Introduction on WebSAMS enhancement to cater for JUPAS Application (re-run)

1. Introduction on WebSAMS enhancement to cater for JUPAS Application (re-run) CDI and SIM section, EDB Jul 2012

2. Objectives • To introduce the ROLE of SLP in Senior Secondary Education • To introduce WebSAMS SLP Module - an OPTION to address students’ whole person development • Hands on Practice

3. Schedule

4. Session 1 Role of SLP in New Senior Secondary Curriculum

5. What is SLP? • Provide supplementary information on secondary school leavers’ competencies and specialties, for giving a fuller picture of the students, in terms of whole person development. • Under the NSS education, students should be encouraged to build up a profile to record and reflect on their learning experiences and achievements. • It is both a learning tool and a means to demonstrate personal development and the expected qualities of student.

6. Suggested Design and Implementation • It would be school-based and the content may include brief information of: • Academic performance in school; • Other Learning Experiences; and • Awards/ achievements gained outside schools • Student Self-Account

7. What is the role of SLP in students’ learning experiences? Students tell their own stories… as to celebrate their success / participation in Whole Person Development

8. Purpose of SLP • Summary record • A document to demonstrate student’s personal qualities and competence • SLP concept is not new to schools

9. School Implementation Self-account School Report Awards & Achievements Records Activity Records

10. Data Preparation SLP Assist student in selecting records Advise on presentation Assist recording process Validate details (OLE/in-school performance) Give advice on student’s whole person development Provide details of OLE/ outside school activities Reflect on personal study and OLE Goal setting (For Assessment as Learning) Select relevant OLE data to present Provide content of Self-Account through personal reflection Students telling their own stories Student Teacher Profile Generation

11. Implementation Strategies – School Practices student led Student led, recording oriented Student Ownership, but not learning-focused Student led, reflection oriented Self-regulated learning recording reflection Teacher led, recording oriented Tendency to compliance mentality Teacher led, reflection oriented Turning experience into learning, but insufficient student ownership teacher driven

12. More educational values – need to develop bystages student led • * * • * * * * • * * * * • * * * Student led, recording oriented Student Ownership, but not learning-focused Student led, reflection oriented Self-regulated learning recording reflection Teacher led, recording oriented Tendency to compliance mentality Teacher led, reflection oriented Turning experience into learning, but insufficient student ownership teacher driven Building on existing practices

13. Strategies enhancing student reflection by adopting WebSAMS SLP Module • Existing practices in school • Student handbooks • Spreadsheets • Electronic systems • WebSAMS from EDB • market/tailor-made • School-base system

14. Session 2 WebSAMS SLP Module + Enhancement launched on Oct 2012 Major update: Input print sequence, Performance / Awards Gained Outside School and Student’s ‘Self-Account’ by students

15. Content

16. Recording of Information

17. Student Particulars

18. Understanding in-school performance in academic subjects Knowing the topics of projects involved. Academic Performance in School

19. What participating role was the student involved in the activity? What evidence of achievements does the student have in each activity? Description showslearning goals, knowledge, generic skills, values and attitudesdeveloped Which kind(s) of experience on each activity? Other Learning Experiences

20. Information on awards and achievements issued by the school Awards and Major Achievements issued by School

21. Performance outside school Readers could ask student to produce evidence against each entry if necessary Performance / Awards and Key Participation Outside School

22. -Highlightimpressive learning experiences and how skills and attitudes learnt. • Provide informationonpersonal goal-setting or careers aspiration. • Highlight a particular skill / ability possessed. Student’s ‘Self-Account’

23. Selection of OLE and Awards Information

24. Print Sequence for selection of OLE

25. Generation of SLP

26. Print SLP A, B(Simplified and Sophisticated versions, other reports)

27. Setting up of access rights for teachers to support students’ whole person development

28. Relevant Access Rights in WebSAMS • SLP_ADMIN • STA_ADMIN • SYSTEM ADMIN • Score Capture Team • Student Data Access Control Team • SLP Data Capture Team Life-wide Learning and Library Section, CDI

29. Writing of OLE Programme Description and Self-account to increase educational value of SLP and students’ voice in SLP

30. Example on OLE programme description – Visits to the elderly home(Which one do you prefer?) Students have opportunities to learn how to serve as volunteers in elderly homes. Three visits have been scheduled over the senior secondary years. Students learn to serve as volunteers in elderly homes, such as offering variety shows and conducting activities. Through the experience, students may enhance their communication skills and develop sense of empathy for the elderly.

31. OLE Programme Description • Learning goals • Knowledge • Generic skills • Values and attitudes

32. Self-Account • Highlight impressive learning experiences and how skills and attitudes learnt. • Provide informationonpersonal goal-setting or careers aspiration. • Highlight a particular skill / ability possessed.

33. An example on OLE Programme Description

34. An example on Student’s Self-account Interpersonal Skills How commitment to personal goals was formed

35. Please pass the message to your colleagues and students

36. Use of data at individual and school levels

37. Reports Available • Students’ participation in OLE programmes at level, class, student and sex • All OLE programmes by school • Information on Partner Organisation

38. Tips from seed schools • Manpower • Building on existing practices on using the STA module • Creating dialogue opportunities with students in existing class teachers periods / life-education periods • Generation and use of SLP • Once a semester / once a year / use of simplified version • As supplementary information delivered at parents’ day

39. New function put under SLP module

40. New functionsSupport by WebSAMS

41. JUPAS-related enhancement • Data to be submitted to JUPAS • Subject List • Academic Performance in School • Personal and General Abilities • Supplementary Information (only if necessary)

42. Work flow Supplementary Information File WebSAMS prepares prepares downloads 2 data files prepares Personal and General Abilities File Subject List File Academic Performance File JUPAS portal uploads data files

43. Data files to be imported to WebSAMS • 2 data files to be downloaded from JUPAS portal • DSE Subject Code File • Student list (with student particulars only)

44. Academic Performance in School JUPAS only requires schools to provide results that would best reflect their students’ academic performance in school in Senior Secondary Level. Hence it is NOT necessary that the results are mock examination results.

45. Subject List • Mapping between WebSAMS & HKDSE subject • Add subjects (no assessment data in WebSAMS)

46. Academic Performance in School – selecting from one or two assessment(s) • Mapping between WebSAMS & HKDSE subject • Selecting the assessment result from ASR module for generating the percentile information

47. Academic Performance in School • Percentile information is generated by the system • Teacher maintains Percentile and Overall Rating information for student

48. Default Relation between Percentile & Overall Rating information Teachers can set default relation for percentile and overall rating information

49. Academic Performance in School(Add subjects manually) Teacher can manually add percentile and overall rating for subjects without assessment data in ASR module

50. Personal and General Abilities Teacher maintains Personal and General Abilities for student