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

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

Sharing Outline

Part II : How to collect data?

Part III :How to use the data?

Part I : How to set the stage?

Part I : How to set the stage?

1)Background in using APASO

2)Purpose

3)Choice of personnel

4)Choice of scales

5)Sample size

Background & PurposeYear Status Purpose2011 End of SDP (2008-2011) • Locate the foci for next

SDC (2011 -2014) and planning ahead

2012 1st year of SDP (2011-2014) • Cross –year reference• Evaluation of measures in Major Concern 1 (1st Year) and planning ahead

2013 2nd year of SDP (2011-2014)

• 3-year trend• Evaluation of measures in Major Concern 1 (2nd Year) and planning ahead

*SDP: School Development Plan

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

People are more important than system

Choice of Personnel

Choice of ScalesYear Scales and sub-

scalesMode

2011 Attitude to School (Attitude)Motivation: (Learning)• Affiliation•Praise•Task•Token

Online mode

2012 Attitude to School(Attitude)Motivation:(Learning)•Praise•Task•Token

Online mode

2013 Attitude to School(Attitude)Motivation:(Learning)•Praise•Task•Token

Online mode

Sample size

Year Students Teachers Parents

2011 All students(S1 – S6)

All teaching staff

20% (S1 – S6)


All teaching staff

20%(S1 – S6)


All teaching staff

20%(S1 – S6)

Time & Venue

Year Students Teachers Parents

201120122013

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

Part II : How to collect data?

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

From raw data to discussion focus

Box Plot

Item Bar Chart

Cross-year Trend

Focus for further investigation

Mean Plot

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

Mean Plot Study the Effect Size

Effect Size?Negligible / Small/ Moderate / High

Box Plot

Study the following: Maximum 75th Percentile Median 25th Percentile Minimum

Box Shape?

Item Bar Charts Study the specific questions

Spot the foci

Item Bar Charts Study the bars and the percentages

Percentage of “strongly disagree” and “disagree” is higher than HK norm

Item Bar Charts Study the questions, the Mean, the HK Norm and the Effective Size

Effect size is moderate and small

Cross-year Trend

Bar charts

are more

reader-friendly

Cross-year Trend

Study the cross-year trend

NSS phenomenon

Is the trend rising or declining?

Cross-year Trend

Study the cross-year trend

Rising trend slightly higher than HK norm

Identifying Focus

Verifications

Meetings & Suggestions

Planning ahead

From Focus to Plans

Further verification

Focus

External surveys

ESR reportOther school

records

Meeting social worker

Meeting teachers Meeting students

Redo the survey Internal surveys

Verification with other findings

External Survey Internal Survey Meetings

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

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

Participation

Ownership

Tools facilitating meetings & discussion Follow up discussion of stakeholders and APASO II (2011-2012)

Follow up or not?

If yes, how?

Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013)

Appropriate Summary and Guidance

Tools for identifying focus for follow up action


Appropriate Summary and Guidance

Tools for identifying focus for follow up action

Case Study 1 : Negative Affect in S1

Meeting students

Meeting teachers

Case Study 1 : Negative Affect in S1Meeting S1 Students and class teachers

Case Study 2 : Motivation _ Learning Drive, Attitude and Strategies

Staff Development Day

Teachers were assigned with different survey findings and questions for discussion


Discussion tools

Documents are tabled to facilitate group discussion


Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013)Stakeholders’ survey & APASO

Questions are similar

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

Tools for making suggestions

Colleagues made

suggestions to enhance students’ drive in learning






Teachers presented their observations and suggestions

Planning Ahead

*SMC : School Management Committee *ASP : Annual School Plan

Observations & Suggestions

Drafting of ASP

SDC/ HoDs / Staff Meetings

Endorsement of ASP in SMC meeting

Conclusion

APASO is : A Good Tool for School Self-evaluation The use of APASO played an important role

in PLANNING and EVALUATION process in the PIE cycle.

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

Bonus

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

Thank You