In this video, I'm going to talk about assessment issues in Content and Language Integrated

在本視頻中，我將談談內容與語言整合的評估問題。

Learning, CLEW.

學習，CLEW.

Existing research on CLEW has focused more on students' learning outcomes and classroom interaction processes.

關於社區學習與工作的現有研究更多地關注學生的學習成果和課堂互動過程。

It is noticed that assessment has so far been something of a blind spot in many CLEW programs and research.

人們注意到，迄今為止，評估一直是許多社區法律與工作計劃和研究的盲點。

But why is assessment important and worth examining?

但是，為什麼評估很重要，值得研究呢？

First, we are all familiar with the potential backwash effect of assessment, which means that assessment will affect teaching and learning behaviours.

首先，我們都很熟悉評估的潛在反衝效應，即評估會影響教與學的行為。

Hence, it is important to examine the nature of CLEW assessment and see the implications for teaching and learning.

是以，研究 CLEW 評估的性質並瞭解其對教與學的影響是非常重要的。

Second, how students are assessed directly affects the evaluation of students' learning outcomes in CLEW programs.

其次，如何對學生進行評估直接影響到對學生在社區學習中心課程中學習成果的評價。

In other words, if we don't critically examine the assessment in CLEW, how do we know that we are evaluating students' learning outcomes accurately and conducting fair comparison between CLEW and non-CLEW students?

換句話說，如果我們不嚴格審查義務教育學習中心的評估，我們怎麼知道我們是否準確地評估了學生的學習成果，是否對義務教育學習中心和非義務教育學習中心的學生進行了公平的比較？

This is especially important in contexts where CLEW students are compared with non-CLEW counterparts in high-stakes public examination.

這一點對於在高風險的公開考試中將義務教育學習中心的學生與非義務教育學習中心的學生進行比較尤為重要。

Now, let's turn to the importance of assessment in the teaching and learning process.

現在，讓我們來談談評估在教學過程中的重要性。

We usually start with the curriculum goals and learning objectives, which refer to what we want our students to learn.

我們通常從課程目標和學習目標入手，即我們希望學生學到什麼。

Based on the stated learning objectives, teachers design instructional activities that will help students learn.

根據既定的學習目標，教師設計有助於學生學習的教學活動。

Then, assessment allows teachers to know whether students have achieved the learning objectives.

然後，評估可以讓教師瞭解學生是否達到了學習目標。

The assessment data then reflects students' strengths and weaknesses, which in turn inform the next teaching and learning cycle.

評估數據反映了學生的優缺點，進而為下一個教學週期提供依據。

The diagram here underscores the importance of aligning the three components to promote effective teaching and learning.

這幅圖強調了協調這三個組成部分以促進有效教學的重要性。

When the alignment of objectives, instruction, and assessment is applied to CLEW, it becomes a bit more complicated.

如果將目標、教學和評估的一致性應用於 CLEW，情況就會變得複雜一些。

For the learning objectives, teachers need to pay attention to both content and language learning objectives.

對於學習目標，教師需要同時關注內容和語言學習目標。

For instruction, teachers need to integrate or counterbalance content and language teaching so as to help students to achieve the dual goal.

在教學中，教師需要整合或平衡內容教學和語言教學，以幫助學生實現雙重目標。

When assessing students, teachers also need to pay attention to the content, cognitive, and language dimensions, but many teachers may not be aware of these.

在對學生進行評估時，教師還需要關注內容、認知和語言等方面，但許多教師可能並沒有意識到這一點。

These are some issues associated with assessment in CLEW.

這些是與 CLEW 評估相關的一些問題。

First, do we assess language or content first?

首先，我們是先評估語言還是內容？

Second, do we sometimes assess one and not the other?

其次，我們是否有時只評估其中一個而不評估另一個？

If so, which one do we assess, and when, why, and how?

如果是，我們要評估哪一個，何時評估，為什麼評估，如何評估？

Third, when do we assess, and then how do we assess?

第三，何時評估，如何評估？

Let's try to explore these questions.

讓我們試著探討一下這些問題。

In the what question, we should assess what we set as the learning objectives so that the assessment is valid.

在 "什麼 "的問題中，我們應該評估我們所設定的學習目標，這樣評估才是有效的。

Therefore, if CLEW pays attention to both content and language objectives, both should be assessed.

