A FRAMEWORK OF TARGETS, LEVELS AND ASSESSMENTS AT KEY STAGES

5.6.1 We understand that there are a number of different models that could be adopted for our framework. We accept that an extensive review of these possibilities will need to be conducted before we may determine the details of the framework best suited to Hong Kong.

5.6.2 That said, we would like to outline below a model to enable readers to understand what shape a possible framework for Hong Kong might take. It draws on experience gained in assessment in England and Wales, Scotland and the USA. The model framework embodies the essential elements required to respond to Hong Kong's needs as set out in paragraph 5.5.1 to 5.5.2. It also covers a wide range of the informational demands described in section 5.3 of this chapter and is likely, we believe, to have a positive effect on teaching and

* Internal assessments would be created by teachers on the basis of guidelines produced by ED. External assessments would be created by ED but administered by teachers.

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learning. The framework is technical but we have described it in as clear a way as possible.

5.6.3 The framework has the following main elements, namely, key stages; subject domains and levels of attainment; attainment targets; and assessments.

(a) Key stages

5.6.4 Assessments would be made at key stages in the educational process. Subject to research, it is envisaged that target-related assessment will be required at Primary 3, Primary 6 and Secondary 3. Thus, with HKCEE at Secondary 5, there may be four relatively equally-spaced key stages for assessment in primary and secondary. The interval between each of these four key stages would be large enough to prevent overassessment, and would also provide the necessary flexibility for schools to develop their own schemes of work from centrally-produced syllabi in the light of their own needs.

(b) Subject domains and levels of attainment

5.6.5 Each subject would be divided into a small number of domains, representing important areas of the subject concerned. An example of domains at Primary 6 for English as a subject in Hong Kong might be as follows

-Domain 1 Classroom language

2 Social communication and everyday transactions 3 The processing, use and giving of information 4 English for enjoyment

Within each domain targets at different levels would be set. Assessing students against these targets would permit a profile of their achievement to be drawn up, indicating how they were progressing in each of the domains in each subject at each key stage. In this way their strengths and weaknesses

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in each domain would be revealed. As students achieved targets at each level successfully, they would be motivated towards reaching the next one.

5.6.6 Although progression in school, from one class to another, is generally tied to age, actual progress in learning is not. Thus, students of roughly the same age would be in the same class, but are likely to be at different levels of attainment in particular domains. It is necessary, therefore, to allow for a spread of levels at each key stage in school. As students in a given age group move up the school ladder the range of their attainment will tend to grow wider. This means that a degree of overlapping of levels at key stages in school must be allowed for. An example of how attainment levels overlap several key stages in school is given in the following diagram

-Age related key stages

S3

P6

P3

1 2 3 4 5 6 7

Levels of attainment expected

The foregoing example suggests that Primary 3 students might generally be expected to achieve levels 1, 2 or 3.

Lower achieving Primary 6 students might be expected to attain levels 2 or 3 while the higher achieving ones might reach levels 4 or 5. Secondary 3 students might vary in their levels of attainment from level 3 through to level 7.

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(c) Attainment targets

5.6.7 As mentioned earlier, targets towards which students should work would be set for each level within each subject domain. Experience has shown that converting all discrete items of knowledge and skills into targets results in unmanageably long lists of statements which teachers are unable to use. It would be preferable, therefore, to aim for relatively broad targets. An example of such targets and levels of attainment in one of the domains in Mathematics Key Stage 1, taken from the National Curriculum in England and Wales, is set out below

-Domain : Measures

Pupils should estimate and measure quantities, and appreciate the approximate nature of measurement.

Level of Attainment

Targets Example

Pupils should :

1 compare and order objects without measuring, and use appropriate language.

Use language such as long, longer than, longest; tall , taller than, tallest; heavy, light;

before, after; hot, cold.

2 use non-standard measures in length, area, volume, capacity, weight and time to compare objects and recognise the need to use standard units.

Use handspans, strips of paper, conkers, etc as measures.

know how to use coins in simple contexts. Handle money -- shopping activities in the classroom.

know the most commonly used units in length, capacity, weight and time, and what they are used for.

Suggest things which are commonly measured in metres, miles, litres, pints, pounds, hours, seconds, minutes, etc.

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3 use a wider range of metric units. Use centimetre, gram, kilometre.

choose and use appropriate units and instruments in a variety of situations, interpreting numbers on a range of measuring instruments.

Use an appropriate tape/ruler to compare lengths that cannot be put side by side.

Read digital clocks correctly and analogue clocks to the nearest labelled division.

Read a speedometer on a car or bicylce correctly.

make estimates based on familiar units. Estimate the height of a door in metres, the capacity of a bottle in litres or a period of time.

The proper place for detailed and discrete lists of knowledge items and skills may be in syllabus guidelines which set out course content and processes. Subject departments in schools would be able to draw upon these to create their own schemes of work to suit their needs.

(d) Target-related assessments based on criterion- referencing principles

5.6.8 Target-related assessments comprising internal and external components^* would be set at each of the key stages Primary 3, Primary 6 and Secondary 3. These would indicate the levels of attainment reached by students in the various subject domains, and would be reported on records of achievement. Internal assessments for each key stage would need to be moderated, and teachers enabled through in-service training to play their role reliably in this assessment. External assessments in the form of tasks of tests designed to ascertain the level of attainment of students in various

* See footnote on page 72.

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domains would be tried out, standardised and kept centrally in the ED for use by schools. It may be necessary at the later key stages to create assessments at different levels of difficulty to cover the range of achievements among students.

5.7 IMPLICATIONS OF INTRODUCING A FRAMEWORK OF ATTAINMENT TARGETS AND