Dr Catherine KK Chan
Deputy Secretary, Education Bureau
14 May 2013
Seminar Series for School Leaders on New Academic Structure 2013
Whole-school Planning for
New Senior Secondary
Curriculum and Assessment:
Revisit, Reflect and Look Ahead
An Introductory Overview
2
Key Messages
It is time to…
• Revisit from evidence, e.g. statistical data,
student voices
• Reflect from past experiences
• Look Ahead from international perspective
3
Revisiting The evidence: data, student voices
4
1st HKDSE Exam Results Statistics
• Total no. of day school candidates: 70,109 Results No. %
One level 1 or above 68,703 99.6
Five level 2 or above, including Chinese
Language and English Language
(more than 5Es in HKCEE 2010 (58%))
47,650 69.1
Core subjects at “3322” or better 26,515 37.8
Core subjects at “3322” or better, with
one elective at level 3 or above 25,352 36.2
(more students meeting university minimum entrance
requirements than in HKALE 2012 (18212))
How would my school pitch our strategy in helping students’
achieving realistic potential and pathways?
5
How should my school interpret DSE results per subject?
1st HKDSE Exam Results Statistics •Data of core subjects and special cases
Results Level 2 Level 3 Level 4
Chi. Lang 79.3% 50.0% 26.9%
Eng Lang 79.2% 50.1% 23.8%
Maths (Compulsory part) 79.7% 57.1% 34.2%
LS 90.8% 72.6% 35.8%
Music (highest %) 97.8% 85.8% 60.8%
T&L (Fashion) (lowest %) 51.7% 25% 10%
D&T (lowest %) 52.0% 23.2% 8.2%
6
Applied Learning (ApL): Encouraging results (first cohort) No. of ‘Attained with Distinction’ (%) 1,168 (22%)
No. of ‘Attained’ (%) 3,179 (60%)
No. of ‘Unattained’ (%) 935 (18%)
Total 5,282 (100%)
• Good Cases of Completing ApL Courses “Health and Beauty Keeping in TCM”: admitted to
Guangzhou University (Mainland) of Chinese Medicine for
a degree course in Chinese Medicine
“Jewellery Arts & Design”: set up his/her own business in
designing and producing jewellery
• Would we “re-consider” ApL again?
7
Changes in Curriculum Planning Interface between Junior and Senior Forms
Subject Changes (Interface between Junior and senior forms)
Chi. Lang • 2005: 31.6% 教師認為自己參與調適課程,以照顧中三級與中四級連貫性的能力高或很高
• 2012: 96.3% 教師表示有採用不同策略,令學生的學習在不同學習階段之間順利銜接
Eng. Lang • More and more schools have incorporated the themes of the NSS
elective modules, including both language arts and non-language arts
modules, in their junior secondary curriculum
• Teachers have become more aware of the need to expose students to a
variety of texts
Maths • More bridging courses on JS-SS interface and using English in learning
Science • Adopt different strategies to ensure the smooth interface between S3 &
S4. (87% of Sc KLA heads, 2011)
• Acquired perceived competence in planning school-based curriculum to
facilitate a smooth transition between different key stages. (96% of Sc
KLA heads, 2011)
Interface = smooth transition??
How would my school and panels achieve ‘better interface’?
8
Changes in Pedagogy Students’ View Pedagogy Pedagogical Changes (Students’ View, FGI 2012)
Interactive 「通識有個成功經驗,有位老師喜歡互動。這位老師是太複雜的辯題先說一堂,之後再有一個辯論;又或是播放十多分鐘的鏗鏘集,星期二檔案等,之後分組與不同持份者說你的觀點等,說完之後再回家做功課。這樣上課時不會做白日夢,而且不會給太多東西,令你消化不來。」
(Student I, School A, 24/9/2012)
Enquiry
Learning 「首先說地理科,我選修單元中要學習地貌和岩石,老師的教學法是給我們考察活動,並叫我們嘗試在外面撿拾一些岩石例如花崗岩,然後拿回校看看,我覺得很互動。曾經試過我們老師在考察活動中租了一艘船去考察,去看看真實的地貌是怎樣,老師這樣的教學,令到整個課程都很生動。」(Student C, School Z, 24/10/2012)
Effective
Feedback 「某些科目老師會有回饋,例如經濟科,老師在考試後會幫每一個學生做檢討,看看是哪裏出問題。當然不是每一個老師都可以做到,但我們學校有些老師會做到,所以我喜歡考試,因為每個測驗考試如果拿到高分,我會很有成就感。」 (Student D, School T, 10/8/2012)
9
Learning approaches and strategies in NSS lessons
Learning approaches/ strategies 2011
Enquiry learning opportunities 61.8%
Discussion groups 80.0%
Report and share own learning processes and outcomes 60.8%
Nurturing reflective ability to think in depth 83.8%
Co-construction 61.2%
What would the pattern be like in my school or in a particular
subject? Should we address this in future plans and how?
