Assessment for Learning Science

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1 幸福医药黎用冠慈善基金资助香港幸福医药黎用冠慈善基金培训课程系列 2013 年度西部高校青年教师教育行政与政策研究暑期研讨班 ( ) 主办单位西安交通大学高等教育研究所

2 Institute of Higher Education Xi'an Jiaotong University International Perspective in Monitoring Education Quality 从国际視域監控教育素貭何瑞珠 Professor Esther Ho Director, HKPISA Centre, Chinese University of Hong Kong

际視域監控教育素貭何瑞珠 Professor Esther Ho Director, HKPISA

3 UNESCO Student Learning Assessment (Ho, 2013) 在中国, 學生學習評估甚么? 那些核心能力值得评价? 如何評估? 評估結果有甚么用

4 Network for Monitoring Education Quality 教育素質评价網絡 4

5 NEQMAP UNESCO Bangkok has established a regional platform for networking and information exchange among countries in the Asia-Pacific region on the issue of monitoring educational quality in the region in This platform, known as the Network for Education Quality Monitoring in Asia and the Pacific (NEQMAP), will provide a forum for exchanging of expertise, experiences and lessons to improve the quality of learning in education systems of countries in Asia-Pacific, with the eventual aim of influencing policy reforms. Activities of the Network: Focus on research, knowledge sharing and capacity building among all stakeholders of the network and beyond. 5

This platform, known as the Network for Education Quality Monitoring in Asia and the Pacific (NEQMAP), will provide a forum for exchanging of expertise, experiences

6 NEQMAP An initial meeting: March 2013 in Bangkok 1 st Steering committee meeting: 20 Sept 2013 Bangkok. The Steering Group will consist of approximately five (5) members representing the various sub-regions of the Asia-Pacific (including Central Asia, East Asia and the Pacific & South and West Asia). The Steering Group should be made up of recognized experts in the area of educational quality with experience in leading international/regional/national assessment

(including Central Asia, East Asia and the Pacific & South and West Asia).

7 多層次監控教育素貭 1. International Assessments 国际评估 2. National Assessment 国家评价 3. Public Examination 公开考试 4. School Based Assessments 校本评

8 1. International Assessments 国际评估 : IEA/TIMSS &

9 核心能力评价体系 What competencies do students need as Life Long Learners? (OECD, 2003) Cognitive Use tools interactively ) 工具应用能力 (language, math, science, technology, problem solving) Act Autonomously & take responsibility 自主行动能力 Non-Cognitive Interact in heterogeneous groups 与不同人群交往的能力 Non-Cognitive estherho 9

science, technology, problem solving) Act Autonomously & take responsibility 自主行

10 領域 PISA 概念架構數學能力閱讀能力科學能力解難能力 (PISA 2003, 2012) 2015 Collaborative PB 定義區別及理解數學在世界上所起的作用作出有理據的判斷並投入數學活動, 從而迎合個人生活的需要, 成為一個關心社群和有反思能力的公民理解運用及反思文章內容, 從而達至個人目標, 增進知識及發展潛能, 並參與社會運用科學知識區別問題及提出有證據的結論以便理解自然界及幫助人類抉擇使自然界轉變的行為運用認知方法面對及解決現實中跨學科的情境, 而當中的解決方法並不直接, 而且測試範疇及學科並不屬於數學科學或閱讀之單一領域

至個人目標, 增進知識及發展潛能, 並參與社會運用科學知識區別問題及提出有證據的結論以便理解自然界及幫助人類抉擇使自然界轉變的

11 PISA2009 前十名閱讀數碼閱讀 1 數學科學國家 / 地區平均分國家 / 地區平均分國家 / 地區平均分國家 / 地區平均分中國上海 556 韓國 568 中國上海 600 中國上海 575 韓國 539 紐西蘭 537 新加坡 562 芬蘭 554 芬蘭 536 澳洲 537 中國香港 555 中國香港 549 中國香港 533 日本 519 韓國 546 新加坡 542 新加坡 526 中國香港 515 中華台北 543 日本 539 加拿大 524 冰島 512 芬蘭 541 韓國 538 紐西蘭 521 瑞典 510 列支敦士登 536 紐西蘭 532 日本 520 愛爾蘭 509 瑞士 534 加拿大 529 澳洲 515 比利時 507 日本 529 愛沙尼亞 528 荷蘭 508 挪威 500 加拿大 527 澳洲

