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Following is a question by the Hon Albert Ho and a written reply by the Acting Secretary for Education, Mr Kenneth Chen, in the Legislative Council today (July 8):
Question:
School-based assessment (SBA) scores are now counted towards students' results of some subjects in the Hong Kong Certificate of Education Examination (HKCEE). In this connection, will the Government inform this Council:
(a) whether it knows in respect of each relevant HKCEE subject since the inclusion of SBA in 2005:
(i) whether each year there were students whose SBA grades were at variance with their overall grades in that subject; if so, of the situation and the percentage of the number of such students in the total number of candidates sitting for the examination of that subject; and
(ii) whether each year there were students whose SBA scores had rendered their overall grades in that subject different from their non-SBA grades; if so, of the situation and the percentage of the number of such students in the total number of candidates sitting for the examination of that subject; and
(b) how the authorities summarize and assess the importance of and the need for SBA, as well as whether they will review the timetable for its mandatory implementation and will fully implement SBA only if consent has been given by the teachers and principals of the schools concerned by way of a democratic referendum?
Reply:
President,
(a) Seven HKCEE subjects, namely, Integrated Humanities, Computer & Information Technology (CIT), Science & Technology (S&T), Chinese History, History, Chinese Language and English Language, have started to include a School-based Assessment (SBA) component since 2005. According to the information provided by the Hong Kong Examinations and Assessment Authority (HKEAA), among these, there are separate grades for the SBA and non-SBA parts of CIT and S&T. For the other five subjects, there are no separate grades for the SBA and non-SBA parts. It is therefore not possible to compare the overall grades with the SBA and non-SBA parts of these five subjects.
The difference between the SBA grades and the overall subject grades of CIT and S&T subjects in the past three years is set out at Annex 1 while the difference between the non-SBA grades and the overall subject grades is at Annex 2.
(b) The main reason for including an SBA component is not to improve public examination grades. The primary rationale for implementing SBA is to enhance the validity of the overall assessment by including a variety of learning outcomes that cannot be assessed easily through public examinations. SBA typically involves students in activities such as making oral presentations, developing a portfolio of work, undertaking fieldwork, carrying out an investigation, doing practical laboratory work or completing a design project etc. These learning activities help students to acquire important skills, knowledge or work habits that cannot readily be promoted through paper and pencil test.
There are some additional benefits for adopting SBA. It reduces dependence on the results of a one-off public examination, which may not always provide the most reliable indication of the actual abilities of candidates. Obtaining assessments based on student performance over an extended period of time and developed by those who know the students best - their subject teachers - also complements the reliable assessment of each student.
Another reason for adopting SBA is to promote a positive "backwash effect" on teachers and students. Students are motivated through participating in meaningful learning activities designed in accordance with the curriculum objectives. On the other hand, teachers are able to provide students with useful feedback on their strengths and weaknesses. Furthermore, for teachers, SBA can align assessment with curriculum aims so that the subjects can be better implemented when SBA becomes part of the learning and teaching.
As for the introduction of SBA for the Hong Kong Diploma of Secondary Examination (HKDSE) subjects under the new academic structure, the Education Bureau (EDB) and the HKEAA have conducted several rounds of consultation with schools, teachers, educational organisations, school councils, the relevant subject committees under the HKEAA and the Curriculum Development Council (CDC) as well as other stakeholders since 2004. There is general support for the introduction of SBA as an integral part of HKDSE. Based on the views collected during the consultation, the EDB and the HKEAA announced in April 2008 the strategic implementation of SBA for the 24 subjects in HKDSE (Annex 3). In essence, the SBA will be implemented in different stages to allow better preparation by schools and teachers. The EDB and the HKEAA will conduct a review of the new senior secondary curriculum and assessment in the 2012/13 school year.
Ends/Wednesday, July 8, 2009
Issued at HKT 13:16
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