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The point of assessment in education is to advance learning, not to merely audit absorption of facts.
Why do we assess?Thinking about assessment
How do we assess?What do we assess?
1.2.3.
Assessment
Purpose
Mode
Characteristics
Objects(What is
assessed?)
Assessment
Purpose(formative / summative)
Mode
Characteristics
Objects(What is
assessed?)
Evaluation of teachers, institutions, curricula
Grading
Selection
Diagnosis
Prediction
Guidance
Concepts & Procedures
Mathematical Processes
Problem Solving
Reasoning
Communication
Disposition
knowledge
comprehensionapplication
analysis
synthesis
evaluation
Items
Occasions
Procedures & Circumstances
Judging & Recording
Reporting
writtenoral
practical
aural
options chosen / free responses
investigations
projects
portfolios
coursework
continuous
discrete
timed
tools allowed
open book
take homegroup work
norm-referencedcriterion-referenced
Validity
ReliabilityUsability practicality
equity
Assessment
Purpose(formative / summative)
Evaluation of teachers, institutions, curricula
Grading
Selection
Diagnosis
Prediction
Guidance
Assessment
Mode
Items
Occasions
Procedures & Circumstances
Judging & Recording
Reporting
written
oral practical
aural
options chosen / free responses
investigations
projectsportfolios
coursework
continuous
discrete
timed
tools allowed
open book
take home
group work
norm-referencedcriterion-referenced
Assessment
Objects(What is
assessed?)
Concepts & Procedures
Mathematical Processes
Problem Solving
Reasoning
Communication
Disposition
knowledge
comprehensionapplication
analysis
synthesis
evaluation
levels of cognition (e.g. Bloom's Taxonomy)
see e.g. Process Standards from NCTMOverview: Standards for School Mathematics
Bloom's Taxonomy - Google Search
http://standards.nctm.org/document/chapter3/index.htm
Assessment
Characteristics
Validity
Reliability
Usability
practicality
equity
Framework of School Assessment Practices
Formative Assessmentinforms learning and teaching
Summative Assessmentmeasure attainment
Learning &
Teaching
Process
Internal
Assessments
External
Assessments
http://www.emb.gov.hk/index.aspx?langno=1&nodeID=2410http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2410
EDB - Assessment for Learning
Learning and Teaching Process Internal Assessments External Assessments
Sharing learning objectives with students
Effective questioning (e.g. wait / pause time, a variety of question types – open / closed questions, content-centred to student-centred)
Observation (e.g. body language, facial expression)
Peer learning (e.g. listening and reflecting on other students’ answers in whole class setting)
Effective feedback (e.g. clear advice for improvement / reinforcement)
Active involvement of students in their own learning
Raising students’ self-esteem
Diversity Different modes of
assessment (e.g. pen and paper tests, classroom observations, assessment for learning resource bank (web-based assessment), projects, portfolio) to match learning objectives and processes
Different parties (e.g. self / peer / teachers / parents)
Different strategies to assess the quality of learning (e.g. setting assessments that are both challenging and suitable for students’ competence)
Tests which are used diagnostically to inform learning and teaching (e.g. spelling, comprehension, Maths tests)
Opportunities for students to learn and exhibit their progress and achievement in learning rather than compare marks with others
Tests / examinations which are used to assign grades or levels (e.g. end of school term / year)
Recording For tracking students’
learning progress Reporting
Qualitative feedback, reducing reliance on grades and marks
Territory-wide System Assessment (formerly known as Basic Competency Assessment System Assessment) of Chinese, English and Mathematics
Hong Kong Attainment Test (at schools’ discretion to use these tests for assessing students’ performance)
A FRAMEWORK OF SCHOOL ASSESSMENT PRACTICES
FORMATIVE ASSESSMENT
(informs learning and teaching) Leads to
more successful results
SUMMATIVE ASSESSMENT
(measures attainment)
Feedback Loop (Adapted from Shirley C larke)
(Updated 22 Dec 2003) http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2410
http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2410
Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003). Assessment for Learning: Putting it into Practice. Maidenhead: Open University Press
Black, P. and Wiliam, D. (1998a) Assessment and classroom learning. Assessment in Education, 5( 1): 7-71.http://library.hku.hk/record=b1966404
Black, P. and Wiliam, D. (1998b) Inside the Black Box: Raising Standards through Classroom Assessment. London: School of Education, King's College. See also Phi Delta Kappan, 80( 2): 139-48.http://library.hku.hk/record=b1399986
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Assessment and classroom learningPaul Black; Dylan WiliamAssessment in Education; Mar 1998; 5, 1; Academic Research Librarypg. 7
Inside the Black BoxRaising Standards Through Classroom Assessment
By PAUL BLACK ANDDYLAl'" \VILIAM
Finn evidence shows thatformative assessment is 011essC11tialCOmpOllellt ofclassroom worl.' andthat itsdevelopment can raisestandards ofachieve1l1C11t, Afr.Black and llfr. lViliam point01lt. Indeed, they k,l0W of110otherway ofraising stOlldardsfor which such a strongprimafacie case COIl be made.
