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Assessment, teaching and learning:
From principles to practice

Planning effective teaching / learning activities

At the beginning of each year it is useful to draw up a schedule of proposed teaching, learning and assessment activities – including plans for when the school-based assessments will be held, with which students, and over what period, but also what needs to be taught and how. These schedules may differ from school to school, or even from class to class.



Example: Teaching, learning and assessment schedule, Form 4

Before school starts
Term 1
Term 2
Term 3
May/ June
School sets up extensive reading programme, buys range of suitable texts
1. Teacher uses short class reader to model use of logbooks and extensive reading skills
   
   
2. Teacher highlights effective communication strategies by showing students' sample clips of good and not so good speaking assessments (from introductory DVD) and asking students to discuss and evaluate them using assessment criteria
   
 
3. Teacher conducts specific activities on using/improving intonation, dictionary and note-taking skills
   
 
4. Students choose first text
1. Students grouped into reading circles (4-5 students per text) and support each other reading/viewing first text
   
 
2. Students in same group discuss things they like /don't like about text (audio-taped by students)
   
 
3. Students review their discussion and do self/peer assessment using modified assessment criteria
   
 
4. Teacher listens to sample of assessments and gives whole-class feedback on key areas for improvement
   
 
5. Teacher reviews how to describe and compare/contrast in writing and orally
   
 
6. Teacher groups students into threes, all have read different texts, teacher asks them find three most significant similarities and differences between their texts
   
 
7. Students audio or video tape their discussion
   
 
8. Teachers assesses each group over a week, while other groups are doing related reading and writing tasks e.g. an investigative project on comparing two cities in Asia
1. Teacher gives feedback to groups with common areas needing improvement e.g. intonation, communication strategies, etc.
   
 
2. Students divide into five groups according to interest and go to see a film
   
 
3. Students regrouped with 5-6 students who have all seen different films. They have to decide which film wins the class "Academy Award"
   
 
4. Students tape each other, do peer assessments and ask/answer questions freely
   
 
5. Teachers assesses each group over a week, while other groups are doing related reading and writing tasks e.g. an imaginative essay or letter to a friend about their night at the Academy Awards
   
 
6. Feedback on assessment through whole class discussion/reviewing of excerpts
Within-school standard-isation meeting


To view Mr Ricky Lam talking about the process of planning for teaching and learning.

It is important that the teacher consider what needs to be taught to students based on both a needs analysis, that is, an assessment of students' current language levels and learning needs, and a means analysis, that is, an assessment of what resources, including time, and materials, will be needed to implement the programme.

Teaching what is required to be assessed is obviously essential. One book that will interest most students can be used as a class reader to introduce the range of skills required for successful extensive reading and speaking and to model various SBA-like activities.



Example: Teaching/learning activities using a class reader

St Louis, a boys only EMI school, used Animal Farm as a class reader to get students interested in reading and practising various oral activities. Students were first asked to read the book at home and jot down their responses in a reading log. They were then given opportunities to speak in front of the class on a simple and familiar topic in order to develop their confidence and provide opportunities for formative assessment .

To view a document on suggested activities for using films and documentaries by the Education and Manpower Bureau.


 To view students introducing themselves.


To view students reading aloud in front of the class. They were then asked to undertake a number of activities adapted from an existing resource book.

To view a handout of teaching/ learning activities.


To view a collaborative student presentation in response to Activity 4.


To view a group interaction.


To view the students' experience and comments on the teaching and learning activities, especially how the grouping arrangments helped them.