Teaching

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This course aims to equip school teachers with knowledge and skills to assist them in planning, implementing, and improving assessment for learning in liberal studies. The emphasis of the course is to exploit alternative assessment techniques, such as performances, learning journals, portfolios, exhibitions, and group assessments, for developing and assessing multi-disciplinary thinking and applications in students. Assessment concepts and issues that are associated with school-based assessment will also be addressed, which include the methods and the problems to link different assessments and to make composite test scores. Opportunities will be provided for the participants to design and implement alternative assessment tasks highlighting an issue-based enquiry approach in liberal studies classroom.

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This course is designed to provide students with an introduction to the elements and principles of educational measurement and evaluation that are essential to good teaching. Students are expected to derive the following general learning outcomes from this course. These include: (1) an appreciation of the role of educational measurement and evaluation in the instructional process; (2) the ability to construct classroom tests that measure a variety of intended learning outcomes and process; (3) the ability to appraise, analyze, and revise the items of classroom test critically; (4) the ability to select the published tests that are appropriate for a particular situation; (5) the ability to interpret test scores and use test results properly; (6) the ability to construct or select non-test evaluation instruments.

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This course is intended to provide in-service or prospective teachers with measurement theory and techniques for assessing students' educational achievements in school. Topics include (1) basic concepts and principles of educational measurement and assessment, (2) procedures for construction and appraisal of objective-type and constructive-type test items, (3) use of standardized achievement tests, (4) uses of unconventional, informal assessment methods, (5) methods of interpretation of test scores, and (6) issues in interpretation and uses of test results.

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We examine the evolving meanings of human abilities from cognitive psychology, psychometrics, and neurology perspectives. Using these perspectives, we consider critical issues that are shaping theory developments in psychology and influencing educational initiatives. These issues include atomic vs. interdependent views of intelligence, computational vs. situated cognition, and domain-general vs. domain-specific structures of mind. Using educational initiatives, we analyze the challenges of translating theories of human abilities into classroom teaching. Furthermore, we examine and evaluate several tests used in Hong Kong schools to assess human intelligences and abilities.

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This course will survey current trends and developments in the science of learning. Topics include: Vygotskian theories of learning and development, the cognitive neuroscience of thinking and learning, cultural influences on learning behavior and learning styles, classroom conversation and development of high level cognition, acquisition of expertise and transfer of learning, metacognition and self-regulated learning.

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This course attempts to introduce psychological theories pertinent to the teaching of adolescents in secondary schools. With an emphasis on the application of theories in practice, the following topics are explored: behavioral and cognitive theories of learning, memory and information processing, learning transfer, motivation, instructional objectives, and effective learning environment.