Assessment Conference 2014 Exploring E

Transcription

Assessment Conference
2014
Exploring E-Assessment for
Learning in an Era of E-Learning
Day 1
15 January 2014 (Wednesday)
C.C.C. Heep Woh Primary School (CSW)
Day 2
16 January 2014 (Thursday)
C.C.C. Heep Woh Primary School (CSW)
Hosted by
Assessment Research Centre
The Hong Kong Institute of Education
Sponsored by
1
Table of Contents
Table of Contents ................................................................................................................... 2
Welcome Message ................................................................................................................. 4
Conference Theme ................................................................................................................. 5
Conference Sub-themes ........................................................................................................ 5
Conference Organizer ............................................................................................................ 6
Schedule
Day 1: 15 Jan 2014 ............................................................................................ 7
Schedule
Day 2: 16 Jan 2014 ............................................................................................ 8
Opening Ceremony ................................................................................................................ 9
Closing Ceremony .................................................................................................................. 9
Keynote Address (Dr. Richard M. SMITH) ............................................................................ 10
Keynote Address (Prof. Bor-Chen KUO) ............................................................................... 11
Invited speaker (Prof. Siu Cheung KONG) ............................................................................ 12
Invited speaker (Prof. Nancy LAW) ...................................................................................... 13
Invited speaker (Prof. Xiaoqing GU)..................................................................................... 14
Day 1
Parallel Session A1 ............................................................................................ 15
Day 1
Day 1
Day 1
Parallel Session B2 ............................................................................................ 18
Day 1
Parallel Session B3 ............................................................................................ 18
Day 1
Parallel Session C1 ............................................................................................ 19
Day 1
Parallel Session C2 ............................................................................................ 20
Day 1
Parallel Session D1 ............................................................................................ 20
Day 1
Day 1
Day 1
Parallel Session E2............................................................................................. 23
Day 1
Parallel Session E3............................................................................................. 23
Day 1
Parallel Session F1............................................................................................. 24
Day 1
2
Day 1
Day 2
Parallel Session G1 ............................................................................................ 26
Day 2
Day 2
Day 2
Parallel Session H2 ............................................................................................ 28
Day 2
Parallel Session H3 ............................................................................................ 29
Day 2
Parallel Session I1 ............................................................................................. 29
Day 2
Day 2
Day 2
Parallel Session J1 ............................................................................................. 32
Day 2
Parallel Session J2 ............................................................................................. 33
Day 2
Parallel Session K2 ............................................................................................ 34
Day 2
Parallel Session L1 ............................................................................................. 35
Day 2
Parallel Session L2 ............................................................................................. 35
Day 2
Parallel Session M1 ........................................................................................... 36
Day 2
Parallel Session M2 ........................................................................................... 36
Floor Plan ............................................................................................................................. 38
Food Guide ........................................................................................................................... 39
3
Welcome Message
It is with great pleasure that we invite you to participate in the Assessment Conference 2014
(AC2014), organised by the Assessment Research Centre (ARC) of The Hong Kong Institute
of Education. The conference will be held on 15 - 16 January 2014 in Hong Kong.
In recent years, the ARC has been engaged in the generation and dissemination of new
knowledge in educational assessment and measurement through the use of information
technology. Numerous educational practitioners have benefited from our partnership
programmes, research studies, seminars, workshops and publications. We would like to take
this opportunity to invite them to share experience and expertise on the topic of e-assessment.
The theme of this conference is “Exploring E-Assessment for Learning in an Era of
E-Learning”. The keynote lectures and presentations will integrate this theme and cover a wide
range of sub-themes, including school leadership on e-assessment and e-learning, teacher
development for e-assessment and e-learning, synergy between Assessment for Learning
(AFL), Assessment of Learning (AOL), and Assessment as Learning (AAL), pedagogy for
e-assessment and e-learning, collaborative knowledge creation facilitated by information
technology and digital learning environment: networking, digital classroom, cloud learning
and mobile learning.
We are honoured to announce that Dr. Richard M. SMITH, editor of the Journal of Applied
Measurement, USA and Prof. Bor-Chen KUO from National Taichung University of
Education, Taiwan will be our keynote speakers at the conference. In addition, Prof. Siu
Cheung KONG from The Hong Kong Institute of Education, Prof. Nancy LAW from The
University of Hong Kong and Prof. Xiaoqing GU from East China Normal
University, Shanghai will be our invited speakers at the conference. We believe that this
conference will provide an excellent opportunity to advance communication, collaboration and
exchange among academics, researchers and practitioners.
Please join us on 15 and 16 January 2014 for the Assessment Conference 2014. We look
forward to welcoming you!
The Organising Committee, Assessment Conference 2014
4
Conference Theme
Exploring E-Assessment for Learning in an Era of E-Learning
Conference Sub-themes
 School Leadership on E-Assessment and E-Learning
 Teacher Development for E-Assessment and E-Learning
 Synergy between Assessment for Learning (AFL), Assessment of Learning
(AOL), and Assessment as Learning (AAL)
 Pedagogy for E-Assessment and E-Learning
 Collaborative Knowledge Creation facilitated by Information Technology
 Digital Learning Environment: Networking, Digital Classroom, Cloud
Learning and Mobile Learning
5
Conference Organizer
The Assessment conference 2014 (AC2014) is hosted by the Assessment Research Centre of
The Hong Kong Institute of Education on 15-16 January 2014.
