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如何在校內進行促進學習的評估 (AfL)？我的理解設計流程與實踐總結與反思我的疑問？ 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？我的理想設計流程與實踐1. Eliciting information 2. Appropriate feedback3. Ensuring learners understand quality4. Peer and self-assessmentQuestioningClosed Vs openLow-ordered Vs high-orderedpair exchangesT collects Qs appropriate feebacks Ask what theyve learntHand up with a questionIncrease “Wait Time”Ss set test questions(T mark Qs)Train Ss to pose questions, Ss generate their own Qs -Question Angel / ClerkEliciting informationAppropriate feedbackEnsuring learners understand qualityPeer and self-assessmentEliciting informationAppropriate feedbackEnsuring learners understand qualityPeer and self-assessmentFeedback-cause thinking to take placeComment-only marking (relate to criteria)Focused markingExplicit reference to criteriaFull solution Vs suggestions on how to improve1 out of 3 concepts is wrong, specify the direction to improveRe-timing assessment + peer tutoringPost-it notesEliciting informationAppropriate feedbackEnsuring learners understand qualityPeer and self-assessmentSharing criteriaExplaining learning objectives at start of lesson/ unitDiscuss the criteria with SsCriteria in Ss lgAnnotated examples of different standardsSs design their own test with suggested answersEliciting informationAppropriate feedbackEnsuring learners understand qualityPeer and self-assessmentPeer and Self-assessmentStudents assessing their own/peers work-with marking schemes-with criteria-with exemplarsSelf-assessment of confidence and uncertainty-traffic lights (not at all, partially, fully understood)End-of-lesson Ss review (Student Teacher)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 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)經文參考書 謝華生編撰聖經與中國古籍思高聖經學會科本交流 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總結與反思由設計AfL開始學生參與“Mindfulness”多讚美Learning Autonomy (goal)學習自主學習自主 (目標目標)Learning How to Learn (activity)學會學習學會學習(活動活動)Assessment for Learning (tools)促進學習的評估 (工具)AfL, learning and teaching, Professor Mary JamesLearners need to know: where they are in their learning where they are going how to get thereThis can be achieved through AfLhttp:/www.learntolearn.ac.uk/home/003_introduction/002_presentation.pptLearners二次預言受難和復活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。參考資料 http:/www.learntolearn.ac.uk/home/003_introduction/002_presentation.pptBe of good cheer. John 16:33With my heartiest thanks!
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