Page 70 - E-book 2012-13 final draft
P. 70
Enlightening Teaching & Research
to the book by Morgan and associates (2004) who provided a in developing assessment literacy of our students, since we are the
framework for meaningful assessment with learning at its heart: largest provider of education for teachers and school leaders in
There is the big picture comprising core skills and attributes that Hong Kong. Through them, we forge the vision of contributing to
sets the goal and direction of the assessment activities. Then the the advancement of society by optimizing the use of assessment for
middle picture portrays disciplinary differences, thus demanding evidence-based policymaking, and for the betterment of education
different strategies for different disciplines. The little picture in schools, communities and workplace settings.
points to alignment, namely, synergy among curriculum, pedagogy,
and assessment. Constructive alignment between learning and
assessment is succinctly articulated by Professor John Biggs (2003)
in his article published by The Higher Education Academy, “To the
teacher, assessment is at the end of the teaching-learning sequence
of events, but to the student it is at the beginning. If the curriculum
is reflected in the assessment … students will be learning the
curriculum.” Such alignment is instigated at the system level by the
government through initiating the assessment reform in parallel
with the curriculum reform but it will take time for the alignment to
be realised at the school- or classroom-level.
Amidst the multitude of education reforms in recent years,
2012 is a milestone year for assessment reform. There is the
structural change of reducing two high-stake public examinations
to one. More importantly, there is a change from quantity to
quality, underpinned by new conceptions of learning. The ‘why’ of
assessment expands from a singular focus on knowledge to multiple
purposes embracing knowledge (knowledge, comprehension,
application, analysis, synthesis, evaluation, creation), skills and
competencies (e.g., communication, creativity, problem solving,
critical thinking, information technology, and self-directed
learning), attitudes and values (e.g., enjoyment of learning,
morality, globalization), and behaviour (e.g., lifelong learning, civic
engagement) in order to equip our next generation to meet the
challenges of the 21 century.
At HKIED, it is particularly important for us to take the lead
56 57
to the book by Morgan and associates (2004) who provided a in developing assessment literacy of our students, since we are the
framework for meaningful assessment with learning at its heart: largest provider of education for teachers and school leaders in
There is the big picture comprising core skills and attributes that Hong Kong. Through them, we forge the vision of contributing to
sets the goal and direction of the assessment activities. Then the the advancement of society by optimizing the use of assessment for
middle picture portrays disciplinary differences, thus demanding evidence-based policymaking, and for the betterment of education
different strategies for different disciplines. The little picture in schools, communities and workplace settings.
points to alignment, namely, synergy among curriculum, pedagogy,
and assessment. Constructive alignment between learning and
assessment is succinctly articulated by Professor John Biggs (2003)
in his article published by The Higher Education Academy, “To the
teacher, assessment is at the end of the teaching-learning sequence
of events, but to the student it is at the beginning. If the curriculum
is reflected in the assessment … students will be learning the
curriculum.” Such alignment is instigated at the system level by the
government through initiating the assessment reform in parallel
with the curriculum reform but it will take time for the alignment to
be realised at the school- or classroom-level.
Amidst the multitude of education reforms in recent years,
2012 is a milestone year for assessment reform. There is the
structural change of reducing two high-stake public examinations
to one. More importantly, there is a change from quantity to
quality, underpinned by new conceptions of learning. The ‘why’ of
assessment expands from a singular focus on knowledge to multiple
purposes embracing knowledge (knowledge, comprehension,
application, analysis, synthesis, evaluation, creation), skills and
competencies (e.g., communication, creativity, problem solving,
critical thinking, information technology, and self-directed
learning), attitudes and values (e.g., enjoyment of learning,
morality, globalization), and behaviour (e.g., lifelong learning, civic
engagement) in order to equip our next generation to meet the
challenges of the 21 century.
At HKIED, it is particularly important for us to take the lead
56 57