Organising Committee Prof. Magdalena Mo Ching MOK (Chair)
(Assessment Research Centre, HKIEd)
Prof. Wen Chung WANG (Co-Chair)
(Assessment Research Centre, HKIEd)
Mr. Rex Hong Lok CHIM
Ms. Sze Ming LAM
Mr. Michael Ronald SU
Mr. Michael Ying Wah WONG
Mr. Jacob Kun XU
Ms. Jingjing YAO
Ms. Olivia Tsz Yan YEUNG
Mr. Jinxin ZHU
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Schedule
Day 1: 15 Jan 2014
7
Schedule
Day 2: 16 Jan 2014
8
Opening Ceremony
Honourable Speakers
Mr. Mang SHE,. Chief Curriculum Development Officer, IT in Education,
Education Infrastructure Division, Education Bureau, HKSAR.
Date: 15 January 2014 (Wednesday)
Time: 9:30am - 10:30am
Venue: 1/F, School Hall, CCC Heep Woh Primary School (CSW)
Language: Cantonese & English
Mr. Victor Pat-leung CHENG,. Executive Director, Hong Kong Education City.
Time: 9:30am - 10:30am
Closing Ceremony
Honourable Speaker
Prof. John Chi-Kin LEE, Vice President (Academic), The Hong Kong Institute of
Education.
Date: 16 January 2014 (Thursday)
Time: 5:00pm - 5:30pm
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Keynote Address (Dr. Richard M. SMITH)
Using Residual Analysis of Large-Scale Assessments to Inform
Instructional and Curriculum Decisions for Districts and Schools
Dr. Richard M. SMITH, Editor, Journal of Applied Measurement, USA. Senior
Director, Psychometrics at Data Recognition Corporation.
Time: 11:00am - 12:00pm
Language: English
This keynote uses data from a large scale assessment primarily in mathematics and reading to
demonstrate the utility of the item/person residual matrix and the item between-group-fit
statistic to examine a variety of characteristics of the tests related to the test validity and how
to use this data to make local instructional and curricular decisions. With residual analysis it
is possible to produce residual plots that provide a simple and direct medium for presenting
assessment results to administrators, teachers, and parents. The residual plots can be used to
highlight differences at the item, standard or reporting category level for groups of students
based on administrative units, such as school, district, or region, or instructional variables
such as limited language proficiency. Residual plots can also be based on characteristics of
items such as cognitive levels or depth of knowledge to help schools assess the impact of
increased rigor in instruction. Issues of test validity are playing an increasingly important
role in understanding the results of assessments and residual plots are an efficient method to
provide data related to test validity. The presentation will include numerous examples of a
wide range of applications of residual analysis.
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Keynote Address (Prof. Bor-Chen KUO)
Combining Cognitive Diagnostic Model and Automated Scoring Mechanism to
Develop the Online Test with Multiple Choice and Constructed Response Items
Prof. Bor-Chen KUO, Dean, College of Education. Professor, The Graduate
Institute of Educational Measurement and Statistics, National Taichung
University of Education, Taiwan.
Time: 9:30am - 10:30am
Language: English
Traditionally, multiple choice items are widely used in computerized tests or online tests.
Recently, constructed response or open-ended items have been paid more attentions,
especially, in large scale assessments, such as NAEP, PISA and TIMSS. Constructed
response items are beneficial to evaluate complex concepts or skills such as procedure
knowledge or problem solving. For reliability and validity consideration, the scoring process
of constructed response items is time-consuming, and with expensive human-resource.
For improving this situation, a method to combine cognitive diagnostic model (CDM) and
automated scoring mechanism (ASM) will be introduced for developing the online test with
multiple choice and constructed response items. Some experiments are used to demonstrate
how this online test can detect skills and misconceptions in problem solving procedures. The
experimental result shows that the performance of this online test is improved by combining
CDM and ASM.
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Invited speaker (Prof. Siu Cheung KONG)
Teacher Development for E-Learning
Prof. Siu Cheung KONG, Head, Department of Mathematics and Information
Technology (MIT), The Hong Kong Institute of Education.
Time: 11:00am - 12:00pm
Venue: School Hall A (1/F), CCC Heep Woh Primary School (CSW)
Language: Cantonese
Digital technologies such as personal mobile devices and social learning networks are turning
traditional classrooms in schools into digital classrooms. These changes promote schools to
create a seamless learning environment which enables learners to retrieve information,
exchange and share learning information with peers and then construct knowledge
collaboratively without time and space constraints. School education is therefore advocating
for a paradigm shift from teacher-centred teaching to learner-centred learning. The
learner-centred learning paradigm encourages learners to develop twenty-first century skills
through day-to-day subject learning; and the pedagogy emphasizing constructivist learning
can facilitate learners to develop twenty-first century skills. This trend places new demands
on teachers and requires a better design for teacher development. This speech introduces a
model of constructivist learning in a seamless learning environment. Then, it discusses the
challenges to teachers in this new instructional environment, and finally it proposes a teacher
development model for promoting learning and teaching in digital classrooms.
12
Invited speaker (Prof. Nancy LAW)
Embedded and transformative assessment through e-Learning: possibilities
and hurdles
Prof. Nancy Wai Ying LAW, Faculty of Education, The University of Hong Kong. Professor Nancy Law
currently serves as the Corresponding Co-convenor of the Sciences of Learning Strategic Research Theme of the
University of Hong Kong and Deputy Director of the Centre for Information Technology in Education in the
Faculty of Education. Her research interests include international comparative studies of pedagogical
innovations and information technology, models of ICT integration in schools and
change leadership, computer supported collaborative learning, learning design and
learning analytics.
