Annex 9 2016 Tryout Study (Primary 3)
Professional Sharing Session with Principals
Date: 8 December 2016 (Thursday)
Time: 4:00-6:00 pm
Venue: Conference Room 6, G/F, Central Government Offices Participants: Principals (23), Vice Principals (5), Middle managers (2),
EDB representatives (5), HKEAA representatives (2) Organiser: Education Bureau
Summary
EDB representatives responded that there are no individual students’ results in order not to turn the assessment a high-stakes one. Teachers can use Student Assessment Repository to publish assessments to obtain individual student’s performance. EDB will continue modifying this platform and the Web-based Learning and Teaching Support.
2. Parents of schools participating in the Tryout Study supported TSA, while parents of schools not participating in the Tryout Study opposed to TSA owing to misunderstanding, even without a strong reason. It is recommended that EDB strengthen communication with them so that they understand the benefits of TSA and the good partnership between EDB and schools.
EDB agreed to communicate more with parents. Apart from exchange seminars for parents, media on public transport and social media will be used to disseminate positive messages about TSA.
3. If all schools participate in TSA next year, schools will be relieved from the pressure of making choice. Meanwhile, it is concerned if EDB can provide related support services for schools in the territory.
EDB responded that more than 70% of primary schools in the territory have already been provided with school-based support services, so it is believed appropriate arrangements can be made to meet schools’ needs in the future.
4. It is suggested to remove NCS students and students with SEN from school reports.
HKEAA representatives responded that there are supplementary reports in which NCS students and students with SEN have been removed. Schools with 5 NCS students or more will be provided with supplementary reports.
5. EDB should monitor the supplementary exercises with the title of TSA but beyond TSA standard.
6. It is recommended that school reports in Excel format be made available to schools so that they can easily extract information for analysis.
HKEAA representatives responded that an online evaluation report has been provided to facilitate schools to extract information for further analysis
7. It is suggested that the chief examiner of TSA Speaking Assessment with relevant experience does not have to attend the HKEAA workshop.
HKEAA representatives responded that there is a related arrangement.
Experienced chief examiners of Speaking Assessments only need to take part in online training.
Annex 10 Territory-wide System Assessment (TSA)
2016 Tryout Study (Primary 3) (Tryout Study) Focus Groups for Parents
Target group and arrangements
In late November and early December, EDB organised 18 focus groups for parents from schools participating in the Tryout Study. A total of 119 parents participated, whose views and recommendations on assessment items, reports and various support measures and stakes involved were collected. Each focus group lasted about one to two hours, including question and answer time.
Major views
Major views of parent representatives are as follows:
1. Providing feedback to learning and teaching
Parents generally considered that it was necessary to continue conducting TSA because it could provide school and territory-wide data to facilitate schools’ understanding of students’ levels.
Parents agreed that the contents of TSA enabled schools to review the school-based curriculum to provide a clearer direction for teaching.
Parents pointed out that talks were conducted by schools to communicate with them and explain the school-based assessment and homework policies.
Parents agreed that school reports provided valuable reference for teachers in adjusting teaching strategies.
Parents trusted schools and supported their professional decisions.
2. Feedback to measures under the Tryout Study
There was a general view that the questions of this year’s TSA were easier than before, which helped boost students’ confidence.
Some parents indicated that their elder children, who participated in the Primary 6 and Secondary 3 TSAs before the Tryout Study, reflected that the questions were not difficult.
They did not object that parents participated in questionnaire surveys on a voluntary basis to further schools’ understanding of the factors affecting students’ learning.
They supported the professional support measures provided by EDB.
They believed allowing schools in need to participate facilitated schools to make good use of assessment data to enhance learning and teaching.
Parents agreed that the enhanced school reports under the Tryout Study
could enhance schools’ use of assessment data to facilitate learning and teaching. They believed that the information analysis report, which provided an analysis of the corresponding key learning objective, Basic Competency and question intent of each item, as well as an analysis of options of multiple-choice items, could help reduce the workload of schools and teachers to focus on teaching.
3. Drilling and stakes
Since there were no drilling and excessive supplementary exercises for TSA at school, parents were even unaware that their children had already taken TSA.
As parents knew that no individual result was provided, they were at ease with TSA and there was no pressure on students.
Some parents expressed that the questions of TSA were easier than internal assessment, and their children reflected they were capable in handling it even without special drilling.
As learning contents of everyday lessons were sufficient for students to handle TSA, parents did not need to purchase additional exercises for their children.
Some parents regarded the Basic Competencies of TSA as part of the school curriculum, so the arrangement of providing assignments in everyday lessons to help students grasp the formats and contents of TSA was deemed reasonable.
Even at the same school, parents had diversified views on school policy, homework arrangements, purchase of exercises and supplementary lessons.
The importance of home-school cooperation/parent education/training for principals:
- School clearly explained to parents the concept of TSA, school-based assessment and homework policy arrangements to effectively foster mutual trust between parents and schools so as to relieve parents of the concerns of excessive blind drills.
- They recommended that public education should be stepped up to avoid public misconceptions and concerns due to insufficient understanding.
Annex 11 Thematic Seminar
Assessment for Learning – 2016 Tryout Study Primary 3 Chinese Language
Results of Questionnaire Survey
A total of 154 questionnaires collected
Questions Average score
(out of 5) 1. The modified assessment papers and question design
aligned with the requirements of basic competencies of Primary 3 students.
修訂後的試卷及題目設計能對準小三基本能力的要求。
3.90
2. The modified assessment papers and question design met the spirit of the curriculum.
修訂後的試卷及題目設計符合課程精神。
3.91
3. The modified assessment papers and question design met students’ learning needs.
修訂後的試卷及題目設計配合學生的學習需要。
3.89
4. The reports in Tryout Study can provide more information in analyzing students’ strengths and weaknesses to enhance learning and teaching.
試行研究計劃的學校報告能提供更多資料以分析學生 強弱項，回饋學與教。
3.95
5. The reports in Tryout Study provide comprehensive information to facilitate communication with different stakeholders.
試行研究計劃的學校報告提供綜合資料有助與不同持 分者溝通。
3.89
Thematic Seminar
Assessment for Learning – 2016 Tryout Study Primary 3 English Language
Results of Questionnaire Survey
A total of 151 questionnaires collected
Questions Average score
(out of 5) 1. The modified assessment papers and question design
aligned with the requirements of basic competencies of Primary 3 students.
修訂後的試卷及題目設計能對準小三基本能力的要求。
3.87
2. The modified assessment papers and question design met the spirit of the curriculum.
修訂後的試卷及題目設計符合課程精神。
3.79
3. The modified assessment papers and question design met students’ learning needs.
修訂後的試卷及題目設計配合學生的學習需要。
3.72
4. The reports in Tryout Study can provide more information in analyzing students’ strengths and weaknesses to enhance learning and teaching.
試行研究計劃的學校報告能提供更多資料以分析學生 強弱項，回饋學與教。
3.70
5. The reports in Tryout Study provide comprehensive information to facilitate communication with different stakeholders.
試行研究計劃的學校報告提供綜合資料有助與不同持 分者溝通。
3.61