是以，如果 CLEW 同時關注內容目標和語言目標，就應該對兩者進行評估。

In many CLEW programs, teachers pay more attention to content knowledge, but we would like to emphasize that the language demands involved in assessment should not be ignored.

在許多 CLEW 課程中，教師更多關注的是內容知識，但我們要強調的是，評估中的語 言要求不容忽視。

I will come back to this point later.

我稍後再談這一點。

In terms of content, teachers should assess students' content knowledge and cognitive skills.

在內容方面，教師應評估學生的內容知識和認知技能。

For example, whether students can record the knowledge, apply what they have learned, and demonstrate higher-order thinking skills such as analyzing and evaluating.

例如，學生能否記錄所學知識，能否學以致用，能否展示分析和評估等高階思維能力。

Regarding assessment of language, teachers need to be aware of the language demands that assessment questions impose on students.

在語言評估方面，教師需要注意評估問題對學生提出的語言要求。

For example, when attempting assessment, students usually need to read and understand the questions, which involve receptive language skills.

例如，在嘗試評估時，學生通常需要閱讀和理解問題，這涉及接受性語言技能。

At the same time, students are expected to demonstrate their content knowledge through sentences, words, or text.

同時，學生要通過句子、單詞或文字來展示他們所學的內容知識。

These involve productive language skills.

這些都涉及生產性語言技能。

In CLEW, content subject teachers tend to focus more on content knowledge and cognitive skills involved in assessment, but they should also be aware of the language demands involved.

在繼續教育與培訓中，內容學科教師往往更關注評估所涉及的內容知識和認知技 能，但他們也應意識到評估所涉及的語言要求。

Regarding when to assess, teachers may focus more on summative assessments, which are usually conducted at the end of a unit, topic, term, or academic year.

關於何時進行評估，教師可能更注重終結性評估，通常在單元、主題、學期或學 年結束時進行。

However, to have continuous assessment and provide immediate feedback for students, teachers also need to pay more attention to the quest to formative assessment, including questioning in lessons and also homework.

然而，要進行持續性評價，為學生提供即時反饋，教師還需要更加關注對形成性評價的追求，包括課堂提問和家庭作業。

There are also different forms or different ways of assessment.

評估也有不同的形式或方法。

I have just mentioned formative assessment and summative assessment.

我剛才提到了形成性評估和終結性評估。

Meanwhile, teachers can also think about whether students are assessed individually or in groups, in oral or in written form.

同時，教師還可以考慮是對學生進行個人評價還是小組評價，是口頭評價還是書面評價。

We encourage teachers to employ different forms of assessment, which can better cater for students' diverse needs and different learning styles.

我們鼓勵教師採用不同的評價方式，以更好地滿足學生的不同需求和學習風格。

When teachers are assessing students, they are actually challenging them.

教師在評估學生時，實際上是在向他們提出挑戰。

Here, I would like to illustrate the relationship between challenge and support and their implications.

在此，我想說明挑戰與支持之間的關係及其影響。

In most cases, teachers are giving high challenges to students.

在大多數情況下，教師對學生提出了很高的挑戰。

If teachers do not provide sufficient support, students have limited chance to success, and they will be frustrated.

如果教師沒有提供足夠的支持，學生獲得成功的機會就很有限，他們就會感到沮喪。

On the other hand, if teachers provide sufficient scaffolding, student learning occurs in the zone of proximal development.

另一方面，如果教師提供足夠的支架，學生的學習就會發生在近發展區。

That should be what teachers aim at.

這應該是教師的目標。

In CLEAR programs, students are learning content knowledge and language at the same time, and hence they are facing high challenges.

在 CLEAR 課程中，學生在學習內容知識的同時也在學習語言，是以他們面臨著很大的挑戰。

Providing sufficient support is then very important to ensure that learning takes place.

是以，提供足夠的支持對於確保學習的開展非常重要。

But how can teachers know the demands they are imposing on students so that they know how to provide support?

但是，教師如何才能瞭解他們對學生提出的要求，從而知道如何提供支持？

To address this question, I would like to share three frameworks for designing and analyzing

針對這一問題，我想與大家分享三個設計和分析框架。

CLEAR assessment.

清晰評估。

The first one is proposed by Schott, who examined the English language learners in the US.

第一種方法由 Schott 提出，他研究了美國的英語學習者。

Actually, there's been rather extensive research on how to accommodate the needs of English language learners in assessment so that they can be assessed in a more vetted way.