Time: 2:00pm - 3:00pm
Language: Cantonese supplemented by English
There has been in recent years increasing interest in the design and use of assessment as an
integral part of the learning design and learning support environment such that assessment
tasks are in themselves learning tasks (assessment as learning), and the assessment outcomes
will be used interactively during the process of learning to inform the teacher (and the
learner) of the progress in order for adjustments be made to the learning design/progression
(assessment for learning). This paper reports on a study conducted in a primary school to
explore how assessment can be integrated into the e-Learning environment and teacher
co-design and planning process. The findings reveal a number of challenges to realize the
potential of technology-enabled embedded and transformative assessment that go beyond the
technical challenges of assessment design and learning analytics technology. A different level
of assessment literacy is needed by teachers, education professionals as well as the wider
community is needed for the promises of assessment of and for learning to be realized, and
that policy and strategies to promote such assessment literacy at the system and school levels
are essential for advances in assessment practice in Hong Kong schools.
13
Invited speaker (Prof. Xiaoqing GU)
The analysis and diagnosis of learning behavior in an ICT-rich learning
environment
Prof. Xiaoqing GU, Professor, Head of Department of Educational Information Technology, East China
Normal University. Her research has focused primarily on ICT in education, including the ICT-supported
content design and development, ICT-integrated pedagogical innovation,
computer-supported collaborative learning, and learning analytics to inform
pedagogical design.
Time: 4:00pm - 5:00pm
Language: Mandarin
How Predictable Are the Learning Data: Making Sense of Student Learning Behavior
This study investigates the extent to which student learning activities may accurately predict
their academic achievements. A complex algorithm is proposed and a visualization tool is
provided to trace the learning progress of students and identify the key indicators that need
intervention.
The quantitative methodology comprises the primary source of data collection for this study.
The context is a typical ICT-rich learning environment, with every student completing the
course through platform “Sakai”. Variables that demonstrate a significant correlation with
student final grade will be identified. A best-fit predictive model for this course with
regression modeling will be generated, and a visualization tool will be used to identify key
indicators that need timely pedagogical intervention.
14
Day 1
Parallel Session A1
Embedded and transformative assessment through e-Learning: possibilities
and hurdles
Prof. Nancy Wai Ying LAW, Faculty of Education, The University of Hong Kong. Professor Nancy Law
currently serves as the Corresponding Co-convenor of the Sciences of Learning Strategic Research Theme of the
University of Hong Kong and Deputy Director of the Centre for Information Technology in Education in the
Faculty of Education. Her research interests include international comparative studies of pedagogical
innovations and information technology, models of ICT integration in schools and change leadership, computer
supported collaborative learning, learning design and learning analytics.
Time: 2:00pm - 3:00pm
There has been in recent years increasing interest in the design and use of assessment as an
integral part of the learning design and learning support environment such that assessment
tasks are in themselves learning tasks (assessment as learning), and the assessment outcomes
will be used interactively during the process of learning to inform the teacher (and the
learner) of the progress in order for adjustments be made to the learning design/progression
(assessment for learning). This paper reports on a study conducted in a primary school to
explore how assessment can be integrated into the e-Learning environment and teacher
co-design and planning process. The findings reveal a number of challenges to realize the
potential of technology-enabled embedded and transformative assessment that go beyond the
technical challenges of assessment design and learning analytics technology. A different level
of assessment literacy is needed by teachers, education professionals as well as the wider
community is needed for the promises of assessment of and for learning to be realized, and
that policy and strategies to promote such assessment literacy at the system and school levels
are essential for advances in assessment practice in Hong Kong schools.
15
Day 1
Parallel Session A2
Pictorial Story-telling for Hong Kong Primary School Students: Design of
the Online Courseware Platform
Ms. Cecilia LAW, Deputy Project Director (Assessment & Support), BCA Team, Education Bureau, Hong
Kong.
Time: 2:00pm - 2:30pm
Venue: School Hall B (1/F), CCC Heep Woh Primary School (CSW)
Language: Cantonese
In 2010-11, the Education Bureau (EDB), HKSAR commissioned the Faculty of Education in
The University of Hong Kong to conduct a study “Students’ Speaking Skills and the
Production of Web-based Learning and Teaching Support (WLTS) Materials of the Basic
Competency Assessments (BCA) in the Key Learning Area (KLA) of Chinese Language at
Primary Levels”. Based on the findings, EDB designed an online courseware platform to
support primary school teachers in how to use pictorial story-telling to develop students’
ability in narrating events in order and expressing their own views. The e-learning platform
is now available in the website of Web-based Learning and Teaching Support (WLTS).
This presentation gives a brief account of the design of the online courseware platform for
promoting student’s ability in pictorial story-telling.
16
Day 1
Parallel Session A3
A Reflection of Teaching Experience on the Relationship of Creative
Writing Lesson of Chinese Language and Pupils' Self-directed Learning in
an E-Learning Environment
Dr. Chi Kin CHOW, Principal, Sacred Heart Canossian School, Hong Kong
Ms. Cynthia CHAN, Teacher, Sacred Heart Canossian School, Hong Kong
Time: 2:00pm - 2:30pm
Venue: Dance Room (G/F), CCC Heep Woh Primary School (CSW)
The Third Strategy launched in 2008 symoblised the further integration of information and
communication technology into learning and teaching, and the implementation of e-Learning,
but not only the application of IT instrument. The goal of “ paradigm shift”in school
education from a text-book and teacher-centered mode to a more interactive and
learner-centered mode. We start with Chinese as the on trial subject, to find out how
e-learning could affect the traditional learning and teaching modes. This experience of
creative writing help to reveal how I.T. technology could be incorporated in the usual
learning and teaching procedures and what are the changes, if any. Most of all, to find out if
students would be more self-motivated in learning under the new system and their
adaptability in this ever-changing 21st century.