RAISING the standards oflearn·ing that are achieved throughschooling is an important nation-al priority. In recent years, gOY·emments throughout the world
have been more and more vigorous in mak-ing changes in pursuit of this aim. Nation-al, state. and district standards; target sel-ting; enhanced programs for the externaltesting ofstudents' performance; surveyssuch as NAEP (National Assessment ofEducational Progress) andTIMSS (ThirdInternational Mathematics and ScienceStudy); initiatives to improve school plan-
PAUL BLACK is professor emeritus in theSchoolo/Education, King's College. London.where DYLANW/UAM is head ofschool andprofessor 0/educational assessment.
Illustration byA. J. Garces OcrOBER 1998 139
http://library.hku.hk/record=b3859574
A Poverty of Practice (Black & Wiliam, 1988b)
The most important difficulties with assessment revolve around 3 issues.
The tests used by teachers encourage rote and superficial learning even when teachers say they want to develop understanding; many teachers seem unaware of the inconsistency.
effective learning
The questions and other methods teachers use are not shared with other teachers in the same school, and they are not critically reviewed in relation to what they actually assess.For primary teachers particularly, there is a tendency to emphasize quantity and presentation of work and to neglect its quality in relation to learning.
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negative impactThe giving of marks and the grading function are overemphasized, while the giving of useful advice and the learning function are underemphasized.Approaches are used in which pupils are compared with one another, the prime purpose of which seems to them to be competition rather than personal improvement; in consequence, assessment feedback teaches low-achieving pupils that they lack "ability", causing them to come to believe that they are not able to learn.
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A Poverty of Practice (Black & Wiliam, 1988b)
The most important difficulties with assessment revolve around 3 issues.
A Poverty of Practice (Black & Wiliam, 1988b)
The most important difficulties with assessment revolve around 3 issues.
managerial role of assessmentsTeachers' feedback to pupils seems to serve social and managerial functions, often at the expense of the learning function.Teachers are often able to predict pupils' results on external tests because their own tests imitate them, but at the same time teachers know too little about their pupils' learning needs.The collection of marks to fill in records is given higher priority than the analysis of pupils' work to discern learning needs; furthermore, some teachers pay no attention to the assessment records of their pupils' previous teachers.
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... governments, their agencies, school authorities, and the teaching profession should study very carefully whether they are seriously interested in raising standards in education. However, we also acknowledge widespread evidence that fundamental change in education can be achieved only slowly - through programs of professional development that build on existing good practice. Thus we do not conclude that formative assessment is yet another "magic bullet" for education.
Can improving formative assessment raise standard?
Black & Wiliam, 1998b
Reference Materials from EDB in HKMathematics Education Section, Curriculum Development Institute. (2003) Assessment for Learning (Secondary
Mathematics); The Open-ended Questions. Hong Kong: the Printing Department.Mathematics Section of Advisory Inspectorate Division (1996). Setting and Marking of Homework Assignments.
Hong Kong: Education Department.Mathematics Section of Advisory Inspectorate Division (1997). A Guide to Internal Assessment. Hong Kong:
Education Department.
1991
..
Assessment for Learning (Secondary Mathematics) The Open-ended Questions
Examples of open-ended questions and samples of students' work can be found in this booklet.
It is prepared by the Mathematics Education section of EDB and distributed to schools in 2003.
Teachers are currently in the midst of the curriculum reform. They face several issues that require particular attention. One of these is the change in the concept of assessment: from "assessment of learning" to "assessment for learning" (which is recommended and emphasized in the CDC Report "Learning to Learn - The Way Forward in Curriculum Development" (CDC, 2001)). To realize this assessment concept, diversified assessment tools and strategies are encouraged to assess students' performance on different aspects of their learning.
CDI (2003) p.1
Purpose of AssessmentIn the past, assessment was used as a measure of success and failure by simply giving a grade to students and was regarded as a terminal activity. However, assessment has nowadays taken on a broader meaning than what we usually perceive. For example, Rowntree (1977) considered assessment as a way of getting to know students and the quality of their learning and Ramsden (1992) described it as a way of teaching more effectively through understanding what students know and do not know while Wiggins (1998, p.7) held that the primary aim of assessment is to "educate and improve student performance, not merely to audit it".
CDI (2003) p.1
Traditional assessment items in mathematics such as multiple-choice items, fill-in-blank items and close-ended items are popularly used in schools of Hong Kong. However, complex thinking and learning involve processes that cannot be reduced to a routine and knowledge is a complex network of information and abilities rather than a series of isolated facts and skills (Gibbons, 1992). There are aspects like the 3Cs (i.e. creativity, critical thinking skill and communication skill) which could not be appropriately assessed by these items. Moreover, the report on the Third International Mathematics and Science Study (TIMSS) 1999 (Mullis, et.al., 2000) pointed out that Hong Kong students performed well in solving routine and computational questions, but they did not perform equally well on non-routine questions which require them to think and communicate their thoughts and ideas.
CDI (2003) p.2
