FE and Professional Learning Portfolio II

Assessment Instruction & Guides

The five assessment tasks of the FE and Professional Learning Portfolio II course are designed to support your achievement of the ten FEILOs within the 4
domains of learning and teaching (corresponding to the same 4 domains in the COTAP framework):
1. School Development;
2. Student Development;
3. Teaching and Learning; and
4. Professional Relationships and Services.
The finished portfolio will enable you to provide evidence-based reflection on your learning during BPII/FES in these 4 domains and towards the 10 FEILOs.

Learning on FE should be progressive and you should keep reflecting and complete the 5 assessment tasks throughout the period you are conducting your
BPII/FES under the guidance of your Professional FE Tutor. This is why the 5 assessment tasks are called reflective journals. The timeline suggested below is
for you to start working on each assessment task so that you can build on your work and improve it with the support and comments from your Professional FE
Tutor and other course-mates before the final submission.

You should also draw on your learning from the ES Core & Restricted Electives courses and the Pedagogy Courses for Major to support and provide evidence
for your reflection.

The tables on the following pages aim to provide you with some guides to complete the 5 assessment tasks. The guiding questions can also help you organize your
writing.

You should also remember that in all your undertakings at schools, including the conduct of the professional portfolio assessment tasks, you must adhere to the
expected standards of professional teachers. As stated in the preamble to the FEILOs:
In all their endeavors, student-teachers should conduct themselves as education professionals, in their three key roles as a caring cultivator of all-round growth,
an inspirational co-constructor of knowledge and a committed role model of professionalism. They should work in the service of schools for the best possible
education of their students. They should make every effort to continually improve their subject knowledge and teaching skills, and build positive working
relationships with colleagues. They should maintain the highest standards of integrity and moral conduct.

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 Guidelines on FE and Professional Learning Portfolio II Assessment Tasks
Recommended
Assessment Task
Timeline
BPII: Evidence-based
Weeks 1-2 reflection on the
interrelationships
FES: between the school
Weeks 1-4 philosophy, goals,
policies and practices,
and the teachers’ and
other stakeholders’ roles
and responsibilities, and
how this supports the
school’s responses to
educational/societal
changes
Assessment Task 1 – School Development
CILOs/
Guiding questions Format Possible Evidence*
FEILOs
A school philosophy / mission is effectively stating the attributes of students (citizens-to-be of the 1. Evidence- Quotes / photos CILO 1 /
society) the school aims to prepare. based from school FEILOs 1, 2
 What is the education philosophy / mission / vision / goals of the school? How does this reflective pamphlet/magazine,
philosophy reflect that of the School Sponsoring Body (SSB), if any, of the school? journal links / screenshots
 What are the policies and practices the school has in place to support the staff members in 2. About 500 of the school
achieving the school philosophy / mission etc.? words in webpage, photos of
 What are the roles and responsibilities of the staff members and other stakeholders in these English or the school
policies and practices? You can describe the different roles and responsibilities of all/some of 800 words environment,
the following or other stakeholders: in Chinese# observation notes,
 the Principal; interview notes,
 the Academic Board; information about
 discipline / guidance teams; staff meetings,
 co-curricular activities team; Parent-Teacher
 form/class teachers; Association, etc.
 parents (through the PTA) etc.
 How do all the stakeholders work together in implementing the school philosophy? Do they
complement each other’s work or do they conflict with each other? How and why?
 Considering the fact that a school philosophy / mission / vision / goals are effectively
specifying the qualities of students they aim to graduate from the school (to become citizens
of the society), how do you think your BP school is responding to educational and societal
needs in terms of its philosophy / goal statement, and the approaches taken to implement it?
How effective do you think the responses are? What role do you think you can play as a
student-teacher to support the school philosophy, goals, policies and practices?
 What are the differences between your two BP schools in terms of (some of) the above?
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 Guidelines on FE and Professional Learning Portfolio II Assessment Tasks

* Evidence should be included as non-text (e.g., photos, figures, text boxes) so that the evidence will not count towards the word limits.
# These are the suggested number of words for each assessment task. You can change them as long as you stay within the requirement of 3000 words in English and 4800 words in
Chinese for the whole portfolio (for a 3-cp course).

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 Guidelines on FE and Professional Learning Portfolio II Assessment Tasks

Assessment Task 2 – Student Development

Recommended CILOs/
Assessment Task Guiding questions Format Possible Evidence*
Timeline FEILOs