17
Day 1
Parallel Session B2
Writing ePlatform: A Corpus-based Resource to Support Learning and
Assessment in Writing (English Language)
Ms. Flora LEUNG, Senior Curriculum Development Officer (Assessment & Support), BCA Team, Education
Bureau, Hong Kong.
Time: 2:30pm - 3:00pm
Language: English
Based on the findings of a recent study conducted by Education Bureau (EDB) and Hong
Kong Examinations and Assessment Authority (HKEAA) on using assessment data to
enhance the learning and teaching of Speaking and Writing, an online corpus-based resource
tool that provides instant informing feedback has been developed to assist Key Stage Three
students writing. This presentation discusses the rationale and the first phase of development
of the tool – the Writing ePlatform.
Day 1
Parallel Session B3
Development of Inquiry Based Model with Personal Model with Personal
E-Book System for Primary School
Mr. Wu Lam CHONG, Teacher, Fanling Public School, Hong Kong.
Time: 2:30pm - 3:30pm
Language: Cantonese supplemented by Mandarin
In September of 2011, Fanling Public School has developed E-learning and Mobile learning
in subjects of English Language and General Study of high-grade students for developing
their the “21st Century ability” and becoming more self-directed learning. Hoping that our
sharing of the experience of preparing and launching of this scheme would be useful for the
school interested in trying to carry out E-learning. For the future, that knowledge would
helpful to choose the auxiliary material of personal learning, characteristic of learning
material, the learning and teaching strategy.
18
Day 1
Parallel Session C1
Assessing Internet Information Problem Solving Skills of Undergraduate
Students
Dr. William Ko-Wai TANG, Lecturer, The Open University of Hong Kong. He has several years teaching
experience in Information Literacy and educational technology at both undergraduate and postgraduate level.
His research interests include Information Literacy, curriculum design and applications of IT in Education.
Time: 3:00pm - 3:30pm
Language: Cantonese
This study aims to assess the ability of Internet information problem solving skills of final
year undergraduate students. It includes (1) ability to identify information needs; (2) ability to
select web information sources; (3) ability to locate information on the Internet; (4) ability to
evaluate internet Information; (5) ability to synthesize information by using internet tools.
These skills were measured by questionnaire, skills test and task-based information problem.
Results revealed that students were lack of information problem solving skills. They have
trouble with identifying the information needs, selecting the best web information sources,
revising the initial web search results, judging the quality of websites and summarizing
information by using appropriate tools. Instructional support to foster students’ Internet
information problem solving skills is essential.
19
Day 1
Parallel Session C2
E-Learning and E-Assessment of Mathematics in the Dynamic Geometry
Environment GeoGebra
Mr. Anthony C. M. OR, Senior Curriculum Development Officer, Education Bureau, Hong Kong.
Chair, GeoGebra Institute of Hong Kong.
Time: 3:00pm - 3:30pm
Language: English
GeoGebra is a powerful and very popular dynamic geometry freeware. In this session the
speaker will share the practices as well as the pedagogy of using GeoGebra in primary and
secondary mathematics. Tasks in primary and secondary mathematics in the website of
GeoGebra Institute of Hong Kong (http://sites.google.com/site/hkgeogebra) would be
presented to illustrate how the distinct features of the software could facilitate the learning
and assessment on various topics in mathematics.
Day 1
Parallel Session D1
The analysis and diagnosis of learning behavior in an ICT-rich learning
environment
Prof. Xiaoqing GU, Professor, Head of Department of Educational Information Technology, East China
Normal University. Her research has focused primarily on ICT in education, including the ICT-supported
content design and development, ICT-integrated pedagogical innovation, computer-supported collaborative
learning, and learning analytics to inform pedagogical design.
Time: 4:00pm - 5:00pm
Language: Mandarin
How Predictable Are the Learning Data: Making Sense of Student Learning Behavior
This study investigates the extent to which student learning activities may accurately predict
their academic achievements. A complex algorithm is proposed and a visualization tool is
provided to trace the learning progress of students and identify the key indicators that need
intervention.
20
The quantitative methodology comprises the primary source of data collection for this study.
The context is a typical ICT-rich learning environment, with every student completing the
course through platform “Sakai”. Variables that demonstrate a significant correlation with
student final grade will be identified. A best-fit predictive model for this course with
regression modeling will be generated, and a visualization tool will be used to identify key
indicators that need timely pedagogical intervention.
Day 1
Parallel Session D2
How to use online learning platform to facilitate Formative Assessment
Mr. Chi Hung HA, Panel Head , True Light Middle School of Hong Kong.
Mr. Ka Tim CHU, Panel Head, Hong Kong True Light College.
Time: 4:00pm - 4:30pm
Language: Cantonese
Online Learning platform, such as Edmodo is a very powerful tool to assess students’
learning performance. This platform can build students understanding in a more formative
way since it can generate each student a progress report which can help teacher and student to
monitor the learning and teaching.
Teachers are allowed to create quizzes and assignments for students during lessons or set
them as homework. Furthermore, teachers can collect instant feedbacks from students so that
teachers can fine tune their teaching based on the students’ understanding. To facilitate the
formative assessment on learning and teaching, students and teachers can leave feedback on
their assessment which helps them to review and self-reflect their performance.
21
Day 1
Parallel Session D3
E-Learning Platform for Mathematics and Liberal Studies
Mr. Yiu Yee KU, Maths Panel Head, TWGHs. Mr. And Mrs. Kwong Sik Kwan College, Hong Kong.
Mr. Siu Chuen AU, LS Panel Head, TWGHs. Mr. And Mrs. Kwong Sik Kwan College, Hong Kong.
