Briefing Session on TSA for Secondary Schools

Case Study – Phase 2 of OIA Reporting Platform

One of the Enhancement Measures for the TSA

• Optimizing TSA reporting functions in a phased manner, with the provision of a more interactive reporting platform for teachers to access the system to view the students’ overall performance.

Phase 2 of Online Item Analysis (OIA) Reporting Platform

• Principal – how to make good use of TSA data• Vice Principal / Academic Master – how to

facilitate teachers’ analysis of students’ strengths and weaknesses

• Subject Panel – how to formulate teaching programmes

Step 1: Access the interactive reporting platform

Step 1: Access the interactive reporting platform (continued)

Step 2: Open the accounts • Open the school user accounts• Vice principals / Academic Masters• Panel Chairs – Chinese, English and Maths• Subject teachers of CEM at S.3• All school teachers

Step 3: Study the TSA OIA Report together

• Lesson planning• Teacher development day• Middle management – data analysis• Frontline teachers – formulation of teaching

programmes / design of tasks / adaptation

Data Analysis • Which dimension?• Which learning unit?• Which question intent?

Step 4: Using Phase 2 of Online Item Analysis (OIA) Reporting Platform to analyze students’ strengths and weaknesses

• Item analysis report - indicating the percentages of correct student responses to each item

• 3-year performance – providing student performance figures over the past three years on each BC (Chinese Language) / question intent (English Language) / learning unit (Mathematics)

Step 4: Using Phase 2 of Online Item Analysis (OIA) Reporting Platform to analyze students’ strengths and weaknesses (continued)

A case study – S3 English Language• School A – all students took Mathematics (Chi

version) • School B – one class took Mathematics (Eng

version) and the other 3 classes took the Chi version

• School C – all students took Mathematics (Eng version)

Step 4: Using Phase 2 of Online Item Analysis (OIA) Reporting Platform to analyze students’ strengths and weaknesses (continued)

A case study – S3 English Language Reading • BC: Using an increasing range of reading strategies

to understand the meaning of texts with some degree of complexity

• Question Intent:- working out the meaning of unknown words and

expressions- making inferences

Sch A Sch B Sch C TW

A 15% 19% 6% 14%

B 32% 37% 10% 21%

C 27% 17% 67% 47%

D 26% 25% 17% 18%

Unknown words

Sch A Sch B Sch C TW

A 24% 17% 20% 17%

B 22% 17% 4% 18%

C 20% 12% 4% 13%

D 32% 55% 73% 52%

Unknown words

Unknown expressions

Sch A Sch B Sch C TWA 16% 24% 9% 15%

B 16% 15% 6% 11%

C 53% 55% 79% 63%

D 15% 7% 4% 9%

Unknown words/expressionsSchool A

Unknown words/expressionsSchool B

Unknown words/expressionsSchool C

For Schools A and B- The performance on ‘working out meanings of

unknown words/expressions’ remained weak over the last 3 years as compared to the corresponding TSA years

Empower students’ vocabulary size (active and passive)Develop students’ skills in predicting the meaning of

unfamiliar words by using contextual clues required

Step 5 – What to do next? Take actionUnknown words/expressions

Sch A Sch B Sch C TW

A 2% 0% 0% 4%

B 65% 79% 79% 72%

C 11% 9% 9% 9%

D 22% 12% 12% 15%

Making inferences

Sch A Sch B Sch C TW

A 33% 24% 28% 12%

B 2% 12% 2% 28%

C 37% 42% 54% 14%

D 28% 21% 16% 45%

Making inferences

Making inferencesSchool A

Making inferencesSchool B

School C – Making inferences

For School A - The performance remained weak over the last 3 years as

compared to the corresponding TSA yearsFor School B- The performance dropped over the last 3 years as

compared to the corresponding TSA yearsIntroduce inferential strategies to students through

explicit instructionHelp students understand when information is implied,

or not directly stated, will improve their skill in drawing conclusions and making inferences.

Step 5 – What to do next? Take actionMaking inferences

• The achievement of Basic Competency CANNOT be deduced simply from the percentage of items correct. Details of how to calculate a given student attains the BC standard are given in Chapter 4 of the TSA Report.

Reminder

The school’s BC attainment % on a particular subject

% of students answering items correctly in that subject

• The percentage of students answering items correctly is affected by item difficulty. However, the school’s BC attainment % is independent of the item difficulty as a whole in a particular TSA year.

• Teachers are recommended that they should not merely focus on the data when doing analysis. They should also make reference to the questions, marking schemes and exemplars of students’ work provided when interpreting students’ performance. By doing so, they have a better understanding of their students’ strengths and weaknesses.

Reminder (continued)

Thank you!