*Source: New Senior Secondary Implementation Study 2011.
Views from teachers on their use of learning approaches
and strategies in the classroom
10
Assessment strategies in NSS classrooms Assessment Agree (%)
Reduces a large amount of tests / examinations in order to increase the
available lesson time 29.8%
Uses different learning and teaching strategies to assess students’
performance in generic skills. 90.5%
Uses different learning and teaching strategies to assess students’ values
and attitudes 89.4%
Use assessment data or information as a basis for giving feedback to
students. 96.4%
Use assessment results to diagnose students’ learning difficulties. 94%
Adopt diversified modes of assessment to enable students to demonstrate
their knowledge and abilities in different contexts. 96.4%
Developed descriptors for different levels of performance and used these to
evaluate and report students’ internal assessment results at the junior
secondary level.
48.8%
Developed descriptors for different levels of performance and used these to
evaluate and report students’ internal assessment results at the senior
secondary level.
58.3%
What do these data reflect, in terms of assessment culture in schools?
*Source: New Senior Secondary Implementation Study 2011
11
Changes in Assessment Diversified Modes and Assessment for Learning
Subject Different modes
Chin Lang • Diversified Modes:
– 2005: 41.2% 認為自己適當運用多元化評估模式 – 2012: 95.7% 表示有運用多元化的評估模式促進學與教
• Assessment for Learning
– 2005: 46.5% 認為自己利用評估回饋以促進學與教的能力高或很高 – 2012: 92.6% 有運用評估數據或資料,改善教學計畫及策略
Eng Lang There has been a growing awareness of the use of assessment data,
including those from the S3 TSA, public examinations and internal
assessments for future curriculum planning.
Math More project learning activities and more diversified modes of assessments
are conducted in secondary schools.
LS panel heads/IES coordinators and teachers had tried a variety of
assessment modes and activities in the course of implementation, and their
effort was affirmed by the responses of the students. The students asserted
that feedback from the teachers was useful for learning LS as well as IES.
Whole school 96.1% of schools formulate a whole-school assessment policy
12
Changes in some Generic Skills
Views from teachers on students’ performance
Generic Skills 2006 2011
Communication skills 70.2% 80.7%
Critical thinking skills 57.8% 72.1%
Creativity 61.2% 66.5%
Collaboration skills 76.0% 79.4%
IT skills 86.8% 91.5%
Problem-solving skills 58.2% 77.5%
*Sources: Survey on the Curriculum Reform 2006; New Senior Secondary Implementation Study 2011.
Creativity and Collaborative skills seem having less increases at territory level
owing to many plausible reasons;
What would be the pattern of generic skills be like in my school and how would we
devise strategy to address them?
13
Changes in Teacher Learning Learning Community
Subject Cultural Changes
Chin Lang Collaborative culture was established which helped to facilitate learning and
teaching as well as teachers’ professional development.
(CD Visit, FGI)
Eng Lang Collaborative culture was established which helped to facilitate learning and
teaching as well as teachers’ professional development.
(CD Visit, FGI)
Math More secondary schools allocate co-lesson planning time in the time-table
for mathematics teachers.
(CD Visit, comparing 2006/07 & 2011-13)
LS The panel heads/IES coordinators and teachers who participated in this study
were active in the participation of professional development programmes and
activities related to LS. They also valued the professional community and
rated it as a positive factor affecting the implementation of LS. (LS Curriculum
Survey)
Over 44% of schools view networks/ LC important to NSS; over 86% view sharing of good
practices among teachers and schools important to NSS.
How would my school build learning communities in-school and with other schools? Which area(s)
start first?
14
Review of Value-addedness (VA)
For the maiden release of VA information under
NAS, 2 years of HKDSE data will be used to
strike a balance between SSE needs and the
systemic needs for prudent validation.
VA information for HKDSE 2012 and 2013 will be
released in one go in Oct 2013.
Two identical briefing sessions on the refined
VA and the use of VA information will be
conducted in late Sept 2013 for schools.