Mr. Kwok Kee WONG, Teacher, TWGHs. Mr. And Mrs. Kwong Sik Kwan College, Hong Kong.
Time: 4:00pm - 4:30pm
Language: Cantonese
Usually, the SEN students have tremendous difficulties in learning. They do very often lag
far behind the standard of other normal students in the same class.
An Intelligent Tutoring System (ITS) may not be able to solve completely the problem, but to
some extent may ease the situation. Our aim is to establish such kind of online learning
platform upon the sincere help from our commercial partners. We hope to build a system
which could provide lessons of Mathematics and Liberal Studies to those SEN students.
For Mathematics, problems on selected topics could be solved by the system. The system
could give step-by-step explanations. For Liberal Studies, the system contains abundant
electronic contents of the six modules of the syllabus like videos, newspaper cutting, website
links, pictures, documents and a lot of other multimedia materials. Besides, a main online
game would serve for inter-school competition purpose.
22
Day 1
Parallel Session E2
Meet @ Stratosphere: Appreciation and Creation through E-Learning
Exposure for Chinese Language and Literature Curriculum
Mr. Tze Fung WONG, Teacher, Kowloon True Light School, Hong Kong. Emerging Leader, ASCD (The
Association for Supervision and Curriculum Development).
Time: 4:30pm - 5:00pm
Language: Cantonese
When Language and Literature meets e-Learning, the integration will pave way for the new
turn of curriculum planning and implementation.

Prologue : Virtual Dialogue between Fullan and Sato

Discussion: Integrating Technology, Pedagogy and Change Knowledge

Examples: Appreciation and Creation through E-Learning Exposure for Chinese
Language and Literature Curriculum

Remarks: Beyond the School-based Curriculum Development
Day 1
Parallel Session E3
The Innovative E-Learning Project
Ms. Lai Ching LAU, Vice Principal, Fung Kai Innovative School and the coordinator of the eLearning pilot
project.
Time: 4:30pm - 5:00pm
Language: Cantonese
The Innovative E-learning Project aims at constructing a student-centred learning and
assessment for learning with the integration of ICT in teaching and learning for the 21st
century. With the advent of technology, the school has created the technology rich
environment where students can access the internet with their own Netbooks with the
interactive E-learning contents of English, Maths, Chinese and General Studies which are
23
co-developed by the school and the publishers, and the interactive e-learning platform of
Microsoft’s SharePoint for sharing e-learning materials, data-analysis discussion in groups
and the forum with instant feedbacks among peers and teachers.
Day 1
Parallel Session F1
Collaborative
Leadership on Challenging
Improvement: Simulation-Based Learning
Elementary
School
Ms. Vivian Wei GUO, a doctoral candidate in the department of educational policy and leadership at the Hong
Kong Institute of Education. Her research interests include principal leadership; gendered leadership, school
change capacity, and mid-level leaders’ collaboration.
Time: 5:00pm - 5:30pm
Language: English supplemented by Mandarin
This stimulation experiment study is designed to explore what leadership, teaching and
learning strategies should elementary principals take in order to improve students' school
performance. In the experiment, I adopted a reciprocal model among collaborative leadership,
teacher development, curriculum and instructional strategies, and evaluation towards student
outcomes. Fourteen synergies were created among the total nineteen strategies; more
synergies represented greater overall improvements of the targeted school. Using the
assessment to test the students’ achievement can reflect the quality of teaching and learning,
and measure whether the existing teaching and learning methods are valid. The result
suggests that it is wise for principals to transform and develop collaborative leadership to
invest in a long-term social relationship with teachers, parents, and community. It is also
important to share the cultural norms, maintain a positive climate of school and outside
community to improve student outcome.
24
Day 1
Parallel Session F2
Writing 2.0
Mr. Kwok Wing SIT, I.T. Supervisior, Fukien Secondary School, Hong Kong.
Time: 5:00pm - 5:30pm
Language: Cantonese
The main objective of the project is to develop an electronic teaching platform and
self-learning tool for students to enhance their writing skills. It is expected that students could
apply the knowledge to other key learning areas in junior forms. Given the electronic
teaching platform, some problems currently encountered by students could be solved to a
large extent. We also anticipate that e-learning could engage students in self-initiated
learning.
Day 1
Parallel Session F3
EDB Pilot scheme on E-learning in Schools “The newfangled orbit of
electronic learning – developing a conjoint network of information
literacy”
Ms. Ching Yin KWOK, Information Technology Panel Chair, Po Leung Kuk Chee Jing Yin Primary School;
Seconded Teacher, IT in Education Section, EDB
Time: 5:00pm - 5:30pm
Language: Cantonese
Commencing from the academic year 2000, Po Leung Kuk Chee Jing Yin Primary School
has become EDB’s Centre of Excellence (CoE) on IT in Education, targeting to provide
territory-wide specialized assistance and empirical consultation amongst all primary and
secondary schools, so as to act as the dual role of a forerunner and facilitator in steering
information technology development. Complementing the advancement of “The third
Strategy on Information Technology in Education” and fostering the sustainable development
of information literacy, we have successfully applied EDB’s “Pilot scheme on E-learning in
Schools” in 2011 to conjoin partner schools, community resources and business sectors to
25
formulate a teaching network to pilot new technologies and pedagogies in using IT, with
primary English and Mathematics as the prime foci.
