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按一下以編輯母片標題樣式,按一下以編輯母片,第二層,第三層,第四層,第五層,*,如何在校內進行促進學習的評估 (AfL)？,1,我的理解,設計流程與實踐,總結與反思,2,我的疑問？,AfL是否只著重評估部分？那麼不是掉入以評估為主導？,平日最不喜歡聽到學生說：都唔知你點俾分？、成日叫人反省，都唔知點解要反省？,事實上，老師與學生的課堂活動也是評估，只是我們沒有連結好？,3,我的理想,4,設計流程與實踐,Eliciting information,Appropriate feedback,Ensuring learners understand quality,Peer and self-assessment,5,Questioning,Closed Vs open,Low-ordered Vs high-ordered,pair exchangesT collects Qs appropriate feebacks Ask what theyve learnt,Hand up with a question,Increase “Wait Time”,Ss set test questions(T mark Qs),Train Ss to pose questions, Ss generate their own Qs -Question Angel / Clerk,Eliciting information,Appropriate feedback,Ensuring learners understand quality,Peer and self-assessment,6,Eliciting information,Appropriate feedback,Ensuring learners understand quality,Peer and self-assessment,Feedback,-cause thinking to take place,Comment-only marking (relate to criteria),Focused marking,Explicit reference to criteria,Full solution Vs suggestions on how to improve,1 out of 3 concepts is wrong, specify the direction to improve,Re-timing assessment + peer tutoring,Post-it notes,7,Eliciting information,Appropriate feedback,Ensuring learners understand quality,Peer and self-assessment,Sharing criteria,Explaining learning objectives at start of lesson/ unit,Discuss the criteria with Ss,Criteria in Ss lg,Annotated examples of different standards,Ss design their own test with suggested answers,8,Eliciting information,Appropriate feedback,Ensuring learners understand quality,Peer and self-assessment,Peer and Self-assessment,Students assessing their own/peers work,-,with marking schemes,-with criteria,-with exemplars,Self-assessment of confidence and uncertainty,-traffic lights (not at all, partially, fully understood),End-of-lesson Ss review (Student Teacher),9,課堂學習活動設計,閱讀書目,格言教育,(金句),遊戲學習,師生討論,沉思靜坐,體驗活動,經典誦讀,(聖經),運動精神,困境辯論,(人生交义點),道德判斷,媒體影片,學生活動,靈修活動,實例研究,倫理決定,故事講述,角色扮演,獨處反省,內省祈禱,同理心訓練,曉明女子高級中學生命教育中心出版,中華民國,89,年,5,月第二十六期,10,課堂學習活動設計小點子,利用黑板画線分成十大格進行分組討論活動,著學生將討論歸納成三大重點並列出,再著各對組互相評估，再在黑板以,示其同意觀點,著各組口頭報告，老師就各組表現及評估作提問、總結及解說,11,課堂學習活動設計小點子,叮噹百寶袋,內附分類的：,書簽,貼紙,鼓勵性原子印,經文、聖經人物、聖人的人生楷模,參考資料(,印刷或網上書目、網頁等),12,經文參考書,謝華生編撰,聖經與中國古籍,思高聖經學會,13,科本交流,每年最少一次互相批改習作觀摩,每人示範批改模式及背後理念,發展性促進學習的評估討論,14,總結與反思,由設計AfL開始,學生參與,“Mindfulness”,多讚美,15,Learning Autonomy (goal),學習自主,(,目標,),Learning How to Learn (activity),學會學習,(,活動,),Assessment for Learning,(tools),促進學習的評估 (,工具,),AfL, learning and teaching,Professor Mary James,16,Learners need to know:,where they are in their learning,where they are going,how to get there,This can be achieved through AfL,Learners,17,二次預言受難和復活,谷9：30-37,他們從那裡起身，經過,加里肋亞,；,耶穌,卻,不願叫人知道,。因為那時他,教訓,他的門徒，給他們,說,：人子將要被交在人手中，為人所殺；被殺以後，過了三天，他必要復活。門徒卻,不明白,這些話，又,害怕詢問,他。他們來到,葛法翁,，進到家裡，,耶穌,問,他們說：你們在路上爭論了什麼？他們都,默不作聲,，因為他們在路上彼此,爭論,誰最大。,耶穌,坐下,，,叫,過那十二人來，給他們,說,：誰若想做第一個，他就得做眾人中最末的一個，並要做眾人的僕役。遂,領,過一個小孩子來，,放,在門徒中間，,抱,起他來，給他們,說,：誰若因我的名字，收留一個這樣的小孩子，就是收留我；誰若收留我，並不是收留我，而是收留那派遣我來的。,18,參考資料,19,Be of good cheer.,John 16:33With my heartiest thanks!,20,
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