國 546 新加坡 542 新加坡 526 中國香港 515 中華台北 543 日本 539 加拿大 524 冰島 512 芬蘭 541 韓國 538 紐西蘭 521 瑞典 510 列支敦士登

12 PISA 2009 東亞及其他國家閱讀成績排名國家 / 地區 PISA 2009 名次 ( 平均分 ) PISA 2006 名次 ( 平均分 ) PISA 2003 名次 ( 平均分 ) PISA 名次 ( 平均分 ) 中國上海 1 (556) 韓國 2 (539) 1 (556) 2 (534) 7 (525) 芬蘭 3 (536) 2 (547) 1 (543) 1 (546) 中國香港 4 (533) 3 (536) 10 (510) 6 (525) 新加坡 5 (526) 加拿大 6 (524) 4 (527) 3 (528) 2 (534) 紐西蘭 7 (521) 5 (521) 6 (522) 3 (529) 日本 8 (520) 15 (498) 15 (498) 9 (522) 中華台北 23 (495) 16 (496) - - 中國澳門 28 (487) 21 (492) 16 (498) -

中國香港 4 (533) 3 (536) 10 (510) 6 (525) 新加坡 5 (526) - - - 加拿大 6 (524) 4 (527) 3 (528) 2 (534) 紐西蘭 7 (521) 5

13 Student performance in PISA High performance 均等指标 : 社经背景与学生表现社经背景对学生的影响十分重要但不是决定性 Low PISA Index of social background High 13

14 基礎教育的均等程度韓國上海芬蘭 14 14

15 Lessons learned from International assessment First, International assessment, it helps countries to redefines student learning outcomes beyond the traditional academic achievement (Non-cognitive outcomes). Second, IA concerns of both quality and equality. For instance, the concept of social gradient put emphasis on how student achievement distribute among students with different socio-economic background, which helps to construct common language to discuss about the quality and equality in defining ideal schooling system across and within

For instance, the concept of social gradient put emphasis on how student achievement distribute among students with different socio-economic

16 Lessons learned from International assessment Second, international assessment helps to benchmark school performance against the international standards Third, international assessments also facilitate the transfer of technology of assessment Finally, international assessment helps to identify multi-level factors related to student and school performance as to inform Policy makers and

the transfer of technology of assessment Finally, international assessment helps to identify

17 Multi-level model to monitor students learning

18 教育改革政策对质量与均等的影响成绩教育改革平均改善教育质素成绩教育改革改善高阶层学生的教育质素成绩 (a) SES 社经地位教育改革减低不同阶层学生质素的差距 (b) SES 社经地位 (a) SES 社经地位 18

19 2. National Assessments 国家评价 A national assessment is a survey of schools and students that is designed to provide evidence about the levels of student achievement in identified curriculum areas (for example, in the areas of reading and mathematics) for a whole education system or for a clearly defined part of an education system (such as Grade 4 students or 11-year-olds). 国家 ( 或地区 ) 评价全国 ( 区域 ) 范围内进行的大规模评价, 用于描述特定地区的学生学业成就, 并对整个教育系统内某个年龄段或年级的整体学业水平进行评

education system or for a clearly defined part of an education system (such as Grade 4 students or 11-year-olds).

