Learning & Teaching Expo 2018 學與教博覽2018

A class profile can be adopted to understand students, by gathering data with online character tests and learning style tests. Strengths-based questionnaires can draw feedback from students in relation to the subjects. The teacher can also use one-page profile – a causal form to let students share their goals and what they want others to know, and incorporate in teaching pedagogy and assessment. Differentiated assessment and Bloom’s Taxonomy, are ways to value students’ choices base on strengths, ability and preference. Narrative assessment is an alternative way to assess students. Both teachers and students can have chances to evaluate and make things change together. By using the aforementioned ways, the learning progress of the students, especially the SEN students, can be recognised which cannot be reflected by test marks.

「班級概況記錄」有助老師全面了解學生。教師可使用各種方法和渠道收集足夠的數據來編纂「班級概況記錄」，亦能透過各種性格測試、學習風格測試和問卷，了解學生的才能。
教師又可使用「一頁簡介」讓學生分享他們的強項，把學生相關的特質納入規劃，並讓其他人更了解他們所思所想。「適異評估」及「布魯姆分類學」是一種根據學生本身的強項，能力和重視學生選擇的評估方法。
「敘事評估」是另一種評估方式，在新西蘭課程中被廣泛使用，對學生、老師，甚至家長都有重要的意義。老師和學生可通過評估定期審視教學和學習過程，共同訂立學習進度和教學方法，及早識別有特殊學習需要的學生和訂立學習進度。使用上述方式來輔助教學和評估，能反映平日的測考評分中未能審視的部份，讓學生的努力和能力得到真正的肯定和充分的發揮。