Evidence-based A school should aim at not solely students’ academic learning but also their whole-person 1. Evidence- Quotes / photos of CILO 2
reflection on contribution development. Many schools have students’ all-round development in their mission statement. based formal and non- FEILOs 3,
to supporting students’ This task asks you to focus on how your BP/FES school helps students’ development of moral reflective formal curricular 4, 9
development of moral virtues, positive and ethical values and attitudes, multicultural awareness, and/or an journal activities, the
virtues, positive and entrepreneurial spirit. 2. About 500 curriculum chart,
ethical values and  Name one/some activities in the formal and/or non-formal curricula in the school that help words in interview notes with
attitudes, multicultural students with their moral virtues, positive and ethical values and attitudes, multicultural English, 800 students / teachers,
awareness, and/or an awareness, and/or an entrepreneurial spirit (examples of formal curricular activities: moral words in photos of your
BPII: entrepreneurial spirit (in education, civic education, topics in a subject; examples of non-formal curricular activities: Chinese# participation in the
Weeks 3-6 collaboration with other co-curricular activities such as school clubs or the Student Union, sports days, school picnic, activities etc.
teachers) summer camps, school assemblies).
FES:  How do the activities support students’ development of moral virtues, positive and ethical
Weeks 5-8 values and attitudes, multicultural awareness, and/or an entrepreneurial spirit?
 What role do the teachers-in-charge play in these activities? How do the teachers support
students’ development of (some of) these values through the activities?
 What is your contribution? What role did you play? How did you collaborate with other
teachers in the activity to support students’ development? What did you learn from this
experience? (Or if you did not participate: What can be your contribution?)
You can approach this task by focusing on either:
(1) one activity that can support students’ development in all/most of the areas (i.e., moral
virtues, positive and ethical values and attitudes, multicultural awareness, and/or an
entrepreneurial spirit); OR
(2) some activities that together can support students’ development in all/most of these areas.

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Guidelines on FE and Professional Learning Portfolio II Assessment Tasks

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 Guidelines on FE and Professional Learning Portfolio II Assessment Tasks

Assessment Task 3 – Teaching and Learning

Recommended Guiding questions Possible CILOs/
Assessment Task Format
Timeline [Please download this file to a word document if you cannot see the table below clearly] Evidence* FEILOs

Video^- and other Use the 5 stages in a problem solving approach to evaluate your planning-teaching-assessment cycle of a 1. Evidence- ES and Major CILO 3
evidence-based series of 4-6 lessons: based Pedagogy FEILOs
reflection on the reflective course 3, 5-8, 10
problem solving Stages in a problem Evaluating the beginning lessons Evaluating the journal information and
processes in solving approach following lessons 2. About 1000 references,
planning, teaching 1. Identify a problem  What was a key problem in your teaching and/or your  What further words in relevant
and evaluating and the causes of students’ learning at the beginning of this series of problem in your English or learning theories
different approaches the problem in lessons (e.g., the first 1-2 lessons) that adversely teaching and/or 1600 words in and journal
used in a series of your teaching affected your students’ achievement of a/the learning your students’ Chinese# articles, lesson
BP II:
lessons, and how and/or your objective(s)? Consider especially the different learning learning did you observation
Weeks 5-7
these affect the students’ learning. needs of the students in your class? identify following notes,
learning of students  What were the causes of the problem? (or as a result of) supervision
FES:
with diverse needs  How did you find out these causes (e.g., using the solution forms, lesson
Weeks 6-11
and enable them to assessment strategy, noting students’ work etc.)? implemented? plans,
develop their worksheets,
potential links to lesson
2. Consider  What further video clips,
[^If you cannot all/different  What possible solutions did you consider? solutions did you quotes of times
video any of your possible solutions  What sources of data (e.g., learning theories, different consider? in lesson videos,
lessons, use other through research, pedagogical approaches, innovative technologies, your  Which solution did photos of
evidence e.g., lesson review, reflection own reflection, consultation with others) did you you choose? student work,
plans, learning and/or consultation consult to help you identify these possible solutions?  Why did you think lesson
materials, students’ with others. it could be observation
work etc.] effective? What comments and

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Guidelines on FE and Professional Learning Portfolio II Assessment Tasks

sources of data informal

3. Choose, based on a support your communication
rationale, a  Which of these possible solutions did you choose? thinking? with
possible / feasible  Why did you choose this solution, taking into supervisors,
solution to the consideration the above? supporting
problem, taking teachers, peers
into consideration and/or students,
the above (i.e., the etc.
causes and the
possibilities).

4. Plan and  What changes did you make to the unit plan, the  What further changes
implement the learning objectives, the learning did you make to your
solution and approaches/activities, and/or the assessment plan?
observe carefully if strategies etc. as a result of the solution you  How did you implement
the solution can chose? the solution chosen?
solve the problem  How did you implement the solution?  How did you evaluate
or which aspects of  What formative and/or summative assessment the effectiveness of the
the problem it can strategies did you use to evaluate the effectiveness solution (e.g., using
solve and which of your solution? some assessment
not, and why or  To what extent did the solution solve the problem? strategies)
why not. Which aspect(s) of the problem did it solve and  To what extent did the
which not? Why and why not? Did the solution solution help solve the
help your students learn better; how did it help? problem?
How did the solution affect the learning of  How did the solution
students with different abilities/needs?  help with students’
different learning

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Guidelines on FE and Professional Learning Portfolio II Assessment Tasks

needs?

