Enhancing learning and teaching: school continuous improvement through self-directed learning oriented assessment: Theory, strategy, and impact

Magdalena Mo Ching MOK

Research output: Contribution to conferencePapers

Abstract

Globalisation and knowledge economy demands a renewed vision on pedagogy. This paper presents a framework of learning and assessment integration for pedagogical re-vision. This framework, termed the Self-directed Learning Oriented Assessment (SLOA), is grounded on cognitive learning theory and underpinned by the belief that all assessment activities should contribute to learning. In SLOA, the learning-assessment integration is considered from three perspectives. First, assessment of learning informs the learner about how much has been learned, and identifies the gap between intended learning goal and current achievement. It is a major expectation of parents and the society. The extent of learning is gauged using a vertical measurement scale in mathematics. Second, in assessment for learning, assessment is a vehicle for informing the learner how to enhance future learning. That is, feedback from assessment is used to feed forward. Third, assessment as learning means the learner internalises assessment as part of learning and becomes a self-directed learner. The paper draws examples from classrooms action research in China, Hong Kong and Macau and illustrates how SLOA can be used to drive pedagogical reform. Findings reported in this presentation show that school continuous improvement through SLOA is both feasible and fruitful.
Original languageEnglish
Publication statusPublished - 2011

Citation

Mok, M. M. C. (2011, January). Enhancing learning and teaching: school continuous improvement through self-directed learning oriented assessment: Theory, strategy, and impact. Keynote presented at the 24th International Congress for School Effectiveness and Improvement, Limassol, Cyprus.

Keywords

  • Self-directed learning oriented assessment
  • Assessment of learning
  • Assessment for learning
  • Assessment as learning
  • Rasch measurement model
  • School improvement

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