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“Performance Analytics and Assessment for Learning” - Edu 3.4

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eLearning Consortium 電子學習聯盟eLearning Consortium 電子學習聯盟

Dr. Sharon Wong, General Manager and Publisher Educational Publishing Division, Marshall Cavendish Education 名創教育

“Performance Analytics and Assessment for Learning” - Edu 3.4

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Performance Analytics &
Assessment for Learning
Dr. Sharon Wong
Ms. Cynthia Lee
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Source:
http://smo-online.com.my/cost/
3
Wikipedia
• The ultimate purpose of assessment for learning is to create self-regulated learners who can leave
school able and confident to continue learning throughout their lives. Teachers need to know at
the outset of a unit of study where their students are in terms of their learning and then
continually check on how they are progressing through strengthening the feedback they get
from their learners. Students are guided on what they are expected to learn and what
quality work looks like. The teacher will work with the student to understand and identify any
gaps or misconceptions (initial/diagnostic assessment). As the unit progresses, the teacher
and student work together to assess the student's knowledge, what she or he needs to learn to
improve and highlight this knowledge, and how the student can best get to that point
(formative assessment).
Source:
https://en.wikipedia.org/wiki/Assessment_for_learning
4
HKEAA
Source:
http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf
5
HKEAA
Source:
http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf
6
EDB
• The concept of assessment for learning is not new. It is underpinned by the confidence and belief
that every student is unique and possesses the ability to learn, and that we should develop
students’ multiple intelligences and potentials. To promote better learning, assessment is
conducted as an integral part of the curriculum, learning and teaching, and feedback cycle. The
curriculum has set out what students should learn in terms of the learning targets / objectives
(e.g. knowledge, skills, values and attitudes). Assessment, a practice of collecting evidence of
student learning, should be so designed that it assesses what students are expected to
learn (i.e. learning targets and content) and the learning processes that lead there.
Different modes of assessment are to be used whenever appropriate for a comprehensive
understanding of student learning in various aspects. Feedback can then be given to students and
teachers to form basis on decisions as to what to do to improve learning and teaching.
Source:
http://www.edb.gov.hk/en/curriculum-development/assessment/about-assessment/assesment-for-
learning.html
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“Performance Analytics and Assessment for Learning” - Edu 3.4

  • 1. Performance Analytics & Assessment for Learning Dr. Sharon Wong Ms. Cynthia Lee
  • 3. 3 Wikipedia • The ultimate purpose of assessment for learning is to create self-regulated learners who can leave school able and confident to continue learning throughout their lives. Teachers need to know at the outset of a unit of study where their students are in terms of their learning and then continually check on how they are progressing through strengthening the feedback they get from their learners. Students are guided on what they are expected to learn and what quality work looks like. The teacher will work with the student to understand and identify any gaps or misconceptions (initial/diagnostic assessment). As the unit progresses, the teacher and student work together to assess the student's knowledge, what she or he needs to learn to improve and highlight this knowledge, and how the student can best get to that point (formative assessment). Source: https://en.wikipedia.org/wiki/Assessment_for_learning
  • 6. 6 EDB • The concept of assessment for learning is not new. It is underpinned by the confidence and belief that every student is unique and possesses the ability to learn, and that we should develop students’ multiple intelligences and potentials. To promote better learning, assessment is conducted as an integral part of the curriculum, learning and teaching, and feedback cycle. The curriculum has set out what students should learn in terms of the learning targets / objectives (e.g. knowledge, skills, values and attitudes). Assessment, a practice of collecting evidence of student learning, should be so designed that it assesses what students are expected to learn (i.e. learning targets and content) and the learning processes that lead there. Different modes of assessment are to be used whenever appropriate for a comprehensive understanding of student learning in various aspects. Feedback can then be given to students and teachers to form basis on decisions as to what to do to improve learning and teaching. Source: http://www.edb.gov.hk/en/curriculum-development/assessment/about-assessment/assesment-for- learning.html
  • 7. 7 Textbook / Skills – Learning Textbook / Exercise – Practice Workbook / Exercise – Reinforcement Test/Exam – Assessment Teacher to whole class Student got their own result
  • 8. 8 Textbook / Skills – Learning Textbook / Exercise – Practice Workbook / Exercise – Reinforcement Test/Exam – Assessment Tracking Learning Progress Performance Analysis Results Analysis & History Building Results Analysis, Comparison, History Building & Personal Profile
  • 9. 9 A Shift in the Use of Assessment Source: BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.) Module IV. http://slideplayer.com/slide/257154/ FROM TO Infrequent summative assessments… Frequent common formative assessments Assessments to determine which students failed to learn by the deadline… Assessments to identify students who need additional time and support Focusing on average scores… Monitoring each student’s proficiency in every essential skill Assessing many things infrequently… Assessing a few things frequently
  • 10. 10 On-going Assessment Source: BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.) Module IV. http://slideplayer.com/slide/257154/
  • 12. Tracking Learning Progress 12 Interactive Content Students can answer the questions directly in the e-Textbook Multimedia Resources Flipped classroom learning materials support self-learning after class Pre- / Post- Learning Activity Preview a general understanding of learning concepts before/after the lessons Progress Follow-Up Tracking and following up on students' progress
  • 13. Performance Analysis & History Building 13 Chapter / Unit Performance Quick view of learning performance on individual chapters / units Question Performance Review of students' performance on individual questions Learning Points Analysis Report allowing teachers to identify individual students' weaknesses easily Teaching Focus List General list of areas pinpointing students' weaknesses
  • 14. Results Analysis & Comparison 14
  • 15. Comparison, History Building & Personal Profile 15 Performance Overview Allowing the publisher & teachers to identify students' weaknesses easily Learning Points Analysis A comprehensive analysis of students' performance on each learning concept Assessment Performance Report Full picture of individual students’ performance and comparison of individual students' performance across various classes
  • 16. Results Analysis & Recommendations 16 Diagnostic Assessment Discovering students' weaknesses in a particular subject through diagnostic assessment Recommendations 1/ Detailed explanations of the learning concepts 2/ Further exercises to remedy students' weaknesses
  • 18. Thank you! Dr. Sharon Wong Email: sharonwong@mceducation.com.hk 18