The three-year project is primarily focused on the primary curriculum of P.4-P.6, in which
two satellite schools, including Po Leung Kuk Riverain Primary School and S.K.H. Kei Fook
Primary School, are amalgamated to design English and Mathematics pedagogies infused
with information literacy elements collaboratively. It is foreseeable that two sets of
information literacy curriculum resources will be produced for each subject per year, in
which a total of twelve sets will be created in three years. With the provision of tertiary
institute’s professional expertise, we are making an effort to outline the framework of an
information literacy curriculum and appropriate assessment criteria. As a result, the practices
surfaced can then be referenced by the academic circle.
Participating guests will also experience how to integrate information literacy elements into
English and Mathematics teaching practices and pedagogies. By means of it, they can
encounter how to uplift students’ technique and aptitude in handling information through
diversified learning tasks.
Day 2
Parallel Session G1
Teacher Development for E-Learning
Prof. Siu Cheung KONG, Head, Department of Mathematics and Information Technology (MIT), The Hong
Kong Institute of Education.
Time: 11:00am - 12:00pm
Language: Cantonese
Digital technologies such as personal mobile devices and social learning networks are turning
traditional classrooms in schools into digital classrooms. These changes promote schools to
create a seamless learning environment which enables learners to retrieve information,
exchange and share learning information with peers and then construct knowledge
collaboratively without time and space constraints. School education is therefore advocating
for a paradigm shift from teacher-centred teaching to learner-centred learning. The
learner-centred learning paradigm encourages learners to develop twenty-first century skills
through day-to-day subject learning; and the pedagogy emphasizing constructivist learning
can facilitate learners to develop twenty-first century skills. This trend places new demands
on teachers and requires a better design for teacher development. This speech introduces a
26
model of constructivist learning in a seamless learning environment. Then, it discusses the
challenges to teachers in this new instructional environment, and finally it proposes a teacher
development model for promoting learning and teaching in digital classrooms.
Day 2
Parallel Session G2
How Progression Profiling from Gaming Can Help Assess and Enhance
Student’s Learning Ability
Mr. Roy Vai Vai HO, Teacher, Colegio de Santa Rosa de Lima, Macau.
Mr. Dicky Chin Pong CHONG, Teacher, Colegio de Santa Rosa de Lima, Macau.
Ms. Mindy Min Min HO, Teacher, Colegio de Santa Rosa de Lima, Macau.
Time: 11:00am - 11:30am
Language: English
In this presentation, I will discuss the idea of a progression profile, idea taken from gaming,
and how it can be used to enhance student learning and motivation.
Gaming can become a tool to engage students in spending more valuable and voluntary time
on educational topics with its stunning visual effect, “stealth” assessment mechanism and
interesting role-playing stories.
One of the most attractive aspects of gaming that can be used as tool for education is that for
every player, the game will keep a profile marking the progression of the player and general
gameplay statistics for the player to improve their gameplay. I will discuss how we use this
concept and apply it in real life education.
27
Day 2
Parallel Session G3
The Sharing of "The Implementation and Evaluation of the Pilot Scheme
on E-Learning in Schools"
Mr. Kim TSUI, Deputy Headmaster, HHCKLA Buddhist Wong Cho Sum School, Hong Kong.
Mr. Kim Wai WU, English Panel Chairperson, HHCKLA Buddhist Wong Cho Sum School, Hong Kong.
Time: 11:00am - 11:30am
Language: Cantonese
The sharing session is about our school’s (HHCKLA Buddhist Wong Cho Sum School)
participation in ‘Pilot Scheme on e-Learning’, details of the project implementation and
relevant evaluation, especially in the area of ‘Online assessment’.
Day 2
Parallel Session H2
Enhance Teachers’ Item-setting Techniques and Students’ Problem-solving
Skills through “Winsteps” (Rasch Model)
Ms. Ivy CHIANG, Administrative staff, Escola Fong Chong da Taipa, Macau.
Ms. Leng TSE, Teacher, Escola Fong Chong da Taipa, Macau.
Time: 11:30am - 12:00pm
Language: English
The English teachers in Escola Fong Chong da Taipa have been taking the training courses
about how to enhance teachers’ item-setting techniques and students’ problem-solving skills
through “Winsteps” (Rasch Model). We have stored 14 comprehensions in our school
self-item bank, through calibrating the field test items with Rasch Model, but it is still in a
preliminary stage. The study object of this action research is Primary 4 students in our school.
During the action research, Rasch Model is used to analyze the data from assessments. In the
initial results, we know our students’ problem-solving skills and choose which items are
suitable for them. For item- setting, we are able to set up questions in different levels (retrieve
information, interpretation and reflection / evaluation).
28
Day 2
Parallel Session H3
How to promote the electronics teaching of one person’s one machine
Mr. Chi Chung CHEN, Panel Head, Tai Po Old Market Public School (Plover Cove).
Time: 11:30am - 12:00pm
Language: Cantonese
Part 1: The study promotes the condition that the electronics teaching school of "one person's
one machine" must have;
Part 2: From plan, promote the administration of the implementation arrangement and related
kit preparation;
Part 3: The sharing promotes the insight of electronics teaching and in promoting come
across of difficulty or restriction;
Part 4: The teaching design raises the sharing of corner and student's lessons;
Part 5: Expanding of plan.
Day 2
Parallel Session I1
Eportfolios as Assessment in Higher Education: Preliminary Findings from
a Hong Kong-based Study
Dr. Christopher Charles DENEEN, Research Assistant Professor, Faculty of Education, The University of
Hong Kong.
Time: 2:00pm - 2:30pm
Language: English
Growing enthusiasm for using eportfolios in higher education (HE) and moves to enhance the
learning-orientation of assessment in HE have come together in the promotion and
exploration of eportfolios as HE assessment. Current literature on eportfolios in HE
disproportionately focuses on interest, enthusiasm and potential, rather than critical
29
examinations of key variables and their relationship to success. Research into eportfolios as
assessment in HE hence needs further development.
