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Assessment

在文檔中 2 Curriculum Framework (頁 72-78)

Its purpose is to improve students’ learning during the learning process, rather than a platform for competition or rank ordering among students. Students need immediate feedback and information on what they have learned well and what they have not, in order to know what to concentrate on in their future

Observation:

Through observation teachers can get a general impression of a student’s performance, level of mastery of skills, learning habits and interpersonal skills.

Information collected can be helpful in improving the teaching strategy in relation to individual students. The following proforma for recording students’

performance in class is one of the many ways of documenting assessment through observation:

Notes to teachers: Please mark ”✔” to record good performances of students during the school term for assessment reference. Focal points of observation and assessment methods should be discussed and set according to the needs of learning and teaching.

Students’ Lesson Observation Form

N O P Q R S T U V N M

K K K K K

Class: Focal Points of Observation

Frequency No. Name

Asking constructive

questions

Giving concrete responses

Expressing feelings towards artworks

or peer’s presentation

Other outstanding performances

Test / Examination:

The use of tests or examinations is a common way to assess the knowledge of students and is useful when teachers want to test students’ responses to a problem with right/wrong answers. A more sophisticated examination may use problems of an analytical nature, which invite individual responses. These can be assessed against appropriate criteria. Tests or examinations can be delivered in a variety of formats such as the performance of a play or a music composition.

Performance/Presentation:

A performance/presentation shows the student’s level of attainment and effort in relation to a given task or problem. The range of possible tasks includes the creation of an artwork, art critiques, written or oral reports of an exhibition, a musical performance, musical composition, audio and video recordings, etc.

In the case of assessing students’ singing, the criteria could be based on intonation, rhythm, tone colour, tempo, diction, breathing, emotion, etc.

Portfolio:

A Portfolio provides evidence of students’ learning and progress over a period of time. Students can make a selection of work to illustrate their achievements.

This can be a combination of relevant materials in different formats, perhaps a selection of their best work. (See Exemplar VII for examples of students’

portfolios)

Project:

Students learn to work individually and quite often have to work as a team for a project. They have to define their objectives, search for relevant content and determine the approach of their project. This is an effective way of developing students’ generic competencies, e.g. study, collaboration and communication skills. Since an arts project usually involves different arts learning activities, a range of forms of assessment such as those listed in Exemplars VI & VII are needed.

Self/peer assessment:

This develops students’ autonomy and confidence by providing them with opportunities to make judgements on their own and others’ work. In the process, critical thinking is developed, which is an essential part of learning in the arts.

(See Exemplar IX on self and peer assessment in Visual Arts)

5.3 Formative Assessment

Formative assessment and summative assessment are the two main categories of assessment. Formative assessment informs learning and teaching. It refers to the collection of both formal and informal feedback with a view to improving students’ learning and assisting the teacher to plan the next step. For instance, the teacher may observe a class and note down the extent of a student’s participation and the quality of his/her performance. Formative assessment should also include an element of self-evaluation and of peer assessment. The purposes of formative assessment are to diagnose strengths and weaknesses and to improve students’ learning.

5.4 Summative Assessment

Summative assessment measures students’ attainment. It has the purpose of reporting students’ achievements over a certain period of time to parents, teachers, students and other interested parties. Teachers use summative assessment to report as fully as possible on students’ learning and achievement.

FORMATIVE ASSESSMENT

• ongoing evaluation of students’

performance and abilities during the l e a r n i n g p r o c e s s ( i n c l u d i n g knowledge, skills, strategies and attitudes)

• covering one or two Learning Targets/a few learning objectives

SUMMATIVE ASSESSMENT

• referring to the evaluation of the overall progress of students at important intervals such as the end of a school term or a school year

• covering a range of Learning Targets and objectives

5.5 Reporting

Report Card: Through a comprehensive report card system, both the quantity and quality of the student’s formal, informal and non-formal arts learning activities can be recorded. The following items might also be incorporated into the school’s current report card:

• awards, e.g. music festivals, art competitions, etc.;

• arts activities in school, e.g. drama club, school band, etc.;

• arts activities outside school, e.g. community choir, calligraphy class, etc.; and

• public examinations, e.g. Associated Board of the Royal School of Music, London College of Music, Trinity College of Music, etc.

Assessment criteria for the end of each Key Stage will be developed by the Education Department through case studies to be conducted in the near future.

Schools will be encouraged to adjust the criteria according to their own context.

See Internal Assessments Guidebook (Education Department, 2002) for more examples on assessment in Music and Visual Arts for primary schools.

在文檔中 2 Curriculum Framework (頁 72-78)

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