QSIP-CEAL (2017 – 2020)

QSIP: Tracking Students' Learning through Comprehensive Enhancement of Assessment Literacy (QSIP-CEAL)

(English Version Only)

QSIP-CEAL, commissioned by the School-based Professional Support Section of the Education Bureau, endeavors to promote English language teachers’ assessment literacy in mainstream primary and secondary schools, with the target of Key Stages II (upper primary levels) and III (junior secondary levels).

Introduction Video

Main objectives

To equip teachers, not just English teachers but the entire teaching staff , with knowledge, skills and attitudes in employing effective assessment practices to inform their instruction ;
To strengthen the capacity of school leaders, including the curriculum and instructional leaders , to lead assessment-informed improvement actions;
To develop school-based practices of effective assessment in English Language teaching and learning on classroom, curriculum and administrative levels;
To empower students to engage themselves in assessment practices in monitoring and regulating individual learning

Multi-level focus of QSIP-CEAL

The support under QSIP-CEAL shall be delivered with the focus of:

The workflow:

Commitments of project schools

To facilitate effective collaboration, interested schools are encouraged to consider the following aspects as per their readiness of participation:

a core team of teachers with capacity and readiness for collaboration (particularly in occasions that lesson observations are necessary to track student’s learning under in-class assessment practices);
permissions for the project to get access to and take part in the evolvement of assessment tools
active involvement of school and curriculum leaders, who possess positional and professional power to help lead and sustain assessment-related initiatives administrative arrangements and support to facilitate collaboration (which include: accessibility to assessment design and data, flexible timetabling for lesson planning and observation, plans for division of labour, etc.)
schools’ willingness to disseminate good practices on internal and inter-school platforms