20 National Assessments Country Name or description of assessment study Organization Grade Curricular subjects assessed Year Grade 3 Khmer, math 2006 Cambodia Learning Assessment System MOE; World Bank Grade 6 Khmer, math Planned for 2007 Grade 9 Khmer, math Planned for 2008 Japan National Assessment of Learning Outcomes NIER Grade 5,9,12 [Variable] Japanese, English, math, sci, soc sci, geography, history, civics 2002, 2003, 2004 National Assessment of Student Performance MoE; NIER Grade 6,9 Japanese, math

Planned for 2008 Japan National Assessment of Learning Outcomes NIER Grade 5,9,12 [Variable] Japanese, English, math, sci, soc sci,

21 National Assessments Singapore Core Research Program Centre for Research in Pedagogy and Practice Pre-school to secondary Lan, math, sci, ICT 2003 Hong Kong- China Territory Wide Assessment Examinations and Assessment Authority Grade 3,6,9 Chinese, English, Mathematics Annually since 2000 Shanghai- China NA for several provinces, including Shanghai MoE & Educational Monitoring Center in Beijing Normal University Grade 4, 8 Chinese for G4 Chinese and Science for Grade

22 Hong Kong TSA in P3, P6, S

23 3. National/Public Examinations 公开考试 Vis-à-vis national assessment, national examination mainly public examinations are high-stake serves for certification and selection, playing a crucial role in directing students learning and future career. National examination is also an important part of monitoring school performance in many countries. Hill (2010) suggested that National examination in Asia-Pacific Region serve three main purposes: selection, certification, and accountability (Hill, 2010: 4-5). 公开考试 : 为鉴定或选拔学生而进行的特定考试, 一般包括学校课程的主要科目通常, 这种考试是特定年龄段或年级所有学生都必须参加的 ( 一般在高中结束时进行

24 National Examinations Country Examination Candidature & Purpose Examining Body Cambodia National Examination for Lower-Secondary Education Certificate National Examination for Upper-Secondary Education Certificate End of Year 9 (completion of lower secondary and entry to upper secondary) End of Year 12 (completion of upper secondary and entry to higher education) Examination Office of the General Secondary Education Department, Ministry of Education, Youth and Sport China National Higher Education Entrance Examination End of Year 12 (entry to higher education) National Education Examinations Authority, Ministry of

25 School Mean Attainmen t in Six Schools Notes: Rank order can be Misleading!!! Gross productivity Net productivity

26 Control Variables in Multilevel Model STUDENT LEVEL FACTORS Gender Academic ability Number of different schools attended (for S1-S5 cohort only) Change of schools at S3-S4 (for S1-S5 cohort only) SCHOOL LEVEL FACTORS Average academic ability All Girls All

27 Currently available information for value-added measurement (By EMB) End of P6 End of S5 End of S7 AAI/PS1 HKCEE HKALE S1-S

28 Study the value-added

29 Trend of school performance over 10 years Value addedness of Best 6 subjects

30 4. School Based Assessment 校本评价 In order to reduce examination pressure and enhance the authenticity of public examinations, school-based assessment (SBA) is increasingly being adopted in many countries in the region, including Australia, Hong Kong of China, New Zealand and Singapore. Making SBA an integral part of public examination enables the assessment of students abilities that could not be otherwise easily assessed through written tests (for example, some key competencies such as ability to organize, communicate and work with others 校本评价 : 学校自行实施的并由教师主导的评价在某些国家, 这种校本评价的分数可加总到学生外部评价或公开考试, 计入总成

31 SBA of Hong Kong In 2009, the HKCEE and HKALE have been replaced by the Hong Kong Diploma of Secondary Education (HKDSE) in School-Based Assessments (SBA) has been widely applied to more subjects in the new public examination in SBA in Hong Kong refers to in-school assessments graded by teachers, then moderated by public examination scores that contribute around 15-25%, a relatively small part, of the total examination score of a given subject. 31