事實上，對於如何在評估中滿足英語學習者的需求，以便以更嚴格的方式對他們進行評估，已經進行了相當廣泛的研究。

This figure is a matrix of what and how.

該圖是一個關於 "什麼 "和 "如何 "的矩陣。

The what dimension highlights the focus of assessment, for example, whether it's on content knowledge, skills, or language.

例如，"什麼 "維度強調評估的重點是內容知識、技能還是語言。

The how dimension focuses on the format of assessment.

如何維度側重於評估的形式。

Instead of having written assessment all the time, we can consider other formats such as portfolios, oral reports, videos, etc., so that students with lower English proficiency can still demonstrate their content knowledge in some formats.

我們可以考慮採用其他形式，如檔案袋、口頭報告、視頻等，讓英語水平較低的學生也能通過一些形式展示自己的內容知識，而不是一味地進行書面評價。

I think this matrix is useful for reminding teachers of different ways of assessing students.

我認為這個矩陣很有用，它可以提醒教師採用不同的方法來評估學生。

This is especially useful for formative assessment and school-based assessment.

這對形成性評估和校本評估尤其有用。

However, in contexts where the high-stakes examination is still dominated by written assessment, we may need to refer to other frameworks which focus on the combination of content and language skills.

然而，在聯考仍以書面評估為主的情況下，我們可能需要參考其他注重內容與語言技能相結合的框架。

So this framework, developed by CLEAR researchers in Europe, highlights the integration of content knowledge, cognitive thinking skills, and also L2 competence.

是以，由歐洲 CLEAR 研究人員開發的這一框架強調了內容知識、認知思維能力以及 L2 能力的整合。

I think this framework is useful for teachers to be aware of what they are assessing students and what may be the demands imposed on the students.

我認為，這一框架有助於教師瞭解他們對學生的評估內容以及對學生提出的要求。

But this framework looks a bit descriptive.

但這個框架看起來有點描述性。

The last framework from our research team is similar to the second framework, and it is developed based on the English medium education in Hong Kong.

我們研究小組的最後一個框架與第二個框架類似，是根據香港的英語教育制定的。

This framework combines different aspects of skills, language and cognitive.

這一框架結合了技能、語言和認知等不同方面。

To make it more generic, we focus on the generic cognitive demands and linguistic demands, and we divide them into three different levels.

為了使其更具通用性，我們將重點放在通用認知要求和語言要求上，並將其分為三個不同的層次。

On the cognitive dimensions, we condense the six levels of the Bloom's taxonomy to three levels, capturing the low, medium, and high-order thinking skills.

在認知維度上，我們將布盧姆分類法的六個層次濃縮為三個層次，即低階、中階和高階思維能力。

On the linguistic dimension, we also have three levels in general, vocabulary, sentence patterns, and text.

在語言維度上，我們一般也有詞彙、句型和文本三個層次。

And for each level, we can also consider receptive or productive skills.

對於每個級別，我們還可以考慮接受性技能或生產性技能。

We believe this framework can generate more fine-grained analysis of assessment questions.

我們相信，這一框架可以對評估問題進行更精細的分析。

In a recent study, we have further revised this framework, which is more complicated.

在最近的一項研究中，我們進一步修訂了這一框架，使其更加複雜。

You may refer to Lo and Fung, 2018, for more details.

更多詳情，請參閱 Lo and Fung, 2018。

But for the time being, this 3x3 matrix would help teachers understand the different demands of assessment questions in CLUE.

但就目前而言，這個 3x3 矩陣有助於教師瞭解 CLUE 中對評估問題的不同要求。

Let me further illustrate the framework with some examples.

讓我舉幾個例子來進一步說明這個框架。

With our framework, each question can be coded according to the cognitive and linguistic demand.

在我們的框架下，每個問題都可以根據認知和語言需求進行編碼。

For example, this is a typical diagram labelling question in science.

例如，這是一道典型的科學圖表標註題。

Students need to read the sentence or instruction in the question, and then they need to write down the names of different parts.

學生需要閱讀問題中的句子或指令，然後寫下不同部分的名稱。

So we will code this question as Productive Vocabulary and Cognitive Recall, as students are expected to recall the location of different organs.

是以，我們將這一問題歸類為 "生產性詞彙 "和 "認知性回憶"，因為學生需要回憶不同器官的位置。

This is a multiple-choice question.

