Action
Research Team 1:
Feedback
for learning and assessment
Title:
Impact of continuous feedback on learning and summative assessment
Rationale:
1. Little research
on how continuous feedback affects student learning
2. To maximize practice exercises and feedback (identified as insufficient
in past module evaluation) and minimize quizzes (identified as frequent and
stressful in past module evaluation)
3. To capitalize on module changes (more contact hours and summative assessment)
and the launch of ¡§Blackboard¡¨, a e-learning system with the potential
for optimizing feedback and interaction with students beyond the lecture
Objectives:
1. To familiarize
students with the grammatical rules and standardized language use of Modern
Chinese
2. To track the impact (e.g., students¡¦ perceptions and use) of feedback
on successive ungraded assignments (during the module) and on summative assessment
(at the end of the module)
Intended outcomes:
1. Evidence
of improved grammar use of Modern Chinese by students
2. Conference presentations and a journal article
3. Sharing with colleagues at Departmental retreat and/or staff development
seminars
Team Members:
1. Dr. Pamela
LEUNG (facilitator), Department of Chinese, HKIEd
2. Dr. Joe LI Wai Shing, Department of Curriculum and Instruction, HKIEd
3. John LAM Tak Shing, Department of Curriculum and Instruction, HKIEd
Contact details:
Dr. Pamela LEUNG at pleung@ied.edu.hk
Action Research Team 2: Field Experience Assessment
Title:
Piloting the use of a professional development progress map
Rationale:
The development of a new field experience (FE) assessment framework aims to inform the development of field experience policies and practices in the HK Institute of Education. A professional development progress map (hereafter, Progress Map) is developed as the core of the proposed assessment framework. Underpinning the proposed FE assessment framework is a shift away from a summative paradigm to the use of the Progress Map for the dual purpose of assessment for learning and assessment of learning.
Objectives:
1. To pilot
the use of the professional development Progress Map in the field experience
of different teacher education programmes in an action research cycle
2. To inform the development of the FE assessment framework
Intended outcomes:
1. A piloted
and improved Progress Map
2. Conference papers and journal articles
3. Conference/seminar presentations
Team Members:
1. Dr. TANG
Yee Fan, Sylvia (facilitator), Department of Educational Policy and Administration
(EPA), HKIEd
2. Dr. LO Mun Ling (advisor), Centre for the Development of School Partnership
and Field Experience (CDSPFE), HKIEd
3. Dr. HO Fuk Chuen, Department of Educational Psychology, Counselling
and Learning Needs (EPCL), HKIEd
4. POON Oi Yee Teresa, EPCL, HKIEd
5. Rita YIP Lai Chi, Department of Creative Arts, HKIEd
6. Raymond YUEN Tze Leung, Department of Creative Arts, HKIEd
7. MA So Mui, Department of Creative Arts, HKIEd
8. Dr. WU Siu Wai, EPA,HKIEd
9. Dr. NG Shun Wing, EPA,
HKIEd
10. Dr. Doris CHAN CHENG Pui Wah, School of Early Childhood Education, HKIEd
11. Dr. Elizabeth WALKER, Department of English, HKIEd
12. Dr. CHOW Wai Kwan, Alice, Department of English, HKIEd
13. Dr.
SO Wing Mui, Winnie, Department of Science, HKIEd
14. Dr. CHENG May Hung, Department of Science, HKEd
15. Dr. LAM Yiu Sing, Department of Information and Applied Technology, HKIEd
16. Dr. CHOW Wah Edward, Department of Physical Education and Sports Science,
HKIEd
17.
Dr. LEUNG Hing Keung, Department of Mathematics, HKIEd
Contact
details:
Dr. Sylvia TANG at stang@ied.edu.hk
Action Research Team 3: KWL Method of Self-Assessment
Title:
KWL (Know-Want-Learn) method of Self-Assessment for Learning
Rationale:
The KWL method is underpinned by recent developments in the theories of meta-cognition and self-regulated learning. This learner-centred method for self-assessment, reflection and interactive teaching and learning, if promoted appropriately, should enhance the quality of learning and teaching.
