帶了 IELTS Practice sets 返去完全冇時間做...全日都在改改改, 功課 + 筆記 + test corrections...又上了不同的 3 堂...
放學諗住執埋o的欠交的名單及欠交項目...4:25pm 就o係落去搵阿原任o個陣...竟然發現教員室空無一人 (好似講鬼故咁 ^^)
然後見另一原任 ms ng 突然彈起身...見到我佢問o左我一句, 我就知乃野喇今日......
佢一見我就問: "今日 staff meeting 喎, 你唔駛出席咩!!?", 我答佢: "下...完全唔知喎!!",
此刻內心正在萬般責罵自己, 做乜鬼你會咁黑仔, 自己送上門, 遲 1 分鐘落o黎都唔會撞到 ms ng, 於是...心不甘情不願都跟她去了......一坐就兩粒半鐘,,,,內容完全同我一丁點關係都冇......真想死!! >.<
7pm 走o既時間喪大雨...都唔知犯o左咩錯, 玩野呀...都不特止...o係大雨下等車等了 27mins, 勁想喊...上到車都仲要冇位坐......嗚......
已過了 26 天。上課日子︰倒數 8 天。
>>May 10, 2005 at 11:55:32 PM GMT+8
2005 年 5 月 7 日 星期六 【晴】
Score of 98 。倒數 9 天。
呢篇就係上次話 98 分o個份...真的...我不太理解為何會高分...>.<, 因我做得好 hea 下, 有o的段都係抽之前交的 reflection 的 point copy 返落去,
How would you go about establishing an "assessment for learning" culture in your classroom?
Hong Kong has relied on written tests and examinations as major methods of public assessment as well as within schools. Written tests and examinations only assess the products of learning such as memory, understanding of subject knowledge and concepts. I agree it is an efficient method to access students learning outcome, but is it effective? The independent learning capabilities and other learning experiences which are better reflected in the process of learning seem to be neglected in this traditional assessment method. Written tests and examinations provide a narrowing effect on learning if I continued to dominate in classroom. The aim of curriculum reform is to help students to learn how to learn through cultivating positive values, attitudes, and a commitment to life-long learning; develop generic skills to acquire and construct knowledge, which are essential for whole-person development to cope with challenges of the 21st century (1). However, curriculum change will not succeed without corresponding changes in assessment.
Although the assessment methods are limited in open examination, I can make use of classroom assessments to help students to build up their capabilities to learn independently, to become self-reflective on how they learn, and to be able to use different ways of learning (2). As McMillan mentioned, the nature of assessment influences what is learned and the degree of meaningful engagement by students in the learning process (3). It is impossible to achieve a prefect assessment system as each assessment method has its limitations and students have different learning styles.
In order to select the most suitable assessment methods for my students, I should first understand the entire range of assessment techniques and methods (e.g. summative, formative, peer and self, etc.), and their limitations. The reliability, validity, fairness and effectiveness of each assessment would be the major consideration. Second, I must put effort on understanding the learning styles and abilities of my students. Third, I should establish clear and practicable expectation for them to achieve. And finally, it is important to examine the selected assessment system and make relative improvement and adjustment. And I would share with students the goals of learning and let them know and recognize the standards they are aiming for. I would examine it mainly on traditional assessments, classroom activities and feedback.
Traditional assessments
As I mentions before, the traditional summative assessments like written tests and examination have a narrowing effect on what teachers teach and what students learn. Teachers teach to test/examination and students learn to memorizing and getting right answer would limit the thinking development of students, reduce their learning motivation and interest. In schools, I can control the contents of the tests and examination as well as the rating of them.
First of all, I will decrease the rating of term examination, and the remaining will be replaced by projects, class performance, reflection journal and portfolio. I do believe projects-based tasks provide opportunities for interdisciplinary learning and develop students’ ability to work well with others, make thoughtful decisions, take initiative, and solve complex problems. Also, reflection journal and portfolio help students to be self-reflective and to develop their independent learning capability as conceptual understanding is more than just accumulation of knowledge.
Another approach that I would examine is using more open-ended and knowledge constructive questions instead of close-ended and memorizing questions. Unlike short-answer or multiple-choice questions, open-ended questions require students to construct their own responses which open a window to students’ thinking and understanding (4) (Badger, E., & Thomas, B. 1992)
Classroom activities
Most students lack motivation and interest since they find the lessons are boring and the knowledge is irrelevant to their life. The main reason may be the by-product of exam-oriented curriculum, the direct teaching style of teachers. As a lesson holder, I can freely shift the teaching strategy from teacher-centered to students-centered. Classroom activities drive the learning process and ultimately impacts student academic progress. And so the integration of formative assessment activities into classroom activities would be my main task to practice. Students should be assessed by a diversity of assessment modes according to the purpose and process of learning, and not just academic outcomes. The assessment information can also be used to adapt my teaching process to meet the student needs.