5. Review the whole  Evaluate the overall effectiveness of your teaching and your students’ learning
process (from 1-4 in this series of 4-6 lessons as a result of the solutions you implemented.
above) and the  When you teach the same unit next time, how would you do it differently to
outcomes to think make it work (even) better?
about how  Review how this whole problem solving process applied to the planning-
effective the teaching-assessment cycle has been effective (or not) in improving your
solution was; teaching competence and your students’ learning, considering, in particular,
consider the diverse learning needs of the students in your class. How can you apply
different/better this process to help individual students develop their own potentials?
ways to deal with a
similar problem in [N.B.: The arrows in this table show the reflection/thinking steps: from top to
future. bottom in Column 2 through the first 4 stages, then continue onto () Column
3 from top to bottom through the same 4 stages, then down to this box for
stage 5.]

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 Guidelines on FE and Professional Learning Portfolio II Assessment Tasks

Assessment Task 4 – Ethical Decision Making

Recommended CILOs/
Assessment Task Guiding questions Format Possible Evidence*
Timeline FEILOs

Evidence-based An ethical decision is a decision you need to make by reference to your own moral and ethical 1. Evidence- Observation notes, CILO 4
reflection on dealing values for a situation that involves conflicts of interests and/or beliefs. These conflicts can be, for based communication FEILOs 4,
with / observing a example: reflective with / quotes from 9-10
teacher deal with a case a. between your own self-interest/beliefs and others’; or journal teachers and
involving ethical b. between your own educational belief and the school policy/expectations/practices; or 2. About 400 students, etc.
BPII:
decision making c. among students or among teachers themselves. words in
Weeks 4-7
Alternatively, you can reflect on a situation in which you observed a teacher having to make such English, 640
a decision. If you were the teacher, how would you make the decision in face of the dilemma. words in
FES:
Chinese#
Weeks 8-12
 What was the ethical dilemma you/the teacher had to face? Whose interests were involved?
How did the different interests/beliefs conflict with each other?
 How did/would you resolve the dilemma? Whose interests/beliefs did/would you consider?
What were the implications for the others whose interests/beliefs you did/would not consider?
 Why do you think your decision is ethical? What moral and ethical beliefs and/or values
guided your reasoning process? Was there anything that you would like to do differently in
future?

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 Guidelines on FE and Professional Learning Portfolio II Assessment Tasks
Recommended
Assessment Task
Timeline
Evidenced-based
reflection on their current
status in relation to the
three key roles of a
caring cultivator of all-
round growth, an
inspirational co-
BPII:
constructor of knowledge
Weeks 8-9
and a committed role
model of professionalism
FES:
expected of a
From
professional teacher and
Week12
as a reflective
practitioner for
continuous professional
development, including
an exposition on their
personal education
philosophy
Assessment Task 5 – Reflection on Becoming a Teacher (Professional Development)
CILOs/
Guiding questions Format Possible Evidence*
FEILOs
COTAP specifies that teachers are expected to play the following 3 roles: 1. Evidence- Communication with CILO 5
 a caring cultivator of all-round growth; based supervisors, teachers, FEILOs 3-
 an inspirational co-constructor of knowledge; and reflective peers and students; 4, 6-8, 10
 a committed role model of professionalism. journal self-reflection and
2. About 600 evaluation; any of the
Based on what you have learnt about yourself in the role of a teacher during your BP/FES words in above evidence for
experience, write a personal education philosophy statement about what you aim to achieve in English, 960 Assessment Tasks 1-
each of these 3 roles expected of a teacher. words in 4 etc.
Chinese#
The following guide/questions can help you organize your thinking for each role:
 From your BP experience, to what extent do you think you are able / ready to play this role as
a new teacher? What are your own strengths and weaknesses, and your current achievements
in relation to this role?
 Set a / some achievable goal(s) for your further professional development in the coming 2-3
years in each role. You can refer to the descriptors in the threshold, competent and
distinguished levels of each of the 3 roles as specified in the T-standard+
(https://www.cotap.hk/images/T-standard/Teacher/PST-Framework-Stage-Descriptors-
20180913.pdf).
 Plan how you can achieve these goals (make your plan concrete by stating what you will do
to work towards your goals). Consider how you can sustain your strengths and improve your
weaknesses to prepare yourself to be a professional teacher?
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 Guidelines on FE and Professional Learning Portfolio II Assessment Tasks

Guidelines and Instructions on Preparing your Evidence-based Reflective Journals for the e-Portfolio
1. Margins – 1 inch
2. Font – Times New Roman 12
3. Line spacing – 1.5 line spacing
4. File Name* – Student No_ Week No._Year Level Taught+Subject Short Form
e.g., S10003627_ W2_P3GS _Reflective Journal
(W2 = Week 2; P3GS = Primary 3, General Studies)
*Throughout the BP, use this same file name system for naming your lesson plan, artifact, worksheet, student work, etc.:
Student No. _Week No._Year Level Taught+Subject Short Form_File Nature_Date
e.g.,
S10003627_W1_S4LS_Lesson Plan_05 Jan 18
S10003627_W1_S4LS_Artifact_05 Jan 18
S10003627_W2_P3EL _Worksheet_05 Jan 18
(W1 = Week 1; S4LS = Secondary 4, Liberal Studies)
5. All full-time BEd are required to upload all lesson plans onto the e-Portfolio.

Last update: July 2019

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