and the attainment rate, HKEAA submitted on 9 November 2016 the 2016 Territory-wide System Assessment Report, which indicated that the territory-wide attainment rates of Primary 3 students in the three subjects of Chinese Language, English Language and Mathematics remained steady. Meanwhile, more than 90%
of students have answered more than 70% of the questions in the three subjects of Chinese Language, English Language correctly, and their performance was satisfactory. The overall performance and territory-wide attainment rates of Primary 3 students are indicative of the reliability and validity of the improved assessment papers and question design which are applicable to assess if students have attained Basic Competency.
3.4 For the purpose of reviewing the improved assessment papers and question design, EDB and HKEAA organised (nine focus group meetings for teachers, three meetings for markers, three sharing sessions for principals of schools participating in the Tryout Study, three seminars, 18 focus groups for parents and a focus group for principals of all primary schools to collect views of different stakeholders. EDB and HKEAA organised focus groups for subjects and sharing sessions respectively.
Details are as follows:
(i) On 6 June 2016, a professional sharing session with principals was organised. A total of 12 school representatives participated. (please see Annex 1 for meeting notes);
(ii) In mid-June 2016, nine focus group meetings were organised (three meetings for each subject). Teachers of Chinese Language, English Language and Mathematics from over 30 participating schools participated.
Committee members, representatives of EDB and HKEAA were also present. (please see Annex 2 for meeting notes);
(iii) In mid-July 2016, three focus group meetings for markers’ were organised.
A total of 39 markers participated, including Chief Examiners, Assistant Examiners and Markers. (please see Annex 2 for meeting notes);
(iv) On 14 September 2016, a professional sharing session with principals of participating schools was organised. Principals from a total of 25 schools participated. (please see Annex 3 for summary of views);
(v) On 13 October 2016, a professional sharing session with principals of participating and non-participating schools was organised. A total of 136 school representatives participated. (please see Annex 4 for summary of views);
(vi) On 14 and 15 November 2016, seminars on the three subjects of Chinese Language, English Language and Mathematics at Primary 3. A total of
454 questionnaires were collected. (please see Annex 11 for summary of views);
(vii) In late November and early December 2016, sharing sessions with parents of 18 participating schools were organised. (please see Annex 10 for summary of views); and
(viii) On 8 December 2016, a focus group meeting for principals of all primary schools was organised. A total of 30 school representatives participated.
(please see Annex 9 for meeting notes).
3.5 As a whole, schools have responded positively to the item design of the Tryout Study, believing that the items are close to the students’ life experience and that the students can complete without additional drilling. The main views of schools on the items of each subject are as follows:
- Chinese Language: Items met the students’ ability at Key Stage 1. The degree of difficulty was moderate and the items were direct. Hinting words were clear, which could assess students’ Basic Competency. Items requiring “reverse thinking” were fewer than before and
“five-options-choose-two” items were cancelled to alleviate students’
pressure.
- English Language: The reading assessment contained various genres, covering the Primary 3 curriculum. It suited the level of Primary 3 students, and students answered the questions full of confidence. The length of each reading passage was appropriate. Teachers believed that students could complete with ease.
- Mathematics: The proportion of different types of topics in each sub-paper was appropriate, allowing Primary 3 students to answer different types of items more actively. There were no “too tricky” and follow-through items.
3.6 HKEAA also conducted questionnaire surveys at the seminars to collect the views of the schools participating in the Tryout Study and other schools on the assessment papers and item design. HKEAA found out if the improved assessment papers and question design could align with the requirements of Basic Competencies of Primary 3 students, tie in with the spirit of the curriculum and address students’
learning needs through questionnaire surveys. The survey data reflects schools’
general acceptance of the enhanced school reports.
3.7 Some parents from the participating schools whose elder children had participated in previous Primary 3 and Primary 6 TSA indicated in the focus groups that they did not feel the papers difficult. Meanwhile, parents generally agreed the questions of this year’s TSA were easier than before, which helped boost students’
confidence.
3.8 Concluding from the feedback collected from the aforementioned channels, Primary 3 students’ overall performance and territory-wide attainment rates, the improved assessment papers and question design could align with the requirements of Basic Competencies of Primary 3 students, tie in with the spirit of the curriculum and address students’ learning needs. As such, students are able to acquire Basic Competencies in their daily learning without the need of extra preparation or over-drilling specifically for TSA. In this connection, the improved assessment papers and question design has effectively eliminated the incentives for over-drilling.
(II) Enhancing school reports
3.9 Over 96% of schools participating in the Tryout Study opted for the existing version, integrated version and information analysis report with regard to their school-based needs, while two schools selected the simplified version. Details of the types of schools and reports chosen are set out in Chapter 2.