Learners of all ages normally prefer coursework assessment and on-going practical tests to end-of-course exams (5). It also provides the intermediate information of how students have learnt. Since students tend to lose interest if they fail to understand the teaching contents, I must be aware of their progress and what have they learnt. Therefore, I would use small quizzes of a question referring to the last lesson or revision at the beginning of each lesson in which I know their learning progress and the difficulties they face. By making corresponding adjustments for lesson and teaching materials, students then find the interest of learning after they understand the teaching materials and so their learning motivation will be enhanced.
Besides, classroom interaction among students and I also play an important role in observing student performance and impacting academic progress of students positively. Thus, I would use class work, questioning and discussion as an opportunity to increase my students’ knowledge and improve understanding (6) as they provide immediate information about students’ understanding of the lesson. In class work session, I would walk around the class and really observe my students work in order to provide immediate help and decide the following lesson. Moreover, I would effectively ask thoughtful and reflective questions, encourage each student’s involvement and give enough time for response. It not only assesses students’ understanding but also leads students to think and achieve conceptual understanding. According to students’ progress, I may make instructional adjustment or re-teach. Students take a more active role in their learning during class discussion (Socorro, Ma. & Bacay, C. (2004)) (7). I would encourage students to ask questions and give their comments and responses. I can know from the responses, whether the students understand the lesson and how they have understood. If necessary, I have to clarify and correct the miscommunicated messages and keep them on track. My development of skills like observation, effective questioning, guiding discussion and reflection would be the key to achieve the goals.
In addition, it is important to give room for students to construct knowledge and build up interesting and motivated learning environment. I would make use of students’ emulative mind to organize appropriate competition and games in class to enhance their learning motivation. Games also help students to sustain their interest and work. The games focused on teaching materials can be group games to develop their collaboration, communication and cooperative learning skills or individual competition to develop their independent learning skills. Students always enjoy competitive atmosphere and eager to listen the right answer if they fail to answer. However, I should ensure the balanced strength of each group to help the shy students to participate positively.
Feedback
I believe students are willing to receive specific feedback on homework and tests which about errors, suggestions for improvement as well as praise. Appropriate feedback is a good opportunity for students to reflect on their work. It in term builds up students’ self esteem and improves their learning. Shirley Clarke found a great improvement in students' work, and the impact was remarkable (8). Such conversations between teachers and students that continually build and go deeper.
Students who fail to meet the minimum standard at a certain level should be given appropriate support likes more in-depth explanation and another teaching instruction. Also, I may give another chance for students of weak performance to re-summit their work. The purpose is to give students an opportunity to learn the importance of improvement, build up their confidence and become self-reflective.
In addition, gifts can be given to the students of well performance. But I would not tell the students at first since I do not want my students to learn for material rewards. Other than the brilliant students, I would also show my appreciation for the students who are hard working or improving. The genuine praise and appreciation would be great encouragement for students to involve in learning.
Conclusions
Through practice in Classroom Assessment, I will become better able to understand and promote learning, and increase students’ ability to help them become more effective, self-assessing, self-directed learners. Simply put, the central purpose of Classroom Assessment is to empower both students and I to improve the quality of learning in the classroom. The most important thing to bear in mind is no one form of assessment should take over the other.
晚上跟 bird 去了嘆果汁 ^^, i enjoy the time staying with my friends, chat freely and laugh freely, which will be the most relaxing moment within a week~~
met chow man on the way home. walked a while and mostly listened to his opinion and expression.... .v.
已過了 25 天。上課日子︰倒數 9 天。
>>May 7, 2005 at 5:04:55 PM GMT+8
2005 年 5 月 5 日 星期四 【晴】
週末終來了。倒數 9 天。
雖然只剩下單數日子...但我一點興奮都沒有...因為我覺得一日都已經好多, 唉
jessie, arnold, ning 佢地三個實習o既今日都走了, 下星期開始我就要孤軍作戰...真係諗起都悲哀 >_<
勁大怨氣。倒數 5 天。
幾時先完呀....嗚
我想病。倒數 11天。
i bumped into yo