Introduction on WebSAMS enhancement to cater for JUPAS Application (re-run) CDI and SIM section, EDB Jul 2012

2 Objectives To introduce the ROLE of SLP in Senior Secondary Education To introduce WebSAMS SLP Module - an OPTION to address students’ whole person development Hands on Practice

3 Schedule Programmes Registration Session 1: Role of SLP in NSS Curriculum Session 2: Introduction on WebSAMS SLP Module Session 3: Hands On Practice Q&A

4 Session 1 Role of SLP in New Senior Secondary Curriculum

5 What is SLP? Provide supplementary information on secondary school leavers’ competencies and specialties, for giving a fuller picture of the students, in terms of whole person development. Under the NSS education, students should be encouraged to build up a profile to record and reflect on their learning experiences and achievements. It is both a learning tool and a means to demonstrate personal development and the expected qualities of student.

6 Suggested Design and Implementation It would be school-based and the content may include brief information of: –Academic performance in school; –Other Learning Experiences; and –Awards/ achievements gained outside schools –Student Self-Account

7 What is the role of SLP in students’ learning experiences? Students tell their own stories… as to celebrate their success / participation in Whole Person Development

8 Purpose of SLP Summary record A document to demonstrate student’s personal qualities and competence SLP concept is not new to schools

School Implementation School Report Awards & Achievements Records Activity Records Self-account

10 SLP Assist student in selecting records Advise on presentation Assist recording process Validate details (OLE/in- school performance) Give advice on student’s whole person development Provide details of OLE/ outside school activities Reflect on personal study and OLE Goal setting (For Assessment as Learning) Select relevant OLE data to present Provide content of Self- Account through personal reflection Data Preparation Profile Generation Teacher Student

11 Teacher led, reflection oriented Turning experience into learning, but insufficient student ownership Teacher led, recording oriented Tendency to compliance mentality Student led, recording oriented Student Ownership, but not learning-focused Student led, reflection oriented Self-regulated learning Implementation Strategies – School Practices

12 Teacher led, reflection oriented Turning experience into learning, but insufficient student ownership Teacher led, recording oriented Tendency to compliance mentality Student led, recording oriented Student Ownership, but not learning-focused Student led, reflection oriented Self-regulated learning More educational values – need to develop by stages Building on existing practices * **** ** * * * * *

13 Strategies enhancing student reflection by adopting WebSAMS SLP Module Existing practices in school –Student handbooks –Spreadsheets –Electronic systems WebSAMS from EDB market/tailor-made –School-base system

14 Session 2 WebSAMS SLP Module + Enhancement launched on Oct 2012 Major update: Input print sequence, Performance / Awards Gained Outside School and Student’s ‘Self-Account’ by students

15 Content Recording of Information Selection of OLE and Awards Information Generation of SLP Use of data at individual and school levels Setting up of access rights for teachers to support students’ whole person development Writing of OLE Programme Description and Self-account to increase educational value of SLP and students’ voice in SLP

16 Recording of Information

17 Student Particulars

18 Academic Performance in School Understanding in- school performance in academic subjects Knowing the topics of projects involved.

19 Other Learning Experiences Description shows learning goals, knowledge, generic skills, values and attitudes developed Which kind(s) of experience on each activity? What participating role was the student involved in the activity? What evidence of achievements does the student have in each activity?

20 Awards and Major Achievements issued by School Information on awards and achievements issued by the school

21 Performance / Awards and Key Participation Outside School Performance outside school Readers could ask student to produce evidence against each entry if necessary

22 Student’s ‘Self-Account’ -Highlight impressive learning experiences and how skills and attitudes learnt. -Provide information on personal goal-setting or careers aspiration. -Highlight a particular skill / ability possessed.