3.10 EDB and HKEAA organised the following sharing sessions, focus groups and workshops to collect stakeholders’ views on the enhanced school reports:
(i) a professional sharing session with principals of participating schools on 14 September 2016. Principals from a total of 25 schools participated.
(please see Annex 3 for summary of views);
(ii) a professional sharing session with principals of participating and non-participating schools on 13 October 2016. A total of 136 school representatives participated. (please see Annex 4 for summary of views);
(iii) thematic seminars on the three subjects of Chinese Language, English Language and Mathematics at Primary 3 on 14 and 15 November 2016. A total of 454 questionnaires were collected. (please see Annex 11 for overall data analysis); and
(iv) three focus group meetings for teachers on 24, 25 and 28 November 2016.
(please see Annexes 6-8 for meeting minutes); and
(v) On 8 December 2016, a focus group meeting for principals of all primary school was organised. A total of 30 school representatives participated.
(please see Annex 9 for meeting notes).
3.11 The main views of the schools are as follows:
- Each type of report can provide schools with useful data for feedback;
- They welcome the newly introduced integrated version of the report and information analysis report;
- The integrated version of the report facilitates principals, curriculum leaders and panel chairpersons to understand the overall situation of students in various Basic Competencies. At the same time, teachers expect the school and the territory-wide attainment rates can be included for easy reference.
- The information analysis report can provide analysis of the distractors in multiple-choice items, which enables front-line teachers to provide feedback to learning and teaching. At the same time, the teachers expect the report to provide explanation of correct answers and timely diagnostic data for non-multiple choice items.
- Different reports and information have helped enhance teachers’
assessment capability and alleviate their workload of analysing TSA data.
3.12 HKEAA also conducted questionnaire surveys at the seminars to collect the views of the schools participating in the Tryout Study and other schools on the assessment papers and item design. HKEAA found out if the enhanced school reports could provide more data to provide feedback to learning and teaching and comprehensive data to facilitate communication between schools and various stakeholders through questionnaire surveys. The survey data reflects schools’
general acceptance of the enhanced school reports.
3.13 Summarising from the choices made by participating schools on the different types of assessment reports and the feedback collected through the above channels, schools generally considered that assessment data which was too simple or limited was not conducive to providing feedback to learning and teaching. Most of the schools appreciated and welcomed the information analysis report. They viewed that the corresponding key learning objective, Basic Competency and question intent of each item provided in this report could facilitate teachers’ understanding of the rationale of the paper design as well as the connection between Basic Competencies and curriculum, which enabled the provision of feedback to curriculum planning and the adjustment of teaching strategies. The enhanced school reports could meet the needs of different schools on the whole. Schools and teachers might, on a subject basis, flexibly select appropriate assessment reports to serve different purposes (including reviewing the design of school-based assessments, facilitating curriculum planning, adjusting teaching strategies and rendering learning support, etc.). Under the Tryout Study, different reports and information provided to schools have helped enhance teachers’ assessment capability and alleviate their workload of analysing
TSA data. Meanwhile, the arrangement of schools choosing different versions of reports according to the school-based needs can help alleviate schools’ concerns about the possible stakes of TSA data.
3.14 Many parents agreed that the school reports provided teachers with a good source of reference for adjusting teaching practices. At the same time, some parents thought that TSA needs to be held on a continuous basis. Data provided might help schools better understand their students’ level in the territory as well as enabling teachers to identify students’ strengths and weaknesses. It was also noted that according to some parents, schools have communicated with them on the homework and assessment policies through seminars for parents. They trusted the schools and supported their professional decisions.
(III) Strengthening Diversified Professional Support Measures
(i) Workshops on better use of assessment strategies and enhancement of learning and teaching
3.15 Regarding workshops on better use of assessment strategies and enhancement of learning and teaching (see paragraph 2.16 (i) above), EDB has conducted Part 1 of the workshops in May and June 2016, which aimed to share with teachers on how to make use of assessment strategies to facilitate learning and teaching. Over 140 teachers participated in the workshops and 116 feedback forms were received, which showed that the response was positive. Teachers expressed that the workshops are conducive to their work, facilitate schools to reflect on their overall assessment policies and review daily assignments and setting of assessment papers. Part 2 of the workshops will be held in December 2016, which will focus on how to make optimal use of assessment data to provide feedback to learning and teaching. In the light of the needs of individual schools participating in the Tryout Study, support services are also provided to analyse with schools the TSA school reports provided under the Tryout Study. Furthermore, the Curriculum Development Institute will continue to enhance the assessment literacy of teachers through professional development courses on curriculum leadership and related subjects.
