The Summer School for Physical Education Teachers 2006, featuring the theme "Assessment Literacy : Theories and Practices" was initiated by the Education Bureau and organized by the PE Division, Department of Creative Arts and Physical Education, the Hong Kong Institute of Education. The project focused on promoting and developing good and innovative practices in PE curriculum and pedagogy especially assessment in schools.
Theme and Aims
Some important aspects in assessment:
Since assessment is an integral part of the curriculum planning and development, PE teachers need to improve their understanding of the principles and practices of effective assessment (assessment literacy). However, the conceptions of assessment can be viewed differently. Should it be “assessment of learning”, “assessment for learning” or “assessment about learning”? PE teachers should have a better understanding of these concepts before assessments can be used for facilitating teaching and learning.
There are a number of concepts related to assessment within which PE teachers should be more familiar with so that a balance when implementing assessment in schools can be made. The concepts include differences between “criterion and norm-reference”, “formative and summative”, “objective and subjective”, “internal and external”, “informal and formal”, “learning outcome framework” and “authentic assessment” etc..
According to the Curriculum Development Council (2002), assessment should have encouraging and motivating effects on learning. Assessment reflects students’ learning progress; achievement as well as strengths and weaknesses. It can always provide teachers with useful information for initiating programmatic improvement.
Two consultation documents concerning the new senior secondary curriculum and assessment framework for PE (CDC and HKEAA, 2004; 2005) proposed to include both the “internal” and “public” assessment in the coming PE curricula in secondary schools in Hong Kong. Thus, teachers should be empowered with knowledge and skills when selecting strategies and ways to promote assessment.
Understanding, modeling and promoting good assessment practices can help to enhance the quality of PE teaching. Acquainting PE teachers with assessment literacy has been identified as an initiative for improving PE in Hong Kong.
Through different programmes initiated in the Summer School for PE teachers, the organizing committee seeks :
The professional development programmes include:
1. Conference
2. Experience Sharing Seminars
3. Workshops
「體育教師暑期學校2006」是教育局建立之週年體育教專業師培訓計劃，本年度由香港教育學院體藝學系體育部主辦，並以「評估認知：理論與實踐」作為主題，目的是透過多元化的專業發展活動，向體育教師推介及分享有關本地具成效，創新及參考價值的校本體育課程，評估策略與教學法的經驗。
主題及目標
部份與「評估」相關的重要性議題 :
評估是課程規畫和發展的一個核心部分。因此，體育教師需對具效能的「評估」原理及運作有深入的了解和探討。但是，體育仝工對評估的概念存在著不同的見解，如評估應否著重「評核學生的學習」、「促進學的生學習」與「使他們認識評估的意義」。體育教師應充分理解相關的理念以促進學與教。
體育教師需對多個評估概念有著較深入的了解以平衡學校的體育評估工作。相關概念包括「標準和常模參照 (criterion and norm-reference reference)」、「進展性和總結性評估 (formative and summative assessment)」、「主觀和客觀 (objective and subjective)」、「內部及公開性評量 (internal and external assessment)」、「正式和非正式 (informal and formal)」、「學習成果構架 (learning outcome framework)」和「真確性評估 (authentic assessment)」等。
課程發展議會在 2002年的《基礎教育課程指引》指出，評估應該具有激勵及鼓勵學習的作用，能反映學生的學習進度，幫助他們瞭解自己的學習成果及學習方式。課程發展議會並向教師提供有關資料，協助體育教師改進相關教學方案。
「高中及高等教育新學制報告」的兩份諮詢文件已就新高中體育課程及評估架構提供建議（課程發展議會和香港考評局2004；2005），該文件建議香港未來的高中體育課程應包括兩種評估方法：「校內」及「公開」評核。故此，體育教師應具賦權能力及擁有相關知識和技能，以便於校內推展及選取合適的評估策略。
明瞭，倣效和推展優質的評估方法能提升體育的教學，讓體育教師掌握有關的知識，推動優質的評估文化，有助改善香港體育學與教的成效。籌委會期望透過「體育教師暑期學校2006」內的各項專業發展活動，協助體育教師﹕
「體育教師暑期學校2006 」包括以下專業發展活動 :
1. 專題講座
2. 校本經驗分享研討會
3. 教學工作坊
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參考文獻：
1) 課程發展議會(2002)：《基礎教育課程指引 - 各盡所能，發揮所長》系列5-學校評估政策-評估實施方式的轉變，香港，香港政府印務局。
2) 課程發展議會及香港考試及評核局(2004)：《新高中課程 (初稿)》，香港，教育統籌局 。
3) 課程發展議會及香港考試及評核局(2005)：《體育學習領域，新高中課程及評估架構建議：第二次諮詢稿》，香港，教育統籌局。