A GRF grant study was undertaken to enhance theoretical understandings of eportfolio use as
assessment in HE. The study utilizes a framework that brings together conceptual and utility
components of assessment and technology. Qualitative and quantitative methodologies are
used to examine eportfolio use in courses from three HE disciplines.
Findings include significant differences between instructors’ and students’ conceptions and
expectations of assessment tasks and ICT. Variations in the integration of eportfolios into
curricula were found to impact both acceptance of eportfolio technology and utilization of
eportfolios as assessment for learning. Implications for research, curriculum design and
assessment practice will be discussed.
Day 2
Parallel Session I2
Improve Students' Reading Comprehension Skill Through Connecting
with Daily Life Activity
Ms. In Han FONG, Teacher, Pui Ching Middle School Macau.
Ms. Pek Fan CHANG, Teacher, Pui Ching Middle School Macau.
Ms. Wai Sin NG, Teacher, Pui Ching Middle School Macau.
Time: 2:00pm - 2:30pm
Language: Cantonese
Reading Comprehension is an essential skill for the 21st century and also the pathway to the
better understanding of other academic subjects.
We have started a discussion on the teaching strategy of Chinese reading comprehension with
a group of primary Chinese teachers from our school in the hope of finding a consistent way
of increasing students' motivation on reading while improving their related skills.
After much discussion, we have decided that we will guide the students to connect with daily
life activity by reading more about their surrondings and things that happen around them such
as local news. By relating reading comprehension with day-to-day life activity, this strategy
has helped increase the students' interest in reading since the materials are more relevant to
30
them than the textbook materials; moreover, reading about daily life activity significantly
increases the students' time spent on reading and thus increases their skill level.
Day 2
Parallel Session I3
Information Literacy Education: A Practice in Integrated Humanities
through E-Learning
Mr. Ka Lun LAU, IT in Ed. Coordinator, eLearning Project Leader, Lai King Catholic Secondary School,
Hong Kong.
Mr. Hoi Chun WONG, IT in Ed. Committee member, eLearning Project Vice Leader, Lai King Catholic
Secondary School, Hong Kong.
Time: 2:00pm - 3:30pm
Language: Cantonese
Students participating in this programme will conduct their discussion-based learning
activities in the 3-year Integrated Humanities curriculum using e-learning tools. Students will
make use of online student platforms to share learning products, while building learning
communities and experiencing collaborative learning in the process.
1. E-learning is bound to bring new modes of teaching and learning into the classroom –
from the traditional teacher-centred mode into the interactive student-centred mode.
2. By collaborating with the Institute of Education, our school is incorporating information
literacy into the Integrated Humanities curriculum, thus enhancing students’ qualities in
information literacy, while helping them to get accustomed to learning collaboratively, which
is a key competence for Liberal Studies.
3. With ICT tools, students will be open to a wide range of learning opportunities, and will
be able to experience a brand new e-learning process. It is expected that students’ IT skills
will be strengthened.
4. It is our school’s wish to promote this teaching and learning ideology to other schools
upon successful implementation of this programme. We will help to establish a network of
schools which aim at promoting information literacy education, and a quality circle of
information literacy education in the industry.
31
Day 2
Parallel Session J1
The Power of Digital Video and Interactive e-Applications to Enhance
Assessment Pedagogy
Mr. Andrew BETHELL, ABA Ltd International Education Consultancy, UK. Andrew Bethell is currently
working as a global consultant utlizing his extensive experience as a full time teacher and educationalist, a
successful TV producer and founding director and CEO of Teachers TV, the government funded TV channel
and online video resource for the education workforce. In 2011 he was appointed CEO of Teaching Channel to
set up the US equivalent of Teachers TV funded by the Gates Foundation. He is a recognized expert in
innovative technology-led solutions in both teacher training and professional development. He is a senior
consultant for Pico Thailand where he advises on the development of video based online professional
development and teacher training for the ASEAN region. He is currently working with the Institute Of
Education, London on research and resources for effective teaching practices.
Time: 2:30pm - 3:30pm
Language: English
Digital video is rapidly becoming a major ingredient in the development and dissemination of
effective pedagogy for research, professional development and teacher training. This
presentation will first provide an overview of the recent research into video based teacher
learning. Then, using a series of example video clips it will illustrate different uses of digital
video: from teacher based self-evaluation and reflective learning through to the professionally
produced video programmes designed to share best practice around the world and promote
assessment for learning practice for us in professional learning communities between schools,
school districts and countries. Finally there will be an opportunity to demonstrate the very
latest technology providing high quality teacher controlled video recording of teaching
practice.
32
Day 2
Parallel Session J2
The Impact of Collaborative learning through ICT - Action Research on
classroom activities in English Reading Comprehension Lessons
Mr. Billy Wai Kei CHAN, Teacher, Colegio de Santa Rosa de Lima, Macau.
Ms. Alice Ka Wai LEONG, Teacher, Colegio de Santa Rosa de Lima, Macau.
Ms. Daisy Iok Meng LI, Teacher, Colegio de Santa Rosa de Lima, Macau.
Ms. Deolinda Sok Ling LEI, Teacher, Colegio de Santa Rosa de Lima, Macau.
Time: 2:30pm - 3:00pm
Language: English
With the development of ICT, schools are integrating it in the classroom learning. This
sharing aims at introducing an action research done in a Macao English-medium school. With
the help of ICT, teachers design collaborative learning activities in English Reading
Comprehension lessons. Students have interaction, discussions and online tests through the
computer.