15
The Value-added (VA) Information Preliminary Study (Core Subjects)
Comparing HKCEE 3 Cores (Chi, Eng, Math) with
HKDSE 4 Cores (Chi, Eng, Math, LS), schools’ VA
performance in 2010 (HKCEE) and 2012 (HKDSE):
– is highly correlated;
– with change in Stanine score over or equal to 3 • 23 schools decrease
• 25 schools increase
– Further studies will be conducted with the HKDSE
2013 data.
Would I place my school among the ‘increase’ schools? Any factors
(incl. school factors & system factors) affecting this? Any other values
added to our students that are not mentioned in the existing VA
‘equation’?
16
The Value-added (VA) Information Preliminary Study of 1 year (Core Subjects) only
No. of Schools VA Stanine* (Core 4, HKDSE 2012)
9 8 7 6 5 4 3 2 1 Total
VA
Stanine*
(Core 3,
HKCEE
2010)
9 5 4 6 2 1 18
8 4 7 9 3 4 1 1 29
7 5 9 8 13 16 3 54
6 2 5 13 25 15 14 1 1 76
5 1 1 11 20 15 19 16 5 1 89
4 2 7 11 18 16 11 8 3 76
3 1 1 3 12 19 13 2 3 54
2 1 2 3 10 7 6 29
1 2 2 2 6 4 16
Total 18 28 55 78 85 77 53 29 18 441
*The VA Stanine is a score ranging from 1 (lowest VA) to 9 (highest VA), with 5
being the middle value.
Further studies will be conducted with the HKDSE 2013 data.
17
Interpretation of VA results (Core Subjects) About 63% of schools have little or no change in the VA Stanine
from HKCEE 2010 (Core 3) to HKDSE 2012 (Core 4): Adapt well
to the NAS
9 schools with VA Stanine of 9 in HKCEE (2010) also got same
VA Stanine in HKDSE (with 4 core subjects) : Adapt very well to
the NAS
Big improvement of VA for some schools: Takes the opportunity to
become stronger
– Can be attributed to good efforts in curriculum planning, raising
L&T effectiveness…
Decline in VA for some schools
– Don’t jump to the conclusion yet; need to further explore the VA
data and other school-based data to find out the reasons behind.
18
Interpretation of VA results (for HKDSE as a whole)
The revised VA is an attempt to address changes brought
about by the NAS, e.g.
– Emergence of new subjects
– Subject selection strategies
– Assessment modes
No matter what the VA performance is, it is important to make
good use of the VA data to revisit curriculum planning and
pedagogy.
VA data should always be interpreted together with other
school-based data.
19
Hong Kong in TIMSS 2011 and PISA 2009 Singapore
Hong Kong China
Korea Chinese Taipei
Finland
Japan
New Zealand
Australia
Slovenia
Norway Sweden
UK Hungary
US
Italy Lithuania
Russian Federation
UAE
Israel
Turkey
Romania
Chile
Thailand
400
450
500
550
600
400 450 500 550 600
TIM
MS
20
11
8th
gra
de
PISA 2009 15y olds
‘Real world’ assessment
School curriculum assessment
19
How to continue to balance curriculum-based study and application to the
‘real world’ (e.g. problem solving, collaboration in authentic ‘unseen’
situations)?
20
Reflection from past experiences
21
What are we doing/evolving? Number of elective subjects taken by students
No. of elective
subjects taken
First Cohort
(S5)
Second Cohort
(S5)
Third Cohort
(S5)
< 2 2.45% 2.94% 3.51%
2 54.03% 57.39% 63.04%
3 42.61% 38.90% 33.00%
4 0.91% 0.76% 0.45%
Decreasing number of students taking 3 elective subjects;
Impact on number of elective subjects offered by the school;
Impact on number of students taking some elective subjects
Impact on number of teachers of some elective subjects
…… Reflection: More time to do better in other subjects?
Broad and balanced curriculum?
Students’ interest? ……
22
What are evolving in schools?
Impact on Learning & teaching from:
– HKDSE Results & Pathways • What are the success factors for my students in HKDSE 2012?
(e.g. all could learn, student effort, matching student needs, deployment
and L & T of teachers, parent support)
• Preparation at junior secondary curriculum (e.g. reading to learn,
project learning, solid KLA knowledge foundation, application in new
situation)
• Shift from LS to Chi. Lang? Shift from 3X to 2X?
– Other Learning Experiences & Student Learning Profile
• Other Learning Experiences: Learning?
• SLP (for admission only?)
• Are OLE and academic subjects competing for time or
complementary to the learner?
