Issue-based learning
D. Assessment in schools
A number of assessment modes can be used in the learning and teaching of A-Level Biology.
Teachers should have well-thought-out plans on how to assess students’ achievements and make full use of various learning and teaching activities to carry out assessment. Teachers should let students know how they will be assessed.
1. Paper-and-pencil tests
Paper-and-pencil tests have been widely employed as the major methods of assessment within schools. However, the prolonged reliance on this type of assessment would have a narrowing effect on learning. Teachers should avoid testing only basic information recall and should try to construct test items that assess the understanding of concepts, problem-solving abilities and higher order thinking skills. Incorporation of open-ended questions in tests and examinations could help evaluating students’ creative and critical thinking skills.
Example:
In Section 3 Genetics and Evolution, the following question can be set:
“Discuss the impacts brought by the Human Genome Project.”
When answering the question, students might:
consider the scientific facts and concepts of the Human Genome Project;
evaluate the potential benefits and hazards;
evaluate the associated ethical and social issues; and
make personal judgement.
Their critical thinking skills could thus be developed and assessed.
Teachers should analyse students’ performance in tests and examinations, and use the
information for future planning as well as helping students to identify what or where their
strengths and weaknesses are.
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2. Oral questioning
Oral questioning can provide teachers with specific information on how the students think in certain situations. Students’ responses often provide clues to their strengths, weaknesses, misunderstanding, level of understanding, interests, attitudes and abilities. Teachers are encouraged to use a wide range of questions, from fact finding, problem posing, reason seeking, to those that promote higher levels of thinking, and allow for a variety of acceptable responses. Teachers should allow time for students to respond and listen carefully to their responses. Questions or problems, based on information which is unfamiliar to students, could be set. Such questions can assess students’ abilities to apply principles and concepts they learned to a novel situation in a logical and deductive manner.
Example:
In Section 5 Human Activities and the Environment, teacher could ask students,
“Based on what you know about the renewable and non-renewable resources, what resources do you think are becoming limiting?”
“What would happen in ten years’ time if we do not take any measure to control the human population now?”
3. Observation
While students are working in groups or individually, teachers could take the opportunity to observe and note various aspects of students’ learning. Teachers should keep brief anecdotal records and use such information for making further judgements about students’ learning.
Some suggested aspects that teachers could focus on during observation include:
In practical sessions
how students organise their practical work
the use of equipment and apparatus
the safety measures and precautions taken
the activities preferred
how students collect, record and interpret data
the interaction among students
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In other situations such as group discussions or presentations
the strategies students take to solve problems
how students listen to, negotiate and compromise with others
their attitudes to work, e.g. perseverance, organisation, independence, willingness to address difficulties
4. Project work
Project work, a powerful learning and teaching strategy as well as assessment strategy, promotes self-directed, self-regulated and self-reflecting learning. It provides ample opportunities for students to apply what they have learned, and employ various skills and thinking processes such as identifying problems, formulating hypotheses, designing and implementing strategies and evaluation. It also provides a real context to authentically assess students’ achievement in a variety of generic skills, e.g. student’s creativity, communication skills, collaboration skills, willingness to share, to listen, and problem-solving abilities. Teachers can make use of the suggested project work listed in the Possible learning and teaching activities column of each section, and develop appropriate criteria to assess the ideas being formed, skills being developed, and values and attitudes being demonstrated by students during the process of doing project work.
5. Assignment
The assignment, widely used in the learning and teaching processes, is a good tool of formative assessment as it continuously reflects students’ efforts, achievements, strengths and weaknesses. A variety of assignment tasks should be designed to allow students to express their thoughts, ideas, creativity and originality upon their understanding of concepts. These include exercises, essays, laboratory reports, poster or leaflet design, and model construction.
The assignment tasks should be aligned with the learning objectives, instructional strategies and learning activities. Specific comments, feedback and suggestions for improvement should be given to inform students of their progress.
Teachers can ask students to select a topic of interest for searching information. Students are
required to summarise their findings and devise their own ways to present their work, e.g. role
play, essay, poster design. Teachers should take note of how students organise the materials,
the language used, the breadth and depth of the treatment, and the clarity of concepts. As a
means of evaluation, assignment can also reflect the effectiveness of teaching, and provide
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feedback upon which teachers can set further targets for students, and make appropriate adjustments in their teaching.
6. Practical work and scientific investigation
Practical work, an essential element in the study of biology, provides a meaningful context for students to apply their knowledge and skills. It offers students hands-on experiences to explore or investigate, and opportunities to show their resourcefulness, interest, ingenuity, originality, creativity, appreciation and perseverance. Teachers can use appropriate criteria and standards to assess students’ scientific knowledge, as well as application of the scientific method, ability to handle data, awareness of safety, interest and enthusiasm in the work being done. Students’ written laboratory or investigation reports can serve as an effective means of assessing students’ performance in scientific activities and provide a more complete picture about student learning.
The Teacher Assessment Scheme of practical work, compulsory for all school candidates, is an ongoing assessment process for the development of students’ practical skills. It also provides valuable information and feedback to the learning and teaching cycle. It should not be treated solely as an examination instrument for generating marks and grades. Teachers should refer to the regulations, guidelines, methods and criteria of assessment, given in the Handbook for A-Level Biology Teacher Assessment Scheme issued by the Hong Kong Examinations Authority.
7. Concept mapping
Concept mapping is an effective way of allowing students to think aloud and actively make sense of what they have learned, linking up related concepts. Concept maps are useful in providing teachers and students with an understanding of prior knowledge, and the conceptual gains that are made during a unit of study.
Example:
In 4.3.2 Energy flow and nutrient cycling, teachers could ask students to
brainstorm ideas in the mind,
write down what they know about sources of nutrients, types of nutrients, processes of change of nutrients and forms of nutrients in organisms,
use a concept map to relate these ideas.
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Teachers can then use the concept maps constructed as a starting point for discussion and teaching. The maps are then revised and refined throughout the learning process and used as a tool to clarify and organise the concepts formed.
8. Portfolio
Portfolio assessment is a way of documenting students’ learning and keeping records of students’ work as they progress throughout the year. It aims to show the continuous effort of the students. Samples of student work should be collected at regular intervals and dated, forming a cumulative file. A student’s work folder provides evidence of student achievement of specified competencies, and information on the level of understanding, the logical thinking processes, and the need for remediation, consolidation or extension work. It also allows students to discuss their achievements and difficulties with their teachers, parents and fellow students. Laboratory reports, biological drawings, newspaper cuttings, concept maps, projects, exercises and written assignments could all be included in the portfolio to document changes in breadth and depth of students’ understanding.
9. Computer-based assessment
Computer-based assessment is a tool that promotes self-directed and self-reflecting learning.
The use of computer programmes enables students to choose among a question bank, and assess what they have learned throughout the learning and teaching processes. The computer-marked assessment on screen allows students to make decisions at their own pace and in the comfort of privacy. Students can gain an instant feedback on whether the choices were the best ones, and why other choices were not so good or entirely wrong, and learn from their mistakes.
The modes of assessment suggested above are by no means exhaustive. All assessment data
collected should be treated as valuable information and contribute to the improvement of
learning and teaching. Adopting a combination of assessment modes enables teachers to
build up a comprehensive picture of students’ achievements. Teachers should explore other
assessment opportunities to best suit the needs of their schools and students.
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