Adapted from : Ontario. Ministry of Education. (2010). Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools. Toronto: Author. [p.32]
Promoting Assessment for / as Learning
• Equipping students with the skills and
strategies through targeted instruction and guidance
• Providing quality feedback that helps students progress further
• Engaging students in self‐reflection & letting them keep track of their own learning
Where are the students going?
• Identifying learning goals and assessment criteria
• Using examples & models of strong & weak work
Where are the students now?
Goal What do the students need to do in order to get there?
• Understanding students’ learning performance through a variety of assessment activities, e.g. self-, peer-, teacher assessment
Adapted from: Chappius, J. (2009). Seven Strategies of Assessment for Learning. Canada: Pearson Education.
56
Promoting Assessment for / as Learning
• Equipping students with the skills and
strategies through targeted instruction and guidance
• Providing quality feedback that helps students progress further
• Engaging students in self‐reflection & letting them keep track of their own learning
Where are the students going?
• Identifying learning goals and assessment criteria
• Using examples & models of strong & weak work
Where are the students now?
Goal What do the students need to do in order to get there?
• Understanding students’ learning performance through a variety of assessment activities, e.g. self-, peer-, teacher assessment
Adapted from: Chappius, J. (2009). Seven Strategies of Assessment for Learning. Canada: Pearson Education.
57
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
58
Identifying learning objectives / goals and assessment criteria
with reference to the LPF
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
Where are the students now?
Developing Task-specific Assessment Forms
Understanding students’ writing performance through a variety of assessment activities (e.g.
self-, peer-, teacher assessment)
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
Where are the students going?
An Example
Writing an Imaginative Story
• Understanding students’ performance in their 1st drafts
• Collecting data from students’ self‐
/peer‐assessment forms
• Teaching the learning strategies to help students write with supporting details
Collecting Assessment Data
Process Writing
• Adjusting the learning goal / objective for the 2nddraft, i.e. writing with
supporting details
Adapted from : Ontario. Ministry of Education. (2010). Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools. Toronto: Author. [p.32]
Promoting Assessment for / as Learning
• Equipping students with the skills and
strategies through targeted instruction and guidance
• Providing quality feedback that helps students progress further
• Engaging students in self‐reflection & letting them keep track of their own learning
Where are the students going?
• Identifying learning goals and assessment criteria
• Using examples & models of strong & weak work
Where are the students now?
Goal What do the students need to do in order to get there?
• Understanding students’ learning performance through a variety of assessment activities, e.g. self-, peer-, teacher assessment
Adapted from: Chappius, J. (2009). Seven Strategies of Assessment for Learning. Canada: Pearson Education.
60
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
Where are the students going?
Providing reference points for the assessment criteria using models of good work
Teachers’ Role
One afternoon, my best friend, Jane, and I left school and saw this catchy poster “Coca Cola! Buy one get one free!” outside the nearby fast food shop. Jane and I decided to try it together. Jane wondered,
“It smelt like medicine!” “Oh, it’s the new taste, cherry coke!”
explained the shopkeeper. We had a funny feeling. The drink was dancing inside our stomach! Our adventure started after we had finished the drink which I never thought I would try!
An Invisible Adventure with my Friend
52
using adjectives
1
using relative clauses (who / which / that)
2
using figurative language (e.g. simile, metaphor, personification)
3
using prepositional phrase
4
Adapted from : Ontario. Ministry of Education. (2010). Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools. Toronto: Author. [p.32]
Promoting Assessment for / as Learning
• Equipping students with the skills and
strategies through targeted instruction and guidance
• Providing quality feedback that helps students progress further
• Engaging students in self‐reflection & letting them keep track of their own learning
Where are the students going?
Where are the students now?
Goal What do the students need to do in order to get there?
• Understanding students’ learning performance through a variety of assessment activities, e.g. self-, peer-, teacher assessment
Adapted from: Chappius, J. (2009). Seven Strategies of Assessment for Learning. Canada: Pearson Education.
62
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
It was a school day. I paid attention in the lessons as I always did. At recess time, I went to the tuck shop and bought myself some snacks as usual. However, something happened. My classmate, Jacky, whispered in my ears, “You don’t have to buy snacks today, you can have this!” I opened the package and found that it was a fortune cookie!
I found a note “Close your eyes and make a wish!”
The Magical Fortune Cookie
using adjectives
Equipping students with the skills and strategies through targeted instruction
using prepositional phrase
using figurative language (e.g. simile, metaphor, personification) using relative clauses (who / which / that)
Teachers’ Role
What do the students need to do in order to get there?
Activity 5 (Post-writing)
Improve the following paragraph by applying the strategies above.
1 2 3 4
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
using adjectives
Equipping students with the skills and strategies through targeted instruction
using prepositional phrase
using figurative language (e.g. simile, metaphor, personification) using relative clauses (who / which / that)
What do the students need to do in order to get there?
Activity 5 (Post-writing)
Improve the following paragraph by applying the strategies above.
It was a usual school day. I paid good attention in the lessons as I always did. At recess time, I went to the tuck shop and bought myself some snacks as usual. However, something unusual happened. My classmate, Jacky, who is a shy cunning fox, whispered in my ears, “You don’t have to buy snacks today, you can have this!” I opened the package and found that it was a fortune cookie! I found note inside the cookie, “Close your eyes and make a wish!”
The Magical Fortune Cookie Teachers’ Role
55
1 2 3 4
66