Report on the New Academic Structure for Senior Secondary Education and Higher Education Assessment and Certification Tertiary Selection International Recognition

Single credential

   General support for a single credential Minor concerns that one credential could increase pressures on students Concern regarding those wanting to repeat HKCEE and HKALE after introduction of HKDSE 2

Single credential

Way forward:   HKCEE and HKALE to be made available to repeaters in 2011 and 2013 respectively.

Survey in September to ascertain demand and identify which subjects will be made available 3

School-based assessment

 General support for rationale but concerns about details, especially:      Relevance to all subjects Weighting given to SBA Change to student-teacher relationship Student and teacher workload Potential for cheating    Moderation methods Private candidates Capacity of teachers to assess consistently 4

School-based assessment

Way forward:  Long-term goal to have SBA in all subjects      Consultation with front-line teachers on all proposals Close oversight to guard against excessive workload and ensure appropriateness Greater flexibility in weighting of SBA (15 -30% for most subjects, higher for practical subjects) Acceptance of both continuous assessment (Mode A) and specific tasks/activities (Mode B) but not mock examinations SBA built into ongoing teaching and learning and not designed as ‘add-on’ activities 5

School-based assessment

Way forward (contd):      SBA to be designed to facilitate authentication Statistical moderation for all large subjects Private candidates   Alternative test Pro-rata with annotation Training packages and extensive training Detailed prescription in the early stages 6

Statistical moderation

Exam

B D,F,G A,C,E I,J,O,P,R G,K,M,S,T L,N,Q Y,W,Z U,X H

School

(unmoderated) A B,C,D E,F,G,H,I,J,K,L M,N,O,P,Q R,S,T U,V W,X Y Z

School

(moderated) A B,C,D E,F,G H,I,J,K,L M,N,O,P,Q R,S,T U,V,W X,Y Z • Profiling to identify outliers; HKEAA to follow up outliers 7

Student Learning Profile

   General acceptance of recognizing broad range of outcomes Queries about contents and concerns about low income students Concerns about logistics of storage, processing, authentication, etc.

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Student Learning Profile

 Way forward:    EMB will develop with schools necessary guidelines and templates Will keep practical and manageable Consideration given to electronic version to facilitate use 9

Standards-referenced reporting

   Support for new system of levels Concerns whether 5 Levels be sufficient to identify top students Concern that standards will be set to reflect the full range of aptitudes and abilities 10

Standards-referenced reporting

Way forward:  New system of levels to be designed to encompass full range of abilities of students.

  Standards for Level 1 to be set at a threshold level that almost all students can achieve with persistence and effort Standards for Levels 4 and 5 to be set at a level of interest to local and overseas universities 11

Level 1, CE English 2007

      Write simple sentences on familiar topics with some accuracy, or longer paragraphs when guidance or structure is given Complete simple forms and tables in written English Understand simple texts with familiar vocabulary Follow structured written instructions Understand speakers who speak slowly and clearly on very familiar and predictable topics Communicate some brief, factual information; take part in predictable short conversational exchanges; make brief contributions to discussions 12

Level 1, CE Chinese 2007

略具聽說讀寫能力；能進行最基本的辨認、 分析及比較。 能找出書面及口語材料中的明顯事實，了解 口語大意。 書面或口語表達能傳遞零碎意念，有時辭不 達意。 複述或概述部分信息，能作粗略回應。 13

Standards-referenced reporting

Based on 2004 HKALE/HKCEE candidate performance, our simulation shows:     Level 5 - around 10% (≈ HKALE grade A-C) Level 4 - around 15% Levels 2 and 3 – around 50% Level 1 – threshold level 14

Standards-referenced reporting

Way forward (contd):  Will identify top 1% of students normatively using 5** and next 3% using 5* to facilitate selection and recognise outstanding performance.

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A B C D E F U

Standards-referenced reporting

Based on 2004 data 5** 5*

HKCEE HKALE

5 4 3 2 1 U

HKDSE

Tertiary selection

HUCOM Advice:   Minimum requirements:    Chinese Language English Language Mathematics  Liberal Studies Prerequisites:  Probably Level 3 Probably Level 2 1 or 2 electives (either specified or from a list) in addition to 4 core subjects 17

International Recognition

  HKALE currently well recognized by all British universities.

HK students treated the same as UK students, except that mathematics and science subjects in HK are deemed to be one grade higher than equivalent grades in the UK 18

International recognition

  Broad agreement with UK authorities on approach to ensuring advanced recognition of HKDSE  Setting key levels to align with old grades  Secure reference tests to monitor and maintain standards Have begun negotiating direct recognition with all key overseas universities 19