這是一道多選題。

Typically, students need to read the question and choices, which are often written in sentences.

通常情況下，學生需要閱讀問題和選項，而問題和選項通常是用句子寫成的。

So the linguistic demand is at the sentence level.

是以，語言需求是句子層面的。

For this particular question, it asks students to recall the functions of mineral phosphorus for the human body, so it requires low-level thinking skills.

就本題而言，它要求學生回憶礦物質磷對人體的功能，是以對學生的思維能力要求不高。

This is a structural or short question.

這是一個結構性或簡短的問題。

It usually asks the question in sentences, and students are also expected to express their answers in sentences.

它通常用句子提出問題，學生也要用句子表達自己的答案。

In this question, the students are asked to apply Newton's first law of motion to a new scenario, so the cognitive skills required is at the application level.

在這道題中，要求學生將牛頓第一運動定律應用到新的情景中，是以所需的認知技能屬於應用層面。

In this last example, students are required to design an experiment to test the amount of vitamin C in different objects.

在最後一個例子中，要求學生設計一個實驗來檢測不同物體中維生素 C 的含量。

They are asked to carry out the experiment and write the report and observations.

要求他們進行實驗並撰寫報告和觀察結果。

In this case, students are expected to produce a text, that is, lab report, and to demonstrate high-order thinking skills.

在這種情況下，學生需要撰寫文本，即實驗報告，並展示高階思維能力。

With such a framework, we could analyze the cognitive and linguistic demands of questions in assessment, and how these different levels are distributed.

有了這樣一個框架，我們就可以分析評估中的問題在認知和語言方面的要求，以及這些不同層次的要求是如何分佈的。

This is important.

這一點很重要。

If we want to better diagnose our students' learning progress, including their strengths and weaknesses, we may need to include questions at different cognitive and linguistic levels, so that students with lower English proficiency can still express their content knowledge in some questions.

如果我們想更好地診斷學生的學習進度，包括他們的強項和弱項，我們可能需要包括不同認知和語言水準的問題，這樣英語水平較低的學生仍然可以在一些問題中表達他們的內容知識。

If all the questions target at a high level of cognitive and linguistic skills, when students cannot answer the questions, we won't be able to know whether the students do not know the content or they have language barriers.

如果所有問題都針對較高的認知和語言技能水準，當學生無法回答問題時，我們就無法知道學生是不知道內容還是有語言障礙。

That's why we believe that this framework could help teachers to design assessment tasks with enhanced validity.

是以，我們認為這一框架可以幫助教師設計出更有效的評估任務。

In one of our projects, we analyzed the assessment questions in textbooks and public examination at different grade levels in English-medium education in Hong Kong.

在其中一個項目中，我們分析了香港以英語教學的不同年級的教科書和公開考試中的評估問題。

We coded the questions with our framework, and we observed that the cognitive and linguistic demands increased significantly from junior to senior forms, especially when students sit for the public examination.

我們根據自己的框架對試題進行了編碼，發現從國中到高中，尤其是學生參加公開考試時，對認知和語言的要求明顯提高。

This has important implications for pedagogy.

這對教學法有重要影響。

If teachers understand the demands imposed on students in assessment, they can prepare students for the assessment.

如果教師瞭解評估對學生提出的要求，他們就能讓學生為評估做好準備。

For example, in another study we conducted in EMI schools in Hong Kong, we observed that some teachers are more aware of the language demands in assessment, and in the lessons, they provided explicit guidance and instruction for students regarding how to answer a particular type of question in assessment.

例如，我們在香港英中進行的另一項研究觀察到，部分教師對評估中的語言要求有較高的認識，並在課上明確指導和點撥學生如何回答評估中的某一類問題。

Students' sample work collected showed that such scaffolding did help students perform in assessment.

收集到的學生作業樣本顯示，這種支架確實有助於學生在評估中的表現。

In this video, I have highlighted some issues related to assessment in CLEW.

在這段視頻中，我重點介紹了與 CLEW 評估有關的一些問題。

I hope teachers can pay more attention to the issues so that students can be assessed in a valid and fair way.

我希望老師們能更多地關注這些問題，從而以有效、公平的方式對學生進行評價。

These are some key references if you would like to know more about the topic.

如果您想了解更多有關該主題的資訊，請參閱這些重要參考資料。