23 Selection of OLE and Awards Information

24 Print Sequence for selection of OLE

25 Generation of SLP

26 Print SLP A, B (Simplified and Sophisticated versions, other reports)

27 Setting up of access rights for teachers to support students’ whole person development

28 Relevant Access Rights in WebSAMS SLP_ADMIN STA_ADMIN SYSTEM ADMIN Score Capture Team Student Data Access Control Team SLP Data Capture Team Life-wide Learning and Library Section, CDI

29 Writing of OLE Programme Description and Self-account to increase educational value of SLP and students’ voice in SLP

30 Example on OLE programme description – Visits to the elderly home (Which one do you prefer?) Students have opportunities to learn how to serve as volunteers in elderly homes. Three visits have been scheduled over the senior secondary years. Students learn to serve as volunteers in elderly homes, such as offering variety shows and conducting activities. Through the experience, students may enhance their communication skills and develop sense of empathy for the elderly.

31 OLE Programme Description Learning goals Knowledge Generic skills Values and attitudes

32 Self-Account Highlight impressive learning experiences and how skills and attitudes learnt. Provide information on personal goal- setting or careers aspiration. Highlight a particular skill / ability possessed.

33 An example on OLE Programme Description Cultural Services Volunteers Scheme The Scheme is initiated by Leisure and Cultural Services Department. School helps train up students to provide voluntary service to promote arts and culture. This broadens students’ horizon and awareness of the need to raise the quality of humanities. In the process, students my enhance their leadership, communication skills and creativity.

34 How commitment to personal goals was formed An example on Student’s Self-account …I enjoy very much to get along with people… Among the activities I joined previously, the most impressive one was the Cultural Services Volunteers Scheme. It provided a chance for me to broaden my horizon and realize the importance of collaboration with people of different cultures to make a better world in future. This has encouraged me to know more about people and to cater for their needs. Therefore, I have set a career goal to engage in marketing research and service business. … Interpersonal Skills

35 Please pass the message to your colleagues and students

36 Use of data at individual and school levels

37 Reports Available Students’ participation in OLE programmes at level, class, student and sex All OLE programmes by school Information on Partner Organisation

38 Tips from seed schools Manpower –Building on existing practices on using the STA module –Creating dialogue opportunities with students in existing class teachers periods / life-education periods Generation and use of SLP –Once a semester / once a year / use of simplified version –As supplementary information delivered at parents’ day

39 New function put under SLP module

40 New functions Support by WebSAMS

41 JUPAS-related enhancement Data to be submitted to JUPAS 1.Subject List 2.Academic Performance in School 3.Personal and General Abilities 4.Supplementary Information (only if necessary)

42 Work flow JUPAS portal WebSAMS Academic Performance File Subject List File downloads 2 data files prepares uploads data files Personal and General Abilities File Supplementary Information File

43 Data files to be imported to WebSAMS 2 data files to be downloaded from JUPAS portal –DSE Subject Code File –Student list (with student particulars only)

44 Academic Performance in School JUPAS only requires schools to provide results that would best reflect their students’ academic performance in school in Senior Secondary Level. Hence it is NOT necessary that the results are mock examination results.

45 3.Subject List 1.Mapping between WebSAMS & HKDSE subject 2.Add subjects (no assessment data in WebSAMS)

46 4.Academic Performance in School – selecting from one or two assessment(s) 1.Mapping between WebSAMS & HKDSE subject 2.Selecting the assessment result from ASR module for generating the percentile information

47 4.Academic Performance in School 1.Percentile information is generated by the system 2.Teacher maintains Percentile and Overall Rating information for student

48 Teachers can set default relation for percentile and overall rating information Default Relation between Percentile & Overall Rating information

49 4.Academic Performance in School (Add subjects manually) Teacher can manually add percentile and overall rating for subjects without assessment data in ASR module

50 5.Personal and General Abilities Teacher maintains Personal and General Abilities for student

51 Prepare Data Files

52 By Batch Import OLE Import Feature

53 Students could also optionally upload their SLPs on JUPAS interface. WebSAMS could support generating students’ SLPs in pdf format.