Whole-school Curriculum Planning
23
New Cycle of planning
While formative study of NSS Curriculum will be
conducted from time to time, schools may take
reference from data at system level as well as
school level in order to:
– generate whole-school curriculum planning in both
horizontal aspects (different learning areas) and vertical
aspects (from S1 to S6);
– study pedagogical changes under NAS (e.g. increasing
trend of high order thinking, student-centered approach)
– reform internal assessment culture (from assessment of
learning to assessment for learning and assessment as
learning)
Employment
Yi Jin Diploma (more than 5 000)╱
Foundation Dip.╱ DVE (6 300)
Bachelor’s Degree Programmes (Gov’t funded:15 160 ,
Self-financing:around 7 100) attain “3322” + Level 2/3 in any one or two
elective subject(s)
Non-local Programme offered in Hong Kong
Sub-degree Programmes
(Gov’t funded:9 800 , Self-financing: around 29 700)
attain Level 2 in five subjects
(including Chin. Lang. and Eng. Lang.)
Vocational programmes (Total around 11 200)
(e.g. VTC Training & Development Centre, Youth pre-employment programmes of Labour Dept.)
NSS Graduates/ HKDSE Day School Candidates : 69 800
Mainland / Abroad
Multiple pathways for NSS Graduates 2013
24 Total: 84,260 places
25
Academic Year No. of Students
2005/06 608
2006/07 1 661
2007/08 2 316
2008/09 3 389
2009/10 5 576
2010/11 5 838
2011/12 4 074*
2012/13 6 661
• The decrease is due to the absence of Secondary 5 leavers in 2011
under the New Academic Structure.
Diploma in Vocational Education (DVE)
University - not the only pathway?
26
Way Forward
Learning Skills for 21st Century
and Lessons from PISA
27
Changing skill demand
40
45
50
55
60
65
1960 1970 1980 1990 2000
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interactive
Source: Levy and Murnane, 2005 Me
an
ta
sk in
pu
t a
s p
erc
en
tile
s o
f t
he
19
60
ta
sk d
istr
ibu
tio
n Economy-wide measures of routine and non-routine task input (US)
What skills are schools now
preparing for?
28
1.56
1.76
1.76
1.81
1.94
1.95
1.97
1.98
1.99
2.00
2.02
2.05
2.11
2.15
2.18
2.24
2.34
2.44
2.97
1.00 2.00 4.00
assert your authoritynegociate
knowledge of other fieldsperform under pressure
write reports or documentswork productively with others
mobilize capacities of othersuse time efficiently
make your meaning clearuse computers and internet
write and speak a foreign languagecoordinate activities
master of your own fieldanalytical thinking
present ideas in audiencealertness to opportunities
willingness to question ideasacquire new knowledge
come with news ideas/solutions
Critical skills for the most innovative jobs
Likelihood (odds ratios) of reporting the following job requirements: people
in the most innovative jobs vs. least innovative jobs
Source: OECD, based on REFLEX and HEGESCO data
negotiate
29
21st Century Skills
Ways of thinking
•Creativity and innovation
•Critical thinking, problem solving
•Learning to learn, meta-cognition
Ways of working •Communication
•Collaboration (teamwork)
Tools of working •Information literacy
•ICT literacy
Living in the world
•Citizenship – local and global
•Life and career
•Personal, social responsibility
Source: Microsoft-Intel-Cisco ATC21S project
30
No one will question the importance of problem-
solving, complex communication and critical thinking
skills, but for 21st century innovation societies this is
only the baseline
New insight 1: importance of being able to think and act in
conditions of uncertainty
New insight 2: importance of being able to question ideas
and develop new ideas, ‘out-of-the-box’ thinking
New insight 3: importance of “non-cognitive” skills and
character
New insights (from Dirk Van Damme, OCED, 7 May)
Such as: consciousness, resilience, self-control, agreeableness,
persistence, emotional stability, etc.
31
Lessons from PISA
on successful
education systems
How could these
lessons help our
whole-school plan?
32
Useful Websites
New Academic Structure Web Bulletin (NAS)
http://334.edb.hkedcity.net/EN/index.php
Quality Education Fund (QEF)
http://qef.org.hk/eng/index.htm
Hong Kong Examination And Assessment Authority (HKEAA)
http://www.hkeaa.edu.hk/en/
Hong Kong Education City Limited (HKECL)
http://www.hkedcity.net/
33
Conclusion • Reviewing, revisiting, reflecting,
reconceptualising, ….looking ahead are all interactive processes of change.
• Let us continue to move forward and make an impact on a meaningful future for our students!