(ii) School-based support services
3.16 Regarding school-based support services (see paragraph 2.16 (ii) above), on-site support is provided by EDB to schools participating in the Tryout Study in the light of their school-based needs. Over 80% of the participating schools selected school-based support services that could address their specific needs. Support officers have helped schools to conduct a holistic review of their school-based
curricula. TSA data and students’ performance in schools are analysed and pre-tests are used to diagnose students’ learning needs and set the development focuses with schools. Learning evidence gathered from lesson observation, lesson studies, student interviews, etc. is used to adjust teaching plans and strategies. As shown in school questionnaires, all schools consider that professional support has deepened their understanding of how to use the data in the assessment reports and integrate them with internal assessment data to provide feedback to learning and teaching.
With respect to students’ strengths and weaknesses identified, schools have further conducted a holistic review of their curriculum planning, learning and teaching, and formulated relevant follow up measures. For instance, some schools will focus more on improving students’ reading and writing abilities in Chinese Language and English Language. In Mathematics, different schools will adjust their teaching and assessment strategies based on students’ performance in individual areas, such as
“measurement”, to enhance learning effectiveness. At school level, professional leadership is enhanced through direct participation of principals, middle managers and teachers in planning the whole school curriculum and assessment. These show that this support measure is well-received by schools and is conducive to enhancing assessment literacy.
(iii) Developing teaching and assessment materials in collaboration with tertiary institutions
3.17 Regarding the development of teaching and assessment materials and the design of learning activities in collaboration with tertiary institutions and schools participating in the Tryout Study (see paragraph 2.16 (iii) above), 15% of the participating schools were involved and 20% tried out the WLTS materials and STAR.
Under this support measure, teachers of the participating schools can develop with tertiary institutions and EDB the learning, teaching and assessment materials which tie in with the school-based curriculum. In this way, teachers are able to have a better grasp of the design concept of teaching materials and techniques, so as to design quality teaching materials and develop school-based curriculum to meet students’ learning needs. Participating schools reflect that the materials designed can meet the schools’ needs, and are conducive to designing school-based curriculum and teaching materials in the future. Some schools hope EDB could continue to introduce similar programmes in the coming year.
(iv) Parent education
3.18 Among schools which show an interest in co-organising parent education seminars with EDB (see paragraph 2.16 (iv) above), 80% of schools have already started the preparations, and EDB has approached them to co-organise the seminars.
Such a mode of collaboration and activities should be able to enhance parents’
understanding of assessment literacy.
(IV) Including a Questionnaire Survey on Learning Attitude and Motivation
3.19 Under the Tryout Study, EDB has commissioned CUHK to conduct a questionnaire survey on students’ learning attitude and motivation. The report generated will include an analysis using both TSA and non-academic data. Each participating school receives an analysis report on its school data, including students’
learning motivation, the relationship between students’ socio-economic status and their academic results, etc. Principals and teachers can identify the factors affecting students’ learning attitude and motivation by making reference to the data of the questionnaire survey to improve learning and teaching.
3.20 EDB collected, through respective focus groups, views of principals of schools participating in the Tryout Study and parents on the questionnaire survey on non-academic data. Principals attended the focus groups have a positive response to the questionnaire survey on non-academic data, considering that such a survey enables schools to know more about students’ learning from multiple perspectives and identify major factors affecting their academic performance. In this way, schools are able to render support in connection with students’ learning, and thus enhance learning and teaching and promote students’ development. Meanwhile, the questionnaire survey and related research findings can heighten parents’ concern about their children’s learning. Parents attended the focus groups expressed no objection to participating in the questionnaire survey in a voluntary manner, suggesting that the survey could help schools understand the factors affecting students’ learning. Therefore, the Committee recommends that EDB should continue commissioning an independent organisation to conduct the questionnaire survey on non-academic data, and extend the scope of survey to all schools in the territory, with a view to expanding the sample size to enhance the reference value of data and information. This will help schools map out appropriate strategies to support students’ learning and development.
3.21 It is worth-noting that based on the observation of the questionnaire survey, even students studying at the same level in the same school with similar homework and assessment arrangements, their parents may have very diversified views regarding the homework load. This shows that the perception of the load of exercises and homework involves multiple factors.
3.22 The problem of over-drilling has been a concern of the community. Based on the findings of the questionnaire survey, the Committee is aware that there is no direct relationship between the homework load and the academic performance of junior primary students. The quality of homework is more important than the quantity, and over-drilling would affect learning motivation.
3.23 According to the views collected in focus groups for parents from schools participating in the Tryout Study, it is revealed that in the same school, parents might have very diversified views regarding school policy, homework arrangements, purchase of exercises and extra lessons. Some parents pointed out that since there was no drilling nor additional exercises on TSA in schools, they were unaware that their children had already taken TSA. Some parents expressed that daily learning in class was already sufficient for students to handle TSA, they hence had not purchased additional supplementary exercises for their children. Parents also understood that no individual result would be provided under TSA, so students were at ease and did not feel any pressure arising from TSA.
Chapter 4 Vision and Recommendations on the Development of