Exploring the learning effectiveness under the "formative assessment" reform of non-tertiary education in Macao: A Case Study =探討澳門非高等教育改革「形成性評核」下的學習成效－個案研究

Exploring the learning effectiveness under the "formative assessment" reform of non-tertiary education in Macao: A Case Study =探討澳門非高等教育改革「形成性評核」下的學習成效－個案研究

University of Saint Joseph

Macau

2024

95

chi

Exploring the learning effectiveness under the "formative assessment" reform of non-tertiary education in Macao

Library Catalog (Koha)

M-ED 2024 HO,OI

Supervisor : Tchiang Van Man IsabelSince the reunification, Macao has been committed to education reform, with the Outline Law as the overall goal of education adjustment, with the implementation of the ""curriculum framework"" and ""foundation"", in 2016, in order to implement the provisions of Article 25 of the Outline Law ""assessment of students"", review and improve the school assessment and retention system, so as to promote students' sense of success in learning, thereby reducing the retention rate; The Local Academic Formal Student Assessment System will fully implement the diversity assessment in the 2021 school year, requiring ""formative assessment"" as the main assessment method. The purpose of this study is to explore how the adoption of the ""formative assessment"" approach in teaching will bring about changes in students' learning mentality and learning outcomes, so as to make more effective suggestions for teachers' assessment methods and students' learning mentality. In this study, case studies in qualitative research were used as the research method, and semi-structured in-depth interviews and intentional-sampling interviews were adopted in addition to literature collection. A private school in Macau was taken as an exemple for the cases study, which implemented the school-based student assessment regulations according to “Student Assessment System for Formal Education of Local Education System” starting from the 2021 academic year. In this study purposive sampling is used, 12 senior high school students from arts and science and 7 senior high school teachers who teach different subjects were selected as case study objects. Through interviews with teachers and students, we learned about the implementation situation and collected their opinions, and further analyzed and discussed the learning effectiveness after the implementation of formative assessment with the method of triangulation analysis. Through literature and post-interview analysis, the research conclusion is that after the implementation of the ""student assessment system"", students' learning mentality has indeed brought positive changes. Teachers use diverse ""formative assessment"" as a way to evaluate students in the classroom, students become more active in learning, and they will conscientiously complete their learning tasks, and their learning confidence will also be improved. Therefore, after the implementation of ""formative assessment"", students' learning mentality tends to be positive and positive, which also brings certain learning results. However, how to flexibly use effective assessment methods to assess students to achieve more effective learning results really depends on teachers' professional knowledge of assessment. At the same time, we should not over-rely on ""formative assessment"" and neglect the knowledge assessment of ""summative assessment"". The combination of the two different assessment methods in learning will certainly be of greater help to the sustainable development and optimization of the ""student assessment system"". "After collecting, organizing, analyzing, and summarizing relevant data, the findings are as follows: (1) The role of homeroom teachers has relatively low appeal to educators, and in-service training places a significant time burden. Homeroom teachers in Macau lack a sense of identification, intrinsic motivation, and often adopt a passive attitude. Additionally, the heavy workload of daily tasks, household responsibilities, and the requirement to balance teacher in-service training contribute to reduced enthusiasm for participating in training. (2) The content and format of in-service training also significantly influence teachers' engagement and enthusiasm towards participating