This report would investigate the changes in the students’ motivation and the teachers’
workload in preparing lessons with ICT. The students of a Primary 2 and a Primary 5 classes
would participate in this work. Class Observations and Interviews are done with chosen
students and teachers. The result is crucial for the curriculum development of English
language learning in the school and how ICT could be used in language learning.
33
Day 2
Parallel Session K2
Blending Formal and Informal Learning in Schools with Situational
Activities
Ms. Becky Lai Sheung HUI, Teacher, eLearning project Coordinator, e-curriculum Designer, Tin Shui Wai
Catholic Primary School, Hong Kong.
Time: 3:00pm - 3:30pm
Language: English
In this presentation, we will talk about our e-curriculum design. The following is a brief
description of it.
This is a blended learning which combines the on-line learning with classroom instruction. It
focuses on Key Stage 1 (Primary 1 – Primary 3) English language education. It is a
student-centered design and the ultimate goals of it are to raise learners’ motivation and
cultivate learner autonomy.
For raising learners motivation, all the learning materials are designed around the learners
who are encouraged to engage the learning materials and deduct new meaning from their
learning experiences. Besides, game-based eLearning is applied in this e-curriculum to
increase motivation and produce greater attention and retention.
As for helping students to become successful lifelong autonomous learners, we adopt
Concept-based Curriculum and Instruction, Task-based Learning and Discovery Approach in
the e-curriculum as they all emphasize constructivism. Thus, throughout the learning process,
students learn how to transfer and construct knowledge by themselves. At the same time they
learn to take up the responsibility for their own learning.
From the above we find that in this e-curriculum, classroom activities are combined with
web-based technology which offers flexibility in teaching, learning and assessment
modalities. Besides, through advanced technology sustained learning results are obtained to
facilitate learner autonomy.
34
Day 2
Parallel Session L1
Collaborative Platform - Using iPad in Liberal Studies Teaching and
Learning
Ms. Jessica Yin-fung LAM, Teacher, Tuen Mun Government Secondary School, Hong Kong.
Time: 4:00pm - 4:30pm
Language: Cantonese
iPads are quickly becoming a popular and powerful educational tool for classrooms. Beyond
the immediate benefit of engaging students, iPads can improve education efficiency and
standards. This presentation illustrates how to use iPads effectively in teaching and learning
of liberal studies.
Day 2
Parallel Session L2
Introduction of e-Learning pilot project: A System of Self Directed
Learning and Self-Assessment (SDLA)
Mr. Man Shan LAU, Vice Principal, Yan Chai Hospital Wong Wha San Secondary School.
Time: 4:00pm - 4:30pm
Language: Cantonese
With several years of experience in SDL (Self-Directed Learning), our school pioneered a
teaching and learning model entitled “4-C Model of SDL”, i.e. Cognition, Correlation,
Cumulative-Digestion, Convergent-Disposition. By integrating such a model into our
school-based e-learning platform, it is hoped to achieve the following goals:

Further polish students’ self-learning ability and cater for individual learning
differences;

Shift lesson focus from textbook-based to interactive student-centred learning model;

Sharpen our profession as teachers and gradually take on the role as a facilitator, with
the capability of utilizing both online and actual modes of teaching.
35
Day 2
Parallel Session M1
EDB Pilot Scheme on e-learning in School: The Youth of Creative Media
Education (YCME)
Ms Tung Mui YEUNG, Principal, Chi Hong Primary School, Hong Kong.
Mr Ying Lun HO, Panel Head, Chi Hong Primary School, Hong Kong.
Time: 4:30pm - 5:00pm
Language: Cantonese
EDB Pilot Scheme on e-Learning in school：The Youth of Creative Media Education will be
spreading across 3 school years. The most important part of the project is the promotion of
animation, to promote students’ self-directed learning and to enhance students’ capability
of communication.
The project provides a complete solution for different subjects through the use of e-Learning,
which incorporates the curriculum design, teachers’ training and the use of the Animation
Creativity System. This will open up a new era of education in animation.
Day 2
Parallel Session M2
Case study of Assessing Student Competence and Quality of Test Paper by
SP-Xpress and Rasch Model
Ms. Shaobing TANG, Vice-director of Teaching and Research Office, Huadu Education Bureau, Guangzhou
Guangdong China. She is also a doctoral candidate of HongKong Institute of Education. Her research interests
include school change and leadership, principals training, teacher professional development and assessment for
learning and teaching.
Time: 4:30pm - 5:00pm
Language: Cantonese
This presentation presents a case study of how to assess students’ competence and quality of
test paper by SP-Xpress and Rasch Model. The data was collected from 44 students in an
ordinary secondary school in mainland China. Results showed that using SP-Xpress and
Rasch Model in examination analysis can provide teachers with accurate and scientific
36
information about each student’s competence and the quality of the test paper, which would
help teachers improve their teaching strategies and test paper making with the relevant data.
The aims of the study are to improve the effectiveness of teaching and learning with the
feedback from the assessment, and to improve the present traditional methods in assessing
students’ competence and test paper quality.
37
Floor Plan




38
Food Guide
Castle Peak Road
McDonald’s
Chinese
restaurants
Wing Lung Street
Chinese
restaurants
Thai
restaurant
C.C.C. Heep Woh
Primary School
(CSW)
Castle Peak Road
Chinese dim sum
Camp Street
Chinese
restaurants
Un Chau
Street
McDonald’s
Chinese dim sum
Japanese
restaurant
Pratas Street
Smiling Plaza
Chinese
restaurants
39

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