Chapter V Assessment
5.5 Modes of assessment and demonstration of learning outcomes
Schools can use diversified modes to assess and demonstrate students’ learning outcomes to promote learning effectiveness and enhance the curriculum continuously. Below are some examples:
‧ Example 1:
Integrating Students’ Learning Experiences with Assessment In a Mainland exchange programme organised by schools, student participants can record their experiences on each day and present them in group sharing sessions at night. Teachers can give feedback and guidance based on students’ reflections. Throughout the whole course of learning and assessment, apart from reviewing their own experiences, students can understand the experiences and feelings of their peers. They can improve based on sharing of experiences and teachers’ feedback.
Teachers are also able to review the effectiveness of the learning activity and seek ways to enhance learning and teaching.
(After the Mainland exchange programmes, students can reflect on the learning activities of different sessions and write down their feelings and experiences, while teachers can give comments as positive feedback.)
Student’s feelings and experiences about the
‧ Example 2:
Integrating Project Learning with Assessment
Schools can arrange project learning activities on topics about the contemporary development and challenges of the country. Upon completion of the project, students can conduct a group presentation on their insights and understanding of the topic and provide positive feedback to other team members. Moreover, each team member can give comments and suggestions on the presentations by other groups, while feedback may be given by teachers to each group or individual students on their learning outcomes. Lastly, the learning outcomes of all groups can be presented to the whole school through appropriate means (e.g. bulletin boards and school websites).
(Students can provide positive feedback on one another’s performance in the course of project learning.)
Names of team members
Responsibility in the project
(e.g. selecting the topic, designing questions, leading/participating in discussion, analysing data and preparing the report)
Points worthy of appreciation and learning
(e.g. taking the initiative to prepare for learning, actively participating in discussions, and humbly listening to and accepting others’ opinions) 1.
‧ Example 3:
‧ Example 4:
Reflecting Students’ Learning Outcomes in Student Reports
Schools may ask class teachers to write down positive and encouraging remarks related to students’ personal development, conduct and attitudes on students’ report cards to inform parents of the learning outcomes of their children. Schools may arrange meetings with parents to hand out the report cards and allow parents to share with teachers the learning difficulties and needs of their children as well as their expectations of their children. In addition, teachers can arrange conferences and counselling for individual students to provide clear feedback to help them understand the directions for improvement and enhance their self-image.
(Based on students’ performance in the MNE subject, teachers may give positive and descriptive assessment feedback on students’ report cards.)
Name of student: XXX Secondary 1, Class X (student number) Moral and National Education
Learning Performance and Achievements (exemplars)
Eagerly help classmates and show concern for their feelings, showing care for others
Show concern for social and national issues and put forward personal analysis and views, demonstrating good civic qualities
Show responsibility and complete the work assigned by teachers on time
Treat people with modesty and courtesy
Show courage and perseverance in the face of difficulties and challenges in learning
Understanding the Learning Effectiveness by Self-assessment Questionnaire Schools should systematically record students’ progress in accordance with school contexts and needs. For example, they can select questionnaire items from
“APASO” for students to complete at the beginning and the end of each term.
Results of the comparison may provide a holistic understanding of the changes in certain aspects of students’ development and their perception of values in the school year. In addition, the school may add other parameters such as grade, gender, academic performance and conduct in analysing the data collected to deepen their understanding of their students from different perspectives. It also provides important reference for curriculum planning.
‧ Example 5:
Demonstrating Learning Outcomes with Learning Portfolios Schools can use learning portfolios to help students review their participation and feelings in different learning experiences so as to set directions for improvement.
Teachers should design diversified questions to inspire students’ thinking based on their learning experiences, e.g. recall the most impressive lessons/activities, review one’s participation in collaborative tasks, and set the learning objectives and strategies for the next stage.
Apart from writing, students can also express themselves in different forms, e.g.
drawings and mind maps. In addition, teachers can ask students to include meaningful materials in their learning portfolios, e.g. photos, drawings and homework, and provide elaboration to record their learning outcomes. In the preparation of the learning portfolios, students can improve themselves through reflection and grow through concluding their learning experiences.
Teachers can also observe the problems and needs of students in their learning portfolios. The portfolios serve as important reference for enhancing teaching as well as providing counselling and feedback for individualised learning.
Moreover, schools can collect and analyse the learning portfolios of different classes for holistic curriculum planning and reviewing the effectiveness of curriculum implementation.
(The following reflective questions can be incorporated into the learning portfolios by teachers to guide students’ reflection.)
What impressed you most in this learning activity?
What knowledge and skills did you acquire through this learning activity?
What inspiration did you get from this learning activity?
Are you satisfied with your performance in this learning activity?
How are you going to improve your learning performance?
“A reflective journal written by a student after visiting an elderly home”
“Today, we visited an elderly home to enhance our understanding of the life of the elderly. I have found that the elderly in fact are very talkative (cognitive knowledge increased). From my conversation with them, I fully realise that ‘the elderly are treasures in a family’ and we have a lot to learn from them (affection enhanced). I seldom care about my grandfather but today, I talked to an old man of about his age for almost 30 minutes. I have made up my mind to find an opportunity to chat with my grandfather tomorrow (thoughts put into action).”
‧ Example 6:
Assessment through Classroom Learning and Post-lesson Assignments When teachers guide students to discuss an issue in class, they can divide them into groups. Group representatives will take turns to report their viewpoints and arguments while other group representatives and the teacher will give feedback in various forms such as verbal and written feedback.
Verbal feedback and written feedback have their respective advantages.
Verbal feedback allows real-time interaction and exchange of views between the assessor and the assessed using simple procedures. Written feedback, being quite flexible, can be a completely open commentary without restrictions. The assessment criteria and assessment forms can either be designed by the teacher or by the whole class upon negotiation so that both the teacher and students can participate in the assessment.
Teachers can also encourage students to summarise and extend their learning with a wide variety of post-lesson assignments, e.g. short essays and reflective journals. The completed assignments can be assessed by the students themselves, their peers or teachers.
The MNE subject emphasises the nurture of values and attitudes as well as identity-building. Affective development is not easy to be quantified.
Teachers should use appropriate methods to facilitate student learning. They can respond to students’ feelings by giving comments to point out their merits and make suggestions for improvement. Teachers can also consider offering encouragement to students with stickers, stamps, maxims or poetry quotes to express their appreciation and recognition of students’ learning outcomes.