1. 22 April 2004Eddy Lee Design and Implementation of Portfolio for Learning and Assessment Lee Yeung Chun Eddy (Raimondi College)

2. 22 April 2004Eddy Lee Key Questions 1. What characterize a learning portfolio for active learning? 2. How can teachers get started using portfolio? 3. How are assessment criteria and rubric developed in scoring student portfolio? 4. How can portfolio be used as a learning, teaching and assessment tool? 5. What are the possible tensions and necessary supports to facilitate the successful implementation of portfolio as part of student assessment in schools?

3. 22 April 2004Eddy Lee Active Learning Constructivist Way of Teaching Active Learner Assessment

4. 22 April 2004Eddy Lee What characterize an Active Learner?  Build on & extend what they know (Prior Knowledge)  Work with others in creating new knowledge  Self-direct their thinking using metacognitive skills Awareness of own Knowledge & Learning Control & Regulate Own Learning Processes

5. 22 April 2004 Eddy Lee Portfolio Assessment  Design and Implementation

6. 22 April 2004Eddy Lee Learning Portfolio Examine/Understand Own Learning through goal settingExamine/Understand Own Learning through goal setting Provide Learning Evidence for the set goal(s)Provide Learning Evidence for the set goal(s) Evidence-basedEvidence-based Self-reflection Control & Regulate Own Learning Processes Awareness of Own Learning Control & Regulate Own Learning Processes Effective Learning

7. 22 April 2004Eddy Lee What evidence do we need the students to collect? Match with your learning goals/objectives Examples: 1. Foster Active Learner 2.Teaching of Nine Generic Skills 3.Five Learning Experiences

8. 22 April 2004Eddy Lee Possible Portfolio Entries Concept Map Student-generated Questions News Clippings Application Pieces of work from different stages of doing Project Learning Diary/Reflection Drafts & Final Version of a piece of composition

9. 22 April 2004Eddy Lee What to Assess? How well they have learnt? Coherence of knowledge, principled problem solving, knowledge use, automatised skills, and metacognitive skills (Glaser, 1988) Ability to apply and to use skills and knowledge in authentic situations (Wolf, 1995)

10. 22 April 2004Eddy Lee Developing criteria/rubric for scoring student portfolio

11. 22 April 2004Eddy Lee Implementation Rubrics ConstructionRubrics Construction 1.Abstract to Concrete 2.Trial Marking: Why does this piece of work worth 4 marks / C+? 3.Collection & Compilation of Remarks

12. 22 April 2004Eddy Lee The Functions of Rubrics Students Goal Setting Self-monitoring Teacher Teaching Goals Provide Quality Feedback Communication Concept Map Rubrics

13. 22 April 2004 Eddy Lee How to foster active learning? Employ Knowledge Building Methods: 1. Design your lesson which maximize the use of metacognitive skills 2. Reflect on High Points 3. Asking Productive Questions 4. Engage Students in Progressive Problem Solving 5. Emphasis Collaborative Efforts

14. 22 April 2004Eddy Lee Use of Concept Map Pedagogy I

15. 22 April 2004Eddy Lee How to integrate concept mapping into daily Junior Form teaching & assessment? Stage One 1. Underline key points for the students 2. Use concept map to organise the main points/key ideas on board while teaching 3. Invite students to comment concept map 4. Instruct students to complete the concept map

16. 22 April 2004Eddy Lee Stage Two Underline the key points for the students Ask students to construct a concept map themselves Stage Three Distribute concept map samples of different qualities Present a semi-completed rubric Ask students to improve the rubric based on the concept map samples

17. 22 April 2004Eddy Lee Stage Four Underline the key points and construct a concept map by the students Stage Five Concept mapping as a regular exercise Make concept map as one of the portfolio entries Stage Six Peer Assessment?Peer Assessment?

18. 22 April 2004Eddy Lee Use of Concept Map in Senior Form Pedagogy: Concept Mapping embedded with Jigsaw and Reciprocal Teaching strategies

19. 22 April 2004Eddy Lee Individual to Group Concept Map Procedures: Divide students into a group of 4 to 6 Each student/pair of students responsible for a chapter or a piece of Preparing sub-topic concept map Instructions for reciprocal teaching Teaching & Questioning within expert group Summarizing Phase Students commenting other groups’ concept maps Group Presentation

20. 22 April 2004Eddy Lee Learning Diary (High Points) Pedagogy II

21. 22 April 2004Eddy Lee How to teach student to reflect? Provide students with guiding questions/overview for reflection (learning goals) Provide students with guiding questions/overview for reflection (learning goals) Explain the questions Explain the questions Pilot trial (ask students to work on two to three questions) Pilot trial (ask students to work on two to three questions) Ask two students to copy their reflection on board the next lesson Ask two students to copy their reflection on board the next lesson Analyses the reflections with the whole class Analyses the reflections with the whole class Rewrite Rewrite Distribute some exemplar works as good models (scaffold) Distribute some exemplar works as good models (scaffold)

22. 22 April 2004Eddy Lee Hints for setting guiding questions Provide an Overview of the topic Provide an Overview of the topic Generic Questions Generic Questions Sequencing Sequencing Providing scaffolds Providing scaffolds

23. 22 April 2004Eddy Lee Provide Guiding Questions What activities have you experienced last week? What activities have you experienced last week? What skills and knowledge have you learnt from these activities? What skills and knowledge have you learnt from these activities? What are the most important things that you have learnt? What are the most important things that you have learnt? Why do you think they are important? Why do you think they are important? What are the main ideas of the chapters that you have learnt? What are the main ideas of the chapters that you have learnt? What are the things you still do not understand? What are the things you still do not understand? What will you do in order to solve these problems? What will you do in order to solve these problems?

24. 22 April 2004Eddy Lee What characterise a good piece of reflection? Support with learning evidence Support with learning evidence Able to identify strengths (what they have learnt) & weaknesses (improvements) Able to identify strengths (what they have learnt) & weaknesses (improvements) Setting new goal(s) (solutions) Setting new goal(s) (solutions) Solutions have to be operational Solutions have to be operational Well organised. Well organised.

25. 22 April 2004Eddy Lee Basics of Student Portfolios Establishing goals & purposes Choosing a type of portfolio (Working/Documentary/Show) Setting the Time Frame Determining what, when & how much to collect

26. 22 April 2004Eddy Lee Setting up a storage system Teaching students to reflect Sharing the portfolio entries with others Setting new goals/direction Basics of Student Portfolios