EDB’s suggested roles of participating sectors
| Sector | Suggested role |
|---|---|
| Education Bureau | Maintaining close communication with various stakeholders on an ongoing basis to gather views and recommendations to serve as reference for the development of TSA Making good use of assessment data to grasp the overall basic competency levels of students in Hong Kong in order to review education policies, determine the directions of professional training, provide learning and teaching resources, and conduct a further data analysis to understand the learning needs of students at different stages Providing schools with various support measures, including professional development activities for promoting assessment literacy, the provision of school-based support services, the enhancement of the WLTS and assessment bank, etc. Enhancing school professional leadership and capacity (including aspiring principals, newly appointed principals, prospective teachers, appointed teachers, serving teachers, newly appointed school managers, etc.) to promote whole-person development and a balanced curriculum Strengthening internal guidelines to enhance public understanding of how EDB will use the TSA information to refine the curriculum development, and enhance the effectiveness of learning and teaching Removing TSA from the “Performance Indicators” to put emphasis on “assessment for learning” |
| School sponsoring bodies/incorporated management committees | Encouraging schools to develop the school-based curriculum and assessment policies based on professional decisions in the light of school culture and students’ learning needs to support the varied pace of development among different schools Assisting schools in consolidating and making optimal use of different assessment data, and analyzing and adjusting teaching strategies by incorporating information on students and school backgrounds to facilitate effective student learning |
| Schools (principals/panel chairpersons/teachers) | Formulating and implementing school-based homework and assessment policies having regard to school context, students’ learning needs and schools’ professional decisions; and promoting home-school communication Making use of various assessment data to provide feedback to learning and teaching, enhancing the curriculum and facilitating student learning |
| Teacher training organizations/tertiary institutions | Collaborating with EDB to deepen the concept of “assessment for learning” in various training programs and courses for principals (aspiring principals and newly appointed principals), teachers (prospective teachers, appointed teachers and serving teachers) and newly appointed school managers Conducting partnership research programs/projects to support the Government in making good use of assessment data for tracking studies to serve as reference for education policies and school practices |
| Parents | Grasping and understanding the concepts, strategies and arrangements of the school-based homework and assessment policies Communicating and collaborating with schools to facilitate students’ learning and healthy development |
| Parent-teacher associations and regional federation of parent-teacher associations | Assisting schools in gathering parents’ views and understanding their concerns, and helping parents grasp schools’ homework and assessment policies, as well as the objectives, implementation and functions of assessment Organizing various activities with different groups to deepen parents’ understanding of the concept of “assessment for learning” |
| Hong Kong Examinations and Assessment Authority | Ensuring and maintaining the reliability and validity of basic competency assessments, including maintaining the stringent process of item setting and moderation, improving the papers and question design, enhancing TSA school reports, etc. Assisting the Government in promoting the culture of “assessment for learning” in the education sector |
| Education profession groups | Taking forward public education activities to encourage and guide the public and the education sector to make use of assessment data with a right and positive attitude to serve the function of “assessment for learning” Drawing on different educational resources to form learning communities to share successful experiences in making good use of assessment to benefit learning and teaching |
| The Coordinating Committee on Basic Competency Assessment and Assessment Literacy | Advising the government on the overall direction for enhancing assessment literacy (including the use of quantitative and qualitative assessment data and the optimal use of information technology to facilitate learning and teaching) Reviewing and monitoring the development, implementation and effectiveness of TSA on an ongoing basis, and offering professional advice and recommendations on the development, implementation and effectiveness of TSA |
| Sector | Suggested role |
|---|---|
| Education Bureau | Maintaining close communication with various stakeholders on an ongoing basis to gather views and recommendations to serve as reference for the development of TSA |
| School sponsoring bodies/incorporated management committees | Encouraging schools to develop the school-based curriculum and assessment policies based on professional decisions in the light of school culture and students’ learning needs to support the varied pace of development among different schools |
| Schools (principals/panel chairpersons/teachers) | Formulating and implementing school-based homework and assessment policies having regard to school context, students’ learning needs and schools’ professional decisions; and promoting home-school communication |
| Teacher training organizations/tertiary institutions | Collaborating with EDB to deepen the concept of “assessment for learning” in various training programs and courses for principals (aspiring principals and newly appointed principals), teachers (prospective teachers, appointed teachers and serving teachers) and newly appointed school managers |
| Parents | Grasping and understanding the concepts, strategies and arrangements of the school-based homework and assessment policies |
| Parent-teacher associations and regional federation of parent-teacher associations | Assisting schools in gathering parents’ views and understanding their concerns, and helping parents grasp schools’ homework and assessment policies, as well as the objectives, implementation and functions of assessment |
| Hong Kong Examinations and Assessment Authority | Ensuring and maintaining the reliability and validity of basic competency assessments, including maintaining the stringent process of item setting and moderation, improving the papers and question design, enhancing TSA school reports, etc. |
| Education profession groups | Taking forward public education activities to encourage and guide the public and the education sector to make use of assessment data with a right and positive attitude to serve the function of “assessment for learning” |
| The Coordinating Committee on Basic Competency Assessment and Assessment Literacy | Advising the government on the overall direction for enhancing assessment literacy (including the use of quantitative and qualitative assessment data and the optimal use of information technology to facilitate learning and teaching) |
Source: Education Bureau (2016a)