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Building a Data-Driven School Self-Evaluation Culture with APASO: Step-by-Step Guide & Tools

This guide outlines how to establish a data-driven and evidence-based school self-evaluation culture using the APASO framework. Learn how to set the stage, collect data effectively, and utilize the data for informed decision-making. Discover best practices, tools, and case studies to facilitate the process. Embrace a culture of transparency, ownership, and continuous improvement. Empower school personnel to drive positive change and enhance student outcomes.

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Building a Data-Driven School Self-Evaluation Culture with APASO: Step-by-Step Guide & Tools

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  1. To build a data-driven and an evidence-based school self-evaluation culture through the use of APASO

  2. Sharing Outline Part I : How to set the stage? Part II : How to collect data? Part III :How to use the data?

  3. Part I : How to set the stage? 1)Background in using APASO 2)Purpose 3)Choiceofpersonnel 4)Choiceofscales 5)Sample size

  4. Background & Purpose

  5. ChoiceofPersonnel People are more important than system 1. Teacher-in-charge of SSE 2. Senior teacher (e.g. School Development Committee members or School Improvement Committee members ) 3. IT teacher / Mathematics (Statistics) teacher 4. IT Technician

  6. Choice of Scales

  7. Sample size

  8. Time & Venue Part II : How to collect data? Roll call / Computer Literacy Lessons (2-3 weeks in March for S1 – S5) (S6 in late Feb) Computer Rooms Anytime (3 weeks in March ) Link in eClass Parents’ Day (Late February) Computer Room

  9. Part III : How to use the data? 1)Observations 2)Collection of other supporting data 3) Follow-up discussion or meetings 4) Finding solutions and making suggestions

  10. From raw data to discussion focus Focus for further investigation Cross-year Trend Item Bar Chart Box Plot Mean Plot

  11. Mean Plot • Study the Mean and the HK Norm Is the mean higher or lower than the HK norm? e.g. Negative Affect higher than the norm /T-S Relationship lower than the norm

  12. Mean Plot Effect Size? Negligible / Small/ Moderate / High • Study the Effect Size

  13. Box Plot Box Shape? Study the following: • Maximum • 75th Percentile • Median • 25th Percentile • Minimum

  14. Item Bar Charts Spot the foci • Study the specific questions

  15. Item Bar Charts Percentage of “strongly disagree” and “disagree” is higher than HK norm • Study the bars and the percentages

  16. Item Bar Charts Effect size is moderate and small • Study the questions, the Mean, the HK Norm and the Effective Size

  17. Cross-year Trend Bar charts are more reader-friendly

  18. Cross-year Trend Study the cross-year trend NSS phenomenon Is the trend rising or declining?

  19. Cross-year Trend Study the cross-year trend Rising trend slightly higher than HK norm

  20. From Focus to Plans Planning ahead Meetings & Suggestions Verifications Identifying Focus

  21. Further verification Other school records ESR report Meeting social worker External surveys Focus Internal surveys Redo the survey Meeting teachers Meeting students

  22. Verification with other findings ESR report SHS PISA SWOT analysis KISS analysis Discipline records ECA records Counseling record Life-wide learning record Students Class Teachers Subject Teachers HoDs Parents School Development Committee

  23. Tools facilitating meetings & discussion Follow up discussion of stakeholders and APASO(2011-2012) Participation Ownership

  24. Tools facilitating meetings & discussion Follow up discussion of stakeholders and APASO II (2011-2012) Follow up or not? If yes, how?

  25. Tools for identifying focus for follow up action Appropriate Summary and Guidance Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013)

  26. Tools for identifying focus for follow up action Appropriate Summary and Guidance Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013)

  27. Case Study 1 : Negative Affect in S1 Meeting students Meeting teachers

  28. Case Study 1 : Negative Affect in S1 Meeting S1 Students and class teachers

  29. Case Study 2 : Motivation _ Learning Drive, Attitude and Strategies Staff Development Day Teachers were assigned with different survey findings and questions for discussion

  30. Case Study 2 : Motivation _ Learning Drive, Attitude and Strategies Discussion tools Documents are tabled to facilitate group discussion

  31. Case Study 2 : Motivation _ Learning Drive, Attitude and Strategies Stakeholders’ survey & APASO Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013) Questions are similar

  32. Tools for making suggestions Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013)

  33. Tools for making suggestions Colleagues made suggestions to enhance students’ drive in learning

  34. Tools for making suggestions Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013)

  35. Tools for making suggestions Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013)

  36. Case Study 2 : Motivation _ Learning Drive, Attitude and Strategies Teachers presented their observations and suggestions

  37. Planning Ahead Endorsement of ASP in SMC meeting *SMC : School Management Committee *ASP : Annual School Plan SDC/ HoDs / Staff Meetings Drafting of ASP Observations & Suggestions

  38. Conclusion APASO is : A Good Tool for School Self-evaluation • The use of APASO played an important role in PLANNING and EVALUATION process inthePIE cycle.

  39. Conclusion APASO can : • Facilitate more objective and sound judgments • Keep good tracking record for school development • Provide a good platform for whole school discussion • Help enhance transparency and ownership among colleagues • Set a model for different teams and units to follow

  40. Bonus A data-driven and an evidence-based culture was gradually built.

  41. Thank You

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