提升倫理與宗教科評估素養工作坊：

(1)

提升倫理與宗教科評估素養工作坊：

設計及批改進展性與總結性評估的技巧（新辦）

SS Curriculum and Assessment for the Ethics and Religious Studies Curriculum Ethics and Religious Studies Curriculum Enhancement of Assessment Literacy:

Designing and Marking of Formative and

(2)

Alignment of expectations Alignment of expectations

• What do you expect

– to get g

– to involve

to contribute

– to contribute

– to adapt

(3)

From From

Teacher: John, what do you call a person who keeps on talking a person who keeps on talking when people are no longer

when people are no longer

interested?

(4)

Woman: You are not allowed to use the sprinkler system to keep your audience sprinkler system to keep your audience awake.

Man: What else can I use?

(5)

What is meant by What is meant by

• Assessment of learning

• Assessment for learning

A t l i

• Assessment as learning

(6)

以下項目屬於哪一類?

AoL, AfL AaL

1. 學校統測 2 家課

PollEv.com/ericyip552

2. 家課

3. 學習歷程檔的自我反思 4. DSE

5 口頭提問 5. 口頭提問

6. Faiths in Action

7. 網上練習(是非題)

(7)

(8)

(9)

(10)

Traditional polling Traditional polling

• Drilling rate?

• Where do you get your questions? Where do you get your questions?

• How can you be sure that your students b fit f ki d f db k?

benefit from your marking and feedback?

(11)

Hands on experience Hands on experience

• Mark these scripts in you usual way

(12)

• 2009年，一位著名的英國指揮家與妻子在 2009年位著名的英國指揮家與妻子在瑞士一家診所的幫助下進行安樂死。夫婦享受了54年美滿的婚姻生活據報道，85 享受了54年美滿的婚姻生活。據報道，85 歲的指揮家幾乎失明及失聰，日常生活由

妻子照顧除此之外他沒有其他健康問

妻子照顧，除此之外，他沒有其他健康問題。他們發現74歲的妻子患上末期癌症，

而因為該指揮家不願意獨自活下去，於是他們決定一起了結生命。

他們決定起了結生命

• 你贊成這對夫婦的決定嗎？從倫理學的角度提出理據支持你的答案。(20分)

度提出理據支持你的答案 ( 分)

(13)

• 8 生存與死亡 8 生存與死亡

• 本題目主要測驗考生對生存與死亡的理解。

討論的重點可包括是否接受安樂死的理

討論的重點可包括：是否接受安樂死的理

據，該指揮家在健康而沒有生命的危險之

下決定接受安樂死是否道德？

(14)

• Q8 Q8 64% 64% 表現令人滿意。表現令人滿意

• 考生對安樂死課題有認識，但討論較為表

面部分考生並沒有理會指揮家夫婦的特

面，部分考生並沒有理會指揮家夫婦的特殊處境及情況，只作一般普遍的討論和分析。

• 考生大多只從後果論作分析，而少從生命

的意義、價值論等其他方面作探討。

(15)

Marking experience Marking experience

1. Evaluate and share in groups the performance of students.

p

2. How fast can you mark?

3 N ll h ll i d i

3. Normally, how well received is your

feedback?

(16)

On a test review day

On a test review day…

• What do student do after receiving their g paper?

• How is the review

• How is the review session?

• Do they repeat the

mistake in the next

assessment?

(17)

What is the message of this

picture?

(18)

See Matters See Matters

from Different Perspectives

(19)

To whom is this poster speaking?

(20)

Experience sharing

(21)

倫宗科文憑試長題目

1 規範倫理學理論 1 規範倫理學理論

審視自己的論証

改寫以提升論証 1. 規範倫理學理論

2. 應用倫理學理論 1. 規範倫理學理論 2. 應用倫理學理論

反駁論証

評鑑他人的論証評論

道德論証 3. 時事認知

4 思辨能力(歸納 3. 時事認知

4 思辨能力(歸納

抒情文

表達看法的文章建立論証

評論 4. 思辨能力(歸納,

演繹…)

5 建立論點的能力 4. 思辨能力(歸納,

演繹…)

5 建立論點的能力

記敘文

描述性文章抒情文

理解他人建立的道德論証

5. 建立論點的能力 6. 文字表達的能力 5. 建立論點的能力 6. 文字表達的能力

記敘文理解他人建立的道德論証

(22)

Essence of a Written Argument and Common Weaknesses

• 表達立場

• 定義/理論

• 但你手上的答卷/

貴學生的答卷做

• 抽取及引用個案的重要元素

貴學生的答卷做到了左面的要求

要元素嗎?

• 準確地運用定義/理論演繹說明(細緻但不過

嗎?

• 有哪些常見的不

• 演繹說明(細緻但不過度)

附以論據

• 有哪些常見的不足?

• 附以論據

• 段內連貫 • 與組內同工分享

分擔一下

分擔一下…

(23)

Essence of a Written Argument and Common Weaknesses

Ill i l hi ki

• 表達立場

• 定義/理論

• Illogical thinking

• Over-interpretation

• Mis-concepts

• 抽取及引用個案的重要元素

Mis concepts

• Irrelevant example

• Misinterpretation of keywords

要元素

• 準確地運用定義/理論演繹說明(細緻但不過

in questions (eg. compare and contrast)

• Superficial answer overlooking

• 演繹說明(細緻但不過度)

Superficial answer overlooking case details

• Repetitive answers

(24)

Suggested Strategies Suggested Strategies

Ill i l thi ki

• Mis-concepts

• What to do to tackle the weaknesses at the left?

•How to make good use of Mis concepts

g

the paper you have marked 1 hour ago?

