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

2. Sharing Outline Part II : How to collect data? Part III :How to use the data? Part I : How to set the stage?

3. 1)Background in using APASO 2)Purpose 3)Choice of personnel 4)Choice of scales 5)Sample size

4. Background & Purpose YearStatusPurpose 2011End of SDP (2008-2011) Locate the foci for next SDC (2011 -2014) and planning ahead 20121 st year of SDP (2011-2014) Cross –year reference Evaluation of measures in Major Concern 1 (1 st Year) and planning ahead 20132 nd year of SDP (2011-2014) 3-year trend Evaluation of measures in Major Concern 1 (2 nd Year) and planning ahead *SDP: School Development Plan

5. 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

6. Choice of Scales YearScales 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

7. Sample size YearStudentsTeachersParents 2011All students (S1 – S6) All teaching staff 20% (S1 – S6) 2012All students (S1 – S6) All teaching staff 20% (S1 – S6) 2013All students (S1 – S6) All teaching staff 20% (S1 – S6)

8. Time & Venue YearStudentsTeachersParents 2011 2012 2013 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?

9. 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

10. From raw data to discussion focus Box Plot Item Bar Chart Cross-year Trend Focus for further investigation Mean Plot

11.  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

12. Mean Plot  Study the Effect Size Effect Size? Negligible / Small/ Moderate / High

13. Box Plot Study the following:  Maximum  75 th Percentile  Median  25 th Percentile  Minimum Box Shape?

14. Item Bar Charts  Study the specific questions Spot the foci

15. Item Bar Charts  Study the bars and the percentages Percentage of “strongly disagree” and “disagree” is higher than HK norm

16. Item Bar Charts  Study the questions, the Mean, the HK Norm and the Effective Size Effect size is moderate and small

17. Cross-year Trend Bar charts are more reader- friendly

18. Cross-year Trend Study the cross-year trend NSS phenomenon Is the trend rising or declining?

19. Cross-year Trend Study the cross-year trend Rising trend slightly higher than HK norm

20. Identifying Focus Verifications Meetings & Suggestions Planning ahead From Focus to Plans

21. Further verification Focus External surveys ESR report Other school records Meeting social worker Meeting teachersMeeting students Redo the survey Internal surveys

22. Verification with other findings External SurveyInternal SurveyMeetings 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

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

24. Tools facilitating meetings & discussion Follow up discussion of stakeholders and APASO II (2011-2012) Follow up or not? If yes, how?

25. Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013) Appropriate Summary and Guidance Tools for identifying focus for follow up action

26. Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013) Appropriate Summary and Guidance Tools for identifying focus for follow up action

27. Case Study 1 : Negative Affect in S1 Meeting students Meeting teachers

28. Case Study 1 : Negative Affect in S1 Meeting S1 Students and class teachers

29. Case Study 2 : Motivation _ Learning Drive, Attitude and Strategies Staff Development Day Teachers were assigned with different survey findings and questions for discussion

30. Case Study 2 : Motivation _ Learning Drive, Attitude and Strategies Discussion tools Documents are tabled to facilitate group discussion

31. Case Study 2 : Motivation _ Learning Drive, Attitude and Strategies Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013) Stakeholders’ survey & APASO Questions are similar

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

33. Tools for making suggestions Colleagues made suggestions to enhance students’ drive in learning

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

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

36. Case Study 2 : Motivation _ Learning Drive, Attitude and Strategies Teachers presented their observations and suggestions

37. 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

38. 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.

39. 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

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

41. Thank You