Language

English

Language

Other Learning

ExperiencesMathematics

X 1

X 2

X 3

Proposed NSS Curriculum

Why Other /Essential Learning Experiences Expected Outcomes of OLE

Whole Person Development ( 德、智、體、羣、美 )

Complement the examination subjects/ career-oriented studies

Building up life-long capacities: To nurture informed & responsible

citizenship

To respect for Plural values & Healthy living style

To develop career aspirations

Student Learning Profile

1) HK Diploma of Secondary Education

2) Career Oriented Studies

3) School Internal Assessment

4) Other Learning Experiences

5) Other Achievements gained outside schools

NSS Student Learning Profile

Senior Secondary Curriculum Guide in

mid 2006

Student Learning Profile

Reflects a concern for whole-person development

To motivate learning and engagement

To recognize non-academic achievements

To give employers and higher education institutions a more complete picture of the individual and his/her achievements

NSS Student Learning Profile

Other Learning Experiences

Other Learning Experiences

Student Learning Profile

Student Learning Profile

• Moral & Civic Education

• Physical Education

• Aesthetic Experiences

• Career-related Experiences

• Community Services

• Moral & Civic Education

• Physical Education

• Aesthetic Experiences

• Career-related Experiences

• Community Services

• Participation

• Achievements

• Reflections

• Attributes

• Participation

• Achievements

• Reflections

• Attributes

Participation (e.g. no. of hours, participating role)

Achievements gained (e.g. Prizes, awards, certificates,….)

Reflections (e.g. student log, short essays)

Attributes and Capabilities(e.g. leadership, social skills, … ) [a checklist to choose] + a qualitative remarks/ comment (overall)

SLP: Certification/ Final Report

HKEAA exams

COS

SLP final report

SLP at Systemic Level

Electronic system/ infra-structure run by

HKEAA/EMB

SS3 SS2 SS1

Achievements and awards

outside schools*

School-based SLP

Other Learning

Experiences

(PARA)

Internal results by subjects

Web-SAMS

Information validated by schools

Student

* Data provided by student. Student holds sole responsibility to provide evidence when requested.

schools

What are the success criteria of SLP? What is important? What is not?

Students understand and value SLP

Teachers value SLP

It is valued by parents

It is recognized by future employers and higher education institutions

The process needs to be truly reflective and self-evaluative driven by students

Re-structuring teachers’ space for effective dialogue with students

…

What are the success criteria of SLP? What is important? What is not?

Less Important Very Important

Student

Employers

Parent

Teacher

Universities

What is the longest distance in the world?

“The longest distance is the ‘gap’ between the curriculum imposed by

the state/ adults and what’s in a child’s mind!”

Time for our reflection?