did not do well Learning Goals Proposed actions

In my writing, I have problems using:

• correct subject-verb agreement; and

• correct tenses.

In my stories, I am weak in:

• creating interesting beginnings;

• writing interesting dialogues; and

• including a message or a theme.

Short-term goal 1

• to improve the subject-verb agreement in my writing

• to study relevant grammar notes

Short-term goal 2

• to create more interesting stories

• to read more stories and try to learn the ways to create more interesting stories

Long-term goal 1

• to get a higher mark in my writing

assignments

• to include good ideas and write grammatically correct sentences in my writing

Long-term goal 2

Sample A

Worksheet III

Activity 2: Revision of Learning Goals and Proposed Actions (with feedback from the teacher)

In this activity, I will

• read the feedback and suggestions from my teacher and revise my learning goals and proposed actions.

Feedback /suggestions from my teacher

1. Finalised learning goals and proposed actions

Learning Goals Proposed actions Self-reflection* Further Action Short-term

goal 1

Short-term goal 2

Complete the parts on self-reflection and further action during the learning process.

Learning Goals Proposed actions Self-reflection* Further Action Long-term

goal 1

Long-term goal 2

Complete the parts on self-reflection and further action by __________ (the proposed date in Worksheet II).

Activity 2: Revision of Learning Goals and Proposed Actions (with feedback from the teacher)

In this activity, I will

• read the feedback and suggestions from my teacher and revise my learning goals and proposed actions.

You can summarise your problems quite accurately. Well done!

Your short-term goal to improve subject-verb agreement is specific enough.

Have you established the habit to proofread your work after you have

finished writing? You can try proofreading your writing assignment to check subject-verb agreement.

Your long-term goal is too general. Your proposed action to include good ideas and grammatically correct sentences will be difficult to attain at this stage.

Instead of aiming to create more interesting stories all at once, you can first focus on creating more interesting beginnings. This can be a long-term goal as it takes more time to achieve.

You can find out how writers create interesting beginnings by reading more stories and focussing on the techniques writers use to begin their stories. For the time being, you can try beginning your stories with a mystery, a problem or a question to capture the attention of the reader.

Feedback /suggestions from my teacher

Sample A

Sample B

2. Finalised learning goals and proposed actions

Learning Goals Proposed actions Self-reflection* Further Action Short-term

goal 1

• to improve subject- verb agreement in my writing

• to study relevant grammar notes

• to proofread twice every writing

assignment and check

subject-verb agreement

• I found that I need to pay attention to some special cases.

For example, I should use the singular form of a verb after ‘the number of people’

and the plural form after ‘a number of people’.

• I proofread my writing twice and could spot a few mistakes and correct them. This is helpful.

• I should focus more on some ‘tricky’

nouns such as

‘equipment’ and

‘furniture’ that are always followed by the singular form of a verb.

Short-term goal 2

Complete the parts on self-reflection and further action during the learning process.

Learning Goals Proposed actions Self-reflection* Further Action Long-term

goal 1

• to create more interesting beginnings in my stories

• to read more stories and find out how writers create

interesting beginnings

• to try new ways of beginning my stories (e.g.

starting with a mystery, a problem or a question to capture the attention of a reader)

• When I read, I have paid more attention to different ways of starting a story. My list of ‘new ways to start a story’ helps me think more creatively.

• I was able to get good comments on the beginnings of my stories, but I seem to be using the same techniques all the time.

• I will continue to read more stories (two per week) to explore more different ways to begin my stories.

• When I read new stories, I can think of alternative

beginnings for them.

• I will also practise writing stories on my own. Practice makes perfect.

Long-term goal 2

Complete the parts on self-reflection and further action by __________ (the proposed date in Worksheet II).

Worksheet IV

Activity 4: Overall Self-evaluation In this activity, I will

• evaluate the overall attainment of my learning goals and the effectiveness of the proposed actions in attaining the goals by the date proposed in Worksheet II;

• reflect on the overall effectiveness of my plan to improve writing skills; and

• plan for the next stage.

1. How well did I accomplish the short-term and long-term goals and the proposed actions I set for myself?

___________________________________________________________________________

2. What problems did I encounter in the process and how did I overcome them?

___________________________________________________________________________

3. List three ways I think I have developed or grown as a result of this plan for improving writing skills?

___________________________________________________________________________

4. What am I still not sure about?

___________________________________________________________________________

5. What am I going to work on or improve next?

___________________________________________________________________________

6. Response from my teacher:

An overview of the key considerations among assessment of, for and as learning

Summative Assessment Formative Assessment

Assessment of Learning Assessment for Learning Assessment as Learning Gradual increase of learner responsibility

Teacher-centred student-centred Purposes and

objectives

 To assess learners’ achievement against set learning goals and standards

 To enable teachers to use information about learners’

knowledge, understanding and skills to inform their teaching and

enhance students’ learning

 To involve learners in the learning process where they monitor their own progress, ask questions and practise learning strategies

 To enable learners to use self-evaluation and teachers’ feedback to reflect on and

consolidate their own learning and work towards the set personal learning goals Use of

assessment data

 For selection, placement, promotion and awarding qualifications

 For providing information to facilitate teachers’ instructional decisions

 For providing feedback and suggestions to help learners make improvement

 For learners’ self-monitoring, self-correction, making self-improvement and adjusting personal learning goals

 For informing learners of their strengths and weaknesses Reference

points

 External standards and expectations

 Performance of other candidates

 Set teaching objectives and expected learning outcomes

 Personal goals and expectations Modes  Pen and paper tests and examinations

 Practical exams

 Observations / assignments / self-evaluation forms

 Self-access and self-directed learning tasks

在文檔中 Supplementary Notes 3 Promoting assessment (頁 34-44)