32 Chinese Language English Language 35 30% Compulsory Part: Coursework and Other Language Activities combined. Marks to be submitted reduced from 10 to % Elective Part: Reduced to one mode only (oral assessment) and number of tasks reduced from 3 to 1 Maths 15% Number of assessment tasks reduced from 3 to 2 Liberal Studies Economics Geography 15% Chinese History ERS History 30 20% Course performance deleted 20 15% Internal test/exam deleted 30 20% Internal test/exam deleted 30 20% Continuous assessment deleted 30 20% Course performance and internal test/exam deleted THS 30% Test/exam deleted, weighting on elective part adjusted to 20%, course performance replaced by two course assignments Biology 20% Min. number of practical related tasks (Area A) reduced from 4 to 3 Chemistry 20% Min. number of non-practical related tasks reduced from 4 to

33 Physics 20% Min. number of non-practical related tasks reduced from 2 to 1 Science 20% Min. number of practical related tasks (Area A) reduced from 3 to 2. Min. number of non-practical related tasks reduced from 4 to 3. BAFS 20% Course test/exam deleted. Enterprising Experience now optional. Group assessment cancelled. ICT DAT 40% HMSC 30% 25 20% Core skills assessment incorporated into project work T&L 30% Number of lab report/practical tasks reduced from 3 to 1 Chinese Lit. 35% Compulsory part: Number of creative writing pieces reduced from 6 to 4, reading reports reduced from 3 to 2 Lit. in Eng 20% PE 30% Visual Arts 50% Music

35 School Monitoring System (KLM) 35

36 重要发现和启示 1 1. Regional Trend of monitoring system in education: Multilevel approach 监测教育系统的地区趋势 : 多层次评价 The focus of monitoring systems has shifted from the input to learning outcomes of students, such as adequate knowledge, skills, behavior and attitudes needed to succeed in adult life for the 21 st century. 教育系统的监测重点已经从系统投入 ( 如基础设施学习材料师资队伍和资历等 ) 转移到系统输出 ( 成功必备的知识技能行为态度等具体学习结果

37 重要发现和启示 2 The outcome-based and competence-based approach to education expanded the scope of existing assessments beyond hard skill-cognitive domain to soft skill-noncognitive domain. For example, 3 key competencies in DeSeCo and 10 skills in ATC21S 这种结果导向或能力导向的评价方法将教育评价从简单的知道是什么知道怎么做这样的硬技能 (Hard skill) 转向了诸如良好沟通批判思考解决实际问题与各种背景的人合作创新信息和技术素养之类的软技能 (Soft skill) (ATC21S, 2009; DeSeCo, 2003; Froumin,

38 重要发现和启示 3 Yet, caution needs to be taken to prevent the international assessment from becoming a dominating force dictating the various forms of local assessments. Van Der Gaag and Adam (2010: 5) warned that, the measurement instrument that were developed for industrialized countries often exhibit floor effects when used in developing countries possibly due to either the extremely difficulty of the test or the lack of local relevance of the exam content. 这些年, 大型国际评价项目已在全球教育系统中产生了重大影响然而, 值得注意的是, 这些本为国际评估量身定制的技术不能全盘地照搬到当地评价实践中, 特别是发展中国家更应该注意这种喧宾夺主的可能性 Van der Gaag 和 Adams(2010) 曾指出 : 这些在工业国家中发展起来的评价工具通常在发展中国家具有地板效应 (Floor effect) 要么是因为题目太难, 要么是因为考试内容跟当地的教育实践相关度很低 ( 第 5 页

39 重要发现和启示 4 Uses of Assessment: to move toward improving the quality of education, further investigations are needed to study how strong performing countries utilise assessments results to inform stakeholders, to support decision making in instruction and to monitor teachers, principals and schools. 如果监控系统的终极目标是问责和改进学校, 那么, 我们就应该进一步探究评价结果在学校层面的应用 OECD(2011) 最近的一份题为教育系统中的典范与成功改革 (Strong Performers and Successful Reformers in Education) 的报告指出, 学校一般将评价结果用于如下几个方面 :1. 制定标准 (Benchmarking) 并向利益相关者汇报 ;2. 改进学校的措施依据 ;3. 考核教师校长和学校的表现 39