Bear in mind:

in questions (eg. compare and contrast)

Student perspective vs teacher perspective

AoL, AfL and AaL are Superficial answer overlooking

case details

W k li k b

not mutually exclusive

Infuse as much activities as possible

• Weak or no linkage between sentences in a paragraph

• Weak organization

because…

g

(25)

(26)

Suggested Strategies Suggested Strategies

Ill i l thi ki

• Mis-conceptsMis concepts

• Misinterpretation of keywords in questions (eg. compare and contrast)

• Superficial answer without in-Superficial answer without in depth elaboration

W k li k b

• Weak organizationg

(27)

Hands on experience Hands on experience

• Preparation time 15 mins

– 3 min reflection and own design g – 3 min share in pair

3 min group dynamics polish to make ONE – 3 min group dynamics, polish to make ONE

suggestion

3 i h t th f f th

– 3 min change to another group for further

(28)

Suggested Strategies Suggested Strategies

Ill i l thi ki

• Mis-conceptsMis concepts

• Misinterpretation of keywords in questions (eg. compare and contrast)

• Superficial answer without in-Superficial answer without in depth elaboration

W k li k b

• Weak organizationg

(29)

How to convert our classwork / homework to fulfill these “common”

homework to fulfill these common criteria?

• Appropriate difficulties

• Appropriate volume

• Meaningful work

• Interesting task

• Challenging task

(30)

Suggested Strategies Suggested Strategies

Ill i l thi ki

• Mis-concepts

•Games on identifying details of a picture / text

•Participate in or watch a Mis concepts

p debate

•Frayer model

•Lengthening and in questions (eg. compare and

contrast)

Lengthening and shortening a speech

•Connecting dots (ideas) to form a big picture

Superficial answer overlooking case details

W k li k b

form a big picture

•Peer marking and giving feedback

Rotation of student work

• Weak organization

•Rotation of student work to collect comments

•Concept mapping g

• Lack of originality •Choosing the most

(31)

The Frayer Model, best for clarifying concepts

(32)

Example of a t ti id li

presentation guideline

(33)

Outline for presentation and

Outline for presentation and…

• 倫理議題

• 該議題之背景/現況

• 相關人物/持份者/角度支持或反對/爭取/呼籲

• 該議題有何重要性/爭甚麼議性

關注甚麼

• 合乎道德/支持理據議性

• 該議題涉及倫宗科哪些學習單元?

• 個人立場

• 有些人的看法

些學習單元? • 有些人的看法

(34)

Tactics for initiating student led presentation

• Grouping decided by teacher or by students?

• Group size?

G id li ?

• Guideline?

• Topics chosen by self or assigned by op cs c ose by se o ass g ed by teacher?

Ho to promote interaction?

• How to promote interaction?

• Who and how to evaluate?

(35)

以下是你的學生的表現以下是你的學生的表現

• 考生對安樂死課題有認識，但討論較為表考生對安樂死課題有認識但討論較為表面，部分考生並沒有理會指揮家夫婦的特

殊處境及情況，只作般普遍的討論和分

殊處境及情況，只作一般普遍的討論和分析。

• 考生大多只從後果論作分析，而少從生命

(36)

如何透過刪減細節/增加細節/變奏以達如何透過刪減細節增加細節變奏以達到以評估促進學習的目的?

2013 DSE 2013 DSE

Q5 2012年6，報章報導一名16歲少女因為遭到感情挫折而嘗試自殺。她與男友爭執後，在家中開煤氣企圖自殺，期間獲救送

後在家中開煤氣企圖自殺期間獲救送

院檢驗。

試從倫理學的角度評論上述少女的行為。

(37)

Backwash effect: nurturing skills for DSE through classroom learning activities

through classroom learning activities

(38)

• 大埔道早上發生奪命車禍，一輛雙層九巴與私家車迎頭相撞

釀10人受傷其中私家車

，釀10人受傷，其中私家車司機傷重不治，現場交通一度封閉。

封閉。

• 事發早上7時許，一輛81號線九巴沿大埔道入沙田，途至六九巴沿大埔道入沙田途至六合村對開時，與一輛白色私家車迎頭相撞，私家車180度打轉撞向九巴右邊車尾，兩車嚴重損毀，九巴上9名乘客受輕傷 20歲私家車司機重傷被傷，20歲私家車司機重傷被困，由消防員協助救出，惟送院搶救後證實不治。

院搶救後證實不治

• 警方正封鎖現場調查，大埔道來回線嚴重擠塞。

來回線嚴重擠塞

(39)

A game on text and picture

detail

(40)

排序排序

• 出卷

選教材

• 改卷

• 選教材改家課

做進度表

• 改家課

講解家課表現

• 做進度表做家課

• 講解家課表現講解考試表現

• 做家課

• 上課

• 講解考試表現

• 開檢討會

• 上課 • 開檢討會

• 設計教學活動

(41)

(42)

Who wants to change?

(43)

• Matthew 7 “13 Enter by the narrow gate; for the gate is

id d th i b d th t l d t d t ti d

wide, and the way is broad that leads to destruction, and many are those who enter by it. 14 For the gate is small, and the way is narrow that leads to life and few are

and the way is narrow that leads to life, and few are those who find it.”

The options The options

1. Two gates – small and wide g

2. Two paths – narrow and broad

3. Two groups – few and many

(44)

(45)

Reference and Acknowledgement

W k h S i f S h l L d N A d i

• Workshop Series for School Leaders on New Academic Structure (SLW) 2013新學制學校領導工作坊系列 2013

• 宣道會陳朱素華紀念中學廖亞全校長, 香港教育學院莫慕貞教授“新學宣道會陳朱素華紀念中學廖亞全校長, 香港教育學院莫慕貞教授新學制下學校評估文化的改革”

提升倫理與宗教科評估素養工作坊：