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校本評核常見問題 - 英國語文
Fairness, Workload and Implementation Issues
Questions:
Answers:
  1. Must the assessment for the SBA component be conducted by the subject teacher of the class? Can a NET responsible for the oral lessons do all the assessments for the whole form/school?

    The SBA reading/viewing programme and assessment should be an integral part of classroom teaching and learning. Therefore, the students' English subject teacher should prepare students for the SBA as well as carry out the speaking assessments. It is undesirable for one single teacher (whether a NET or a local teacher) to do the assessment for all students in the same form because that teacher will simply not have enough time to conduct pre-assessment teaching and learning activities with the students before the actual assessment tasks. Schools must adhere to the mandatory assessment conditions stated in the SBA guidelines.

     

     

  2. Can schools use students' SBA results in S5 as their internal exam results?

    Schools can use students' SBA results as their internal exam results if they like, but it should be noted that the assessment must not be turned into an exam which replicates the public oral exam format. The teaching and assessment process in the SBA component will still need to be followed.

     

     

  3. Should the same teacher follow the same cohort of students throughout the whole SBA process (S4-S6)?

    Teacher continuity enhances the coherence of the assessment programme for each year, so a teacher should be allocated to the same class for the whole year if possible, but not necessarily for three years. As long as assessment records are being kept carefully and teachers can apply the assessment criteria in a standardised manner, it is not necessary for teachers to stay with the same cohort of students for two years.

     

     

  4. How can the HKEAA guarantee that assessments conducted by teachers are fair and that there is no abuse of the system?

    The HKEAA has cooperated with the Independent Commission Against Corruption to develop procedures to ensure that there is no abuse of the system for administering school-based assessments in general, covering issues such as conflict of interest, marking schemes, school visits, security of question papers, submission of marks, processing of marks and uniformity of standards.

    Guidelines on suitable assessment tasks and assessment criteria are provided, as well as samples of a range of student performances to illustrate the standards so that teachers can compare the performance of their own students to the set standards.

    The District Coordinators will conduct school visits to ensure that schools follow the SBA guidelines.

    In line with overseas practice, statistical moderation of school assessments will also be adopted to ensure that the marks submitted by schools are in line with the abilities of their students as reflected in their results in the external examinations. This is because teachers have a good knowledge of the standards of their own students but are not necessarily familiar with the standards in all other schools. However, the ranking of the students within a school will not be affected by statistical moderation.

     

     

  5. Can teachers be expected to carry out school-based assessment in a rigorous and consistent manner?

    The HKEAA will organise professional development sessions and provide support materials for teachers to ensure that they are adequately prepared. Support materials in the form of CD-ROMs and booklets are provided, with information on teaching/learning activities, suggested assessment tasks and assessment criteria. Guidelines on the implementation of SBA and quality assurance are also made available to schools. In addition, professional development courses related to the SBA component will be conducted by tertiary institutions.

     

     

  6. How can teachers ensure that their SBA assessments are fair?

    The community and parents will probably worry that teachers will favour particular students and downgrade others. Teachers are human and may be influenced by preconceptions in their initial judgments of students. If a teacher thinks that a student is good, he/she may go into the assessment expecting to give that student high marks. There are prejudices which may affect the initial marking, but this is why teachers should discuss students' samples of performance with other teachers of the same form to ensure objectivity and standardisation. This kind of sharing and monitoring of individual judgments is a centrepiece of SBA.

     

     

  7. Students will be using texts of different lengths and levels of difficulty. The assessment tasks may also be different from school to school. How can reliability and comparability be ensured?

    The texts only serve as stimuli for oral interaction. The focus of the assessment is the speaking ability of the students, not the content of what they have read or viewed, or their literary analysis of the texts. To ensure reliability of their assessment, teachers should apply the assessment criteria fairly within their own school, with reference to the exemplars of set standards (i.e. the Anchor Sets on the Green DVD). Statistical moderation of SBA results from different schools will ensure comparability of marks awarded by different groups of teachers.

     

     

  8. What will be the impact of SBA on students' and teachers' workloads?

    Currently, teachers already engage in ongoing assessment of their students as a routine part of teaching. Under SBA, the reading programme should be an integral part of classroom teaching and learning and not an 'add-on'. The ongoing assessment will become more structured and formalised because it is part of the assessment system. Once SBA has become a routine part of classroom activities, there should be no significant increase in the workload for students and teachers. In other words, SBA will change the nature of what is done rather than change how much is done. SBA will also help prepare students for external examinations especially the speaking component.

     

     

  9. Can students appeal against SBA results?

    Schools are expected to resolve any queries regarding SBA results before submitting their students' SBA marks to the HKEAA. The assessment criteria and standards will be made known to students so they will be well aware of their progress and their standing during the two years. They will also have plenty of opportunities to follow up on school assessments with their teachers. Schools will be provided with administrative guidelines to ensure that SBA is implemented fairly and will be required to retain relevant evidence of students' progress and performance to address any formal complaints and queries.

    After the release of examination results, candidates may only submit an application to the HKEAA for rechecking of their SBA marks. They cannot apply for a re-assessment of their performance in SBA.

     

     

  10. How can schools handle queries regarding SBA from students or parents?

    Schools can use their existing procedures but can also consider setting up a panel to handle queries that cannot be resolved by the subject teacher. This panel may consist of the principal or his/her designate, and the panel head. It should consider justifications provided by all relevant parties and review supporting evidence, re-assess the student if appropriate, and make a judgment within a reasonable time.