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Insights from PISA & TIMSS on our planning of services & policies on curriculum development in Science Education. Sci Edu Section, CDI 6 Oct 2014. Student Assessment. An integral part of learning and teaching

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slide1

Insights from PISA & TIMSS on our planning of services & policies on curriculum development in Science Education

Sci Edu Section, CDI6 Oct 2014

student assessment

Student Assessment

An integral part of learning and teaching

Provides feedback to students, teachers, schools and parents on the effectiveness of teaching and students’ strengths and weaknesses in learning

Provides information to schools, school system, government, employers to enable them to monitor standards and to facilitate selection decisions

Assessment of learning, Assessment for learning, Assessment as learning

pisa framework for science assessment
PISA Framework for Science Assessment

How they do so is influenced by:

  • Knowledge
  • About the natural world (knowledge of science)
  • About science itself (knowledge about science)

Requires people to:

  • Competencies
  • Identify scientific issues
  • Explain phenomena scientifically
  • Use scientific evidence

Context

Life situations that involve science and technology

  • Attitudes
  • Response to science issues
  • interest
  • support for scientific enquiry
  • responsibility
focus of school s cience curriculum

Aims

&

Objectives

Skills and Process

Values and Attitudes

Knowledge

and

Understanding

Providing learning experiences for students to acquire scientific literacy

Focus of School Science Curriculum

Emphasizing –

Science, Technology, Society & Environment (STSE) connections

Scientific investigations– Science Process Skills– Nature of Science

4 other strands: Life and Living, Energy and Change, The Material World, Life and Living

student performance in timss and pisa

Student Performance in TIMSS and PISA

TIMSS

Hong Kong has been making steady progessand remained within top 10 from late 90s.

“Reasoning” better than/comparable to “Knowing’, while in the past students did better in “Knowing”.

PISA

Ranked 2nd/3rd in scientific literacy among participating countries/regions

student performance in timss and pisa cont

Student Performance in TIMSS and PISA (cont.)

Students’ achievement is consistently well above international average

The remarkable performance of Hong Kong shows that the school science education is heading in the right direction

Reflection on the Curriculum Planning & Development Learning & Teaching, and Student Assessment

sources of feedback for the review implementation of sci edu kla

Sources of Feedback for the Review/ Implementation of Sci Edu KLA

KLA Evaluation

CD visits

Focus group interviews

International studies: TIMSS & PISA

...

Further promotion of

Assessment for Learning & Assessment as Learning

from kla evaluation about student assessment

From KLA Evaluation – About Student Assessment

Majority of teachers agreed that:

Use diversified modes of assessment to promote L&T

Set appropriate assessment tasks (including practical and non-practical tasks) to align with the learning objective

Use assessment data or information to provide quality feedback to students

Students in general agreed that:

Their teachers helped them to learn and understandtheir strengths and weaknesses

Building on Strengths

slide10

Way Forward

Continuous Promotion of Holistic Curriculum Planning & development in the Sci Edu KLA for a balanced school-based curriculum

Curriculum, Pedagogy, Assessment form a trio

Strengthening PIE Cycle (Planning, Implementation and Evaluation) in school-based curriculum development

Strengthening the interface between different learning stages

Enhancing collaboration among teachers

from student assessment to enhancing student learning

From Student Assessment to Enhancing Student Learning

To identify and tackle students’ learning difficulties To develop relevant teaching strategies for enhancing learning effectiveness

To enhance teachers’ awareness on the importance of reflective teaching based on students’ performance in daily formative assessment

To build up teachers’ capacity in developing quality assessment items

To enhance teachers’ assessment literacy