Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Assessment for Learningin Economics

31 May 2008

8:45am ~ 12:00pm

Dr. Chiu Chi Shing

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Schedule

Time Content

9:00am ~ 10:00am Concepts of Assessment of / for Learning

10:00am ~ 10:15am Break

10:15am ~ 11:45am Implementation of Assessment for Learning in Economics

11:45am ~ 12:00am Q & A Session

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Interpretation of the term ‘Assessment’

Assessment

School-based Assessment

CDI

Public ExamHKEA

Assessment of Learning（對學習的評估）

Formative Assessment( 進展性評估 )

Summative Assessment( 總結性評估 )

Assessment for Learning ( 促進學習的評估）

回饋教與學，促進學習 量度成績

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

The major concerns of HKEA and secondary teachers

• Reliability ( 信度 )

• Validity ( 效度 )

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

• A test’s reliability is its ability to produce the same results if assessed at a different time. It refers to the consistency with which a test measures whatever it is measuring.

Reliability

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Validity ( 效度 )• The validity of an assessment is the

degree it measures what it purports to measure. An assessment domain is defined an samples, we make inference about the student’s status after the administration of a test.

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Three Types of validity evidence:

• Content-related validity

• Criterion-related validity

• Construct-related validity

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

HKCEE 2008 Paper I Analysis

　 Knowledge

　 Comprehension

　 Application

　 Analysis

　 Synthesis

　 Evaluate

　Marks Allocati

on

Micro-Economics 　 　 　 　 　 　 　 　 　 　 　 　 　

Basic Concept (7%)

　 　 　 　 　 　 Q9 6 　 　 6

36%

Demand & Supply (7%)

　 　 Q1 4 　 　 　 　 Q11 2 6

Production (10%)

　 　 Q2, Q9 6 　 　 　 　 　 　 8

Business Ownership (7%)

Q4 2 　 　 　 　 Q4 4 　 　 6

Market Structure (5%)

Q3 4 　 　 　 　 　 　 　 　 　 　 4

Macro-Economics 　 　 　 　 　 　 　 　 　 　 　

National Income (17%)

　 　 Q9 9 　 　 　 　 Q11 5 14

64%

Business Cycle (4%) 　 　 　 　 　 　 Q5 3 　 　 3

Money & Banking (15%)

Q6 4 　 　 　 　 Q10

9 　 　 13

Public Finance (7%)

Q8 6 　 　 　 　 　 　 　 　 6

International Trade (21%) 　 　 　 　 Q7 7 　 　 Q11 11 　 　 18

Marks16

19 7 22 18 84

Percentage

19%

23%

8%

26%

21%

100%100%

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

HKCEE 2008 Paper I Analysis

Comprehension

24%

Application8%

Analysis26%

Synthesis22%

Evaluate0% Knowledge

20%Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluate

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Assessment

How What

Continuous Summative Knowledge Skills

Summative in nature

Formative in nature

Frequency

Setting

Skills assessment

(application of multiple skills at different stages

e.g. profile, portfolio)

Mastery of knowledge

(understanding of subject

matter, scaffolding)

Declarative Procedural (experiment /

other performance

)

Format Time Generic

Cognitive Affective

Individual (Aesthetic)

Group ( social &

Collaborative)

Thinking process

Problem solving

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Suggested Reading:• Nitko, A.J (2004) Educational assess

ment of students (4th edition). New Jersey: Pearson.

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Implementation of Assessment for Learning in Economics

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Three important documents about Assessment for Learning from CDI

學校評估政策

- 評估方式的轉變

( 課程發展處 , 2002)

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Using assessment to promote learning

• Formative assessment is assessment which is part of the process of teaching and learning—assessment ‘for’ learning

• Summative assessment is the process of summing up or checking what has been learned at the end of a particular stage of learning, whether this is a module or a GCSE course—assessment ‘of’ learning

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Three Major Components of the subject

Recall of Knowledge

(e.g. Business Ownership, Firm Integration, etc)

Concept Clarification(e.g. Labour Supply,Demand & Supply, Credit Creation,

International Trade,etc)

