Assessment Development in Hong Kong

1. Assessment Development in Hong Kong September, 2006 Hong Kong Examinations and Assessment Authority 1

2. Need of Hong Kong Community • “… we must address the inadequacies within the existing education system to enable the majority of Hong Kong people to achieve lifelong learning and all-round education. All-in-all, despite the huge resources put into education and the heavy workload endured by teachers, learning effectiveness of students remains not very promising, learning is still examinations-driven and scant attention is paid to ‘learning-to-learn’.”[1] [1] Learning for Life, Learning through Life, Education Commission, September 2000, p4.

3. Need of Hong Kong Community • “The ultimate purpose of assessment should be to provide information that helps promote learning and teaching, and form part of the teaching process. However, in reality, tests and examinations have become the baton directing learning and teaching … In short, teachers students, parents and society in general should shake off their traditional concept of assessment and embrace the new assessment culture”.[1] [1] Ibid, p70

4. Major Changes • Amount of testing • What is assessed • How it is reported • Assessment for learning • Assessment processes

5. What is assessed • One less exam = more time for learning • Greater emphasis on thinking skills and application of knowledge • Greater use of SBA to assess a wider range of important outcomes • Validity • Reliability • Positive backwash effects

6. SBA • Significant trimming in requirements of SBA • Significant reduction in weightings for many subjects • Phased implementation

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9. Category A : Subjects with SBAin current HKCEE/HKALE - Implementation in 2012 HKDSE

10. Category B : Subjects having a heavy practical component / a part of the exam assessing similar tasks - Implementation in 2012 HKDSE

11. Category C : Subjects totally new in SBA – Phased Implementation

12. Statistical Moderation • To iron out possible difference among schools in marking standards • Moderate SBA marks with reference to public exam results • The rank order of students determined by school will remain unchanged

13. Number of Students Exam Mark 0 50 100 Number of Students L K J I H G F E Q P O N M T S R D C B Raw SBA Mark X W V U Z Y A 0 50 100 T S M K V R P O J I Number of Students L K J I H G F E Q P O N M Z W Y Q N L E C A G F D X U D C B T S R Moderated SBA Mark X W V U Z Y A H B 0 50 100 Statistical moderation 13

15. How it is reported • Standards referenced levels 1-5 • Use of 5* and 5** to denote highest performers • Standards maintained over time using secure monitoring tests

16. Draft

17. Maintaining the standard CE 2007 Monitoring test • Chinese Language • English Language 2006 2007 2008 HKDSE Monitoring test 2009 2010 2011 2012 2013 17

18. Assessment processes • Automated processes • Scanning of scripts • Onscreen marking • Oral assessment records • Online assessment

19. Implementing 334 • Sept – Oct 2006: 3rd round of consultation, focusing on assessment • Early 2008: Final round of consultation on Chinese Language and English Language • 2008/09: Sample papers and descriptors for HKDSE subjects; in-service training • International benchmarking of standards

20. The challenge • Assessment development is a global phenomenon in response to the challenges of preparing young people for life in the information society • Hong Kong cannot afford to be left behind • It involves deep-seated cultural change