40 PISA 2009 学校数据反馈笔者以 2009 年的 PISA 的数据做进一步分析, 发现几乎所有学校都将数据反馈给家长和学生,OECD 国家中平均 98% 的学校都是这样做的, 在表 1 所列的教育强国中也有近似的比例 77% 的 OECD 国家也同时利用数据结果来识别教学与课程中的薄弱环节, 而在教育强国中, 这一比例达到 83%-98% 这个发现说明了, 相对于 OECD 的平均水平而言, 教育强国更倾向于将评价信息用作学校改进的依

41 Use of assessment results across selected countries participated in PISA2009 (Percentage reported by principals). Table 年 PISA 参与国对评价结果的利用情况 ( 由校长提供的百分比 ) OECD 均值香港上海韩国日本新加坡标准参照和信息反馈 1. 向家长报告学生学习进展状况参照国家 / 地区标准评估学校水平参照学区标准评估学校水平学校间比较新西兰 5. 参照国家或地区标准评估学生水平 6. 张榜公布

42 2009 年 PISA 参与国对评价结果的利用情况 ( 由校长提供的百分比 ) OECD 均值香港上海韩国日本新加坡新西兰影响教学的教育决策 7. 识别需改进的教育教学和课程要素学生升学或留级的依据对学生分组教学据此决定学校资源分配方案评价教师校长和学校 11. 逐年跟踪学校办学进展评价教师教学效能考核教师业务表现评估校长治校水平

43 以香港为例香港一直致力于在对学习进行评价 (Assessment of Learning, AOL) 和为学习进行评价 (Assessment for Learning, AFL) 两者之间寻找平衡, 前者用于报告筛选和问责, 后者用于监测教育系统的改进情况 (James, 2010) 就国际评估而言, 香港参加过许多国际评价研究, 包括 PIRLS( 测试对象为小学 4 年级学生 ) TIMSS( 测试对象为小学 4 年级和中学 2 年级学生 ) ICCS( 测试对象为中学 3 年级学生 ) 和 PISA( 测试对象为 15 岁的学生 ) 就当地评价而言, 香港所有小学 3 年级 6 年级和中学 3 年级学生都要参加全港性系统评估 (Territory-wide System Assessment, TSA), 同时还有新出台本地公开考试, 香港中学文凭考试 (Hong Kong Diploma of Secondary Education, HKDSE) 将于 2012 年开始进行, 对象是中学 6 年级学生 ( 即新高中的毕业生 ) 2012 年部分的考试科目都会计入校本评价的结

44 Selected References: HO Sui Chu. Editor (2004) for the special Issue on Analyzing the Quality of Education in Hong Kong from an International Perspective Education Journal 31(2) & 32(1). 175 pages. Ho, S.C. (2006). High-stakes testing and its impact on student and schools in Hong Kong: What we have learned form the PISA studies. KEDI Journal of Educational Policy, 3: 1: Korean Educational Development Institute Ho, S. C. (2010) Assessing the Quality and Equality of Hong Kong Basic Education Results from PISA to PISA Frontier in Education. Higher Education Press and Springer-Verlag, China: 5 (2): Ho, S.C. & Lo, N.K (2010). Analyzing quality and equality of education of East Asian Societies from an International Perspective. (In Chinese), Educational Research 360 (1):

45 HKPISA Centre Thank You! Further information Visit the websites: OECD-PISA : HK-PISA:

说明为了反映教运行的基本状态, 为校和院制定相关政策和进行教建设与改革提供据依据, 校从程资源 ( 开类别开量规模 ) 教师结构程考核等维度, 对 2015 年春季期教运行基

说明为了反映教运行的基本状态, 为校和院制定相关政策和进行教建设与改革提供据依据, 校从程资源 ( 开类别开量规模 ) 教师结构程考核等维度, 对 2015 年春季期教运行基内部资料东北师范大教运行基本状态据报告 2015 年春季期教务处 2015 年 10 月 27 日说明为了反映教运行的基本状态, 为校和院制定相关政策和进行教建设与改革提供据依据, 校从程资源 ( 开类别开量规模 ) 教师结构程考核等维度,