Application & Analytical Skills

(e.g. Graphical illustration, Interpretation of data (esp. % change, ratio, relative Vs absolute

concepts, etc)

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Recall of Knowledge• Example: Business Ownership

• Observation:– Students lack of interest in studying this topic– Find difficulties in distinguish different

features among different forms of ownership

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Unit Design: Deliver different forms of business ownership by a story

Sole Proprietorship Partnership

PrivateLimited

Company

PublicLimited

Company

Add different conditions for students to think about the limitations / disadvantages

(e.g. Limited capital / Lack of expertise in expanding business)

Make Decision

Introduce another type of business ownership

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Conclusion• When handling topics with factual

knowledge, teachers can make use of case study, daily life examples & mini project in the design of lessons.

Students’ learning motivation Anchor students’ learning (e.g. Notes,

graphic organizers, etc)

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Concept Clarification

• Example: Labour Supply

• Observation:– Students don’t understand the meaning of ‘La

bour’ in economic sense

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Concept Clarification with Graphical & Data Illustration

• Example:

• Price Elasticity of Demand ( 價格需求彈性 )

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Past Paper Questions extracted from HKCEE:

• 2005-9a

• 2006-10aii

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

• 2007-9ci

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Examination Reports:

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

小組討論：

• 1. 總結近年的會考考試報告及個人教學經驗，考生在回答價格需求彈性的問題時重覆犯什麼錯誤 ?

• 2. 試估計學生在學習此概念時遇上甚麼困難？

• 3. 試提出可行的教學策略以協助學生學習此課題。

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

考生表現欠佳的可能原因• 學生未能掌握數學概念 ( 絶對 V.S. 百分比）• 學生對 Ed 概念一知半解，大概知道題目與 Ed有關，只硬記答題模式

• 未能了解該題目與價格需求彈性的關係• ……• ……

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

我們估計學生未能掌握課題的原因

•學生並不明白為何需要學習價格需求彈性•價格需求彈性在甚麼情況下適用•在考試操練 (Exam Drilling) 下，只硬記不同彈性下價格與總收入的關係

• 學生未能理解題目情景 e.g. Toll= P 問題是從基本開始 !

若未能了解課題內容而教授複雜的數式概念，

學生也不明白。

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

價格需求彈性教學重點１ . 弧彈性　 2. 價格彈性和總收入的關係 3. 影響需求價格彈性的因素

建議教學課節： 5堂

經濟科課程綱要 P.14 http://www.edb.gov.hk/FileManager/TC/Content_3249/Eco_Curriculum_CHI.pdf

在有限的時間下，你會如何規劃你的教學內容呢？以上三個的教學重點，你又會如排列優次

並作出取捨呢？

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

小結1. 生產者最關心的應該是TR 2. TR受P和Qd 的影響

∴ △ TR 比較 △ P 和 △ Qd 3. 根據需求定律，人們的需求量會隨價格改變，而且價格和需求量有反比的關係。i.e: P; Qd 或 P ; Qd

4. 在不同的情況下，人們的需求量對價格改變的反應均有所不同。

於經濟學中，我們就是用「需求價格彈性」 (Ed) 來量度這個反應

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

概念建構• 目的：讓學生了解△ P 、△ Qd如何影響

TR• 方法：個案分析 + 小組討論

假設所有貨品的價格變幅均為 10%

由於百佳超級市場知道增加收入可透過加價或減價兩個方法

就你所得的資料，指出為什麼貨品經價格調整後，該貨品的總收入會增加

Hong Kong Effective Teaching Association (HKETA) Chiu CS, Wu CS, Mak KW, Lam HY, Yip TC, Lee MW, Ma WY

Provide opportunity for teachers to give

feedback

Provide teachers with information

about student progress

Assessment For Learning

Provide teachers with feedback to enhance

their teaching effectiveness

Provide feedback to students for

their self-monitoring and

subsequent learning

Assessment is an integral part of self-

directed learning

2. Assessment As Learning 1. Assessment For Learning