in such training. (3) Challenges faced by primary school homeroom teachers in participating in in-service training primarily include heavy workloads, inadequate training programs, imperfect incentive systems, and lack of support from the school administration. "Since the reunification, Macao has been committed to education reform, with the Outline Law as the overall goal of education adjustment, with the implementation of the ""curriculum framework"" and ""foundation"", in 2016, in order to implement the provisions of Article 25 of the Outline Law ""assessment of students"", review and improve the school assessment and retention system, so as to promote students' sense of success in learning, thereby reducing the retention rate; The Local Academic Formal Student Assessment System will fully implement the diversity assessment in the 2021 school year, requiring ""formative assessment"" as the main assessment method. The purpose of this study is to explore how the adoption of the ""formative assessment"" approach in teaching will bring about changes in students' learning mentality and learning outcomes, so as to make more effective suggestions for teachers' assessment methods and students' learning mentality. In this study, case studies in qualitative research were used as the research method, and semi-structured in-depth interviews and intentional-sampling interviews were adopted in addition to literature collection. A private school in Macau was taken as an exemple for the cases study, which implemented the school-based student assessment regulations according to “Student Assessment System for Formal Education of Local Education System” starting from the 2021 academic year. In this study purposive sampling is used, 12 senior high school students from arts and science and 7 senior high school teachers who teach different subjects were selected as case study objects. Through interviews with teachers and students, we learned about the implementation situation and collected their opinions, and further analyzed and discussed the learning effectiveness after the implementation of formative assessment with the method of triangulation analysis. Through literature and post-interview analysis, the research conclusion is that after the implementation of the ""student assessment system"", students' learning mentality has indeed brought positive changes. Teachers use diverse ""formative assessment"" as a way to evaluate students in the classroom, students become more active in learning, and they will conscientiously complete their learning tasks, and their learning confidence will also be improved. Therefore, after the implementation of ""formative assessment"", students' learning mentality tends to be positive and positive, which also brings certain learning results. However, how to flexibly use effective assessment methods to assess students to achieve more effective learning results really depends on teachers' professional knowledge of assessment. At the same time, we should not over-rely on ""formative assessment"" and neglect the knowledge assessment of ""summative assessment"". The combination of the two different assessment methods in learning will certainly be of greater help to the sustainable development and optimization of the ""student assessment system 澳門自回歸後一直致力於教育改革，以《綱要法》為教育總目標進行調整，隨著「課框」及「基力」的推行實施，2016年為落實《綱要法》第二十五條「對學生的評核」的規定，審視和完善學校的評核和升留班制度，以促進學生學習成功感，從而減低留級率；《本地學制正規教育學生評核制度》於2021學年全面實行多元性評核，制度中要求以「形成性評核」為主要評量方式。本研究旨在探究在教學上採用了「形成性評核」的多元評核方式後對學生的學習心態及學習成效會帶來怎麼樣的轉變，藉此研究為教師在評核方式及學生的學習心態提出更有效益的建議。 本研究使用質性研究中的個案研究為研究方法，採用文獻蒐集外，並以半結構式深度訪談及立意抽樣方式去訪談，以一所澳門私立學校為個案研究範例，該學校於2021學年起按「本地學制正規教育學生評核制度」實施「校本學生評核規章」；本研究以立意抽樣方法選取高中三文理科學生共12人及分別任教不同的科目高中教師7位為個案研究對象，透過跟教師及學生進行訪談了解實行情況及收集其意見，並以三角查證法分析法進一步分析並探討形成性評核實施後的學習成效。 透過文獻及訪談後分析得出的研究結論是實施「學生評核制度」後學生的學習心態確實有帶來正面的轉變，教師在課堂中採用多元性「形成性評核」作為評量學生的方式，學生的學習情況變得更積極，也會認真完成學習任務，學習信心也隨之有所提升；因此，實施「形成性評核」後學生的學習心態也趨向正面積極，因而也帶來一定的學習成效。但是，要如何靈活運用有效的評量方式去評核學生達致更有效學習成效，確實有賴教師對評量的專業知識，因此，教育當局及校方亦需要為教師提供相關的資源及支援；與此同時，也不要過分依賴「形成性評核」而忽視「總結性評核」的知識性評核，結合兩者不同多元評量方式於學習中，必能對「學生評核制度」持續發展及優化有更大的助益。In Partial Fulfillment of the Requirements for the Degree of Master of Education in the School of Education, University of Saint Joseph, Macau, May, 2024

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