Objectives:
To undertake small-scale action research as preliminary steps toward the investigation of the effects of learners¡¦ schemata and motivation on the content and extent of learning
Intended outcomes:
1. Conference
papers, journal articles and books
2. Conference/seminar presentations
Team Members:
1. Dr. Jacob
LUNG Ching Leung (facilitator), Department of Educational Psychology, Counselling
and Learning Needs (EPCL), HKIEd
2. Dr. Magdalena Mo Ching MOK (facilitator), EPCL, HKIEd
3. Dr. Doris CHAN CHENG Pui Wah, School of Early Childhood Education, HKIEd
4. Christine CHAN Mei Sheung, School of Early Childhood Education, HKIEd
5. Dr. Rebecca CHEUNG Hun Ping, School of Early Childhood Education, HKIEd
6. NG Mei Lee, School of Early Childhood Education, HKIEd
Contact details:
Dr. Jacob LUNG at cllung@ied.edu.hk
Action Research Team 4: Technology¡VEnhanced Assessment
Title:
Improving the use of learning-oriented assessment in four modules utilizing technology for teaching and learning
Rationale:
To look at ways in which technology-enhanced assessment may facilitate learning. By examining teacher and student perceptions of technology-enhanced assessment it is expected that we will refine our assessment and improve teaching and learning within our four classes.
Objectives:
1. To document
emergent themes and capture teacher conceptions of technology and assessment
through group discussion, concept maps, audio-interviews and video-interviews.
Teacher conceptions will have a major influence on the design, teaching
and implementation of four modules in Semester 1 and 2.
2. To document student perceptions of technology-enhanced assessment through
questionnaires, video-interviews and focus groups. Analysis of the material
will assist in the further refinement of the assessment, teaching and learning
for each module.
Intended outcomes:
1. Two to three
journal articles
2. Conference/seminar presentations
3. Generic tools useful for other teachers
Team Members:
1. Dr. Mike
KEPPELL (facilitator), Centre for Integrating Technology in Education (CITIE);
Department of Information and Applied Technology, HKIEd
2. Dr. Eliza AU, Department of Creative Arts, HKIEd
3. Christine CHAN Mei Sheung, School of Early Childhood Education, HKIEd
4. Ada MA, Department of Information and Applied Technology, HKIEd
Contact details:
Dr. Mike KEPPELL at keppell@ied.edu.hk
Action Research Team 5: Performance Assessment
Title:
Developing Performance Assessment modes and strategies in various disciplines
Rationale:
Languages, Art, Music and Physical Education are subjects where performance assessment is widely accepted. However, it is far from clear what performance Assessment means in these various domains. By working collaboratively, different subject teachers might gain a better understanding of what it is they want to assess during a ¡§performance¡¨ and how best to assess it, so that learning objectives are achieved.
Objectives:
1. To define and identify performance assessment in Chinese, English, Art, Music and Physical Education
2. To develop modes, strategies and resource materials for performance assessment
Intended outcomes:
1. Two to three
journal articles
2. Conference/seminar presentations
3. Generic resource materials useful for other teachers
Team Members:
1. Dr. HUI Ming
Fai (facilitator), Department of Curriculum and Instruction, HKIEd
2. KWONG Yiu Keung, Department of Chinese, HKIEd
3. Dr. Rita BERRY, Department of Curriculum and Instruction, HKIEd
4. Dr. Victor LAI Ming Hoi, Department of Creative Arts, HKIEd
5. Rita YIP, Department of Creative Arts, HKIEd
6. Dr. Edward CHOW Wah, Department of Physical Education and Sport Science
Contact details:
Dr. HUI Ming Fai at mhui@ied.edu.hk
Action Research Team 6: Portfolio Assessment
Title:
Portfolios for Learning and Review of Learning
Rationale:
To move towards more student driven curricula, where students may have partial or total control over various aspects of their learning, such as content, objectives, learning methods, assessment. In such curricula, assessment has to be criterion referenced and not norm referenced, and the presentation of portfolios is probably the most appropriate method for students to demonstrate their achievements. Students are encouraged ¡V wherever possible - to work and to present the outcome of their work in groups, and to judge their work through self and peer assessment, which is then subject to negotiation with their examiners.
Objectives:
1. To deliberate and develop support for self, peer and tutor assessment and feedback. Such support may include lists and descriptions (downloadable and customizable) of:
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2. To recruit interested colleagues to try out the ideas in their teaching (the ideas could be incorporated in portfolios already in use)
Intended outcomes:
1. Case studies
in journal articles
2. Conference/seminar presentations
3. Generic resource materials useful for other teachers
Contact details:
Dr. Rita CHAN
at rypchan@ied.edu.hk
Feedback
for learning and assessment
Field Experience Assessment
KWL Method of
Self-Assessment
Technology-Enhanced Assessment
Performance Assessment
Portfolio Assessment
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