Training Manual
Contents
1. Data Observation Data Interpretation Data Sample 1 Subscale _Social Integration hasa Among the subscales under Attitudes to mean lower than the territory norm School _6 _ of them have a mean but the difference is very small People higher than the territory norm in the school should look into it subscale _Negative Affect_ is negatively further trying to understand possible worded Subscale _ Social Integration reasons has a mean higher than the territory norm the mean is 2 79 the standard deviation is 0 75 and the effect size is Negligible Data Sample 2 The data from all the subscales under In this sample if the median of a subscale Attitudes to School indicate that the is higher than the territory norm its _lst students are _evenly spread and and _3rd_ quartiles are also higher than there is no extreme case the territory norm On the contrary if the median of a subscale is lower than the territory norm 1ts 25th and 75th quartiles are higher than the territory norm B How did the P5 students perform regarding the subscales under Social Relationship Data Sample 3 The students demonstrate a marked Except item _38_ the rate of agreement difference on item _38 of all items is lower than the territory norm C How did all students in the school perform on the scale of Attitudes to School for the past three years Data Observation Data Interpretation Data2. 14 Unit Two Learning Objectives In this unit participants will learn the following Oo How to publish APASO II user defined and pre defined surveys using online and offline modes in ESDA eo How to complete APASO II surveys in online mode How to check the status of implementation of a survey O How to import survey data offline 15 ILS pl Sail PA aiiis Leis Pim Attitudes To School Motivation Datla Causal Attribution Details Leaming Competency independent Learning Capacity Values To publish a survey using school s own scales sub scales combination in accordance with school s own needs Please refer to the examples and dt la ada sas aa nlan a dec mi o 1 If you want to customize your own survey under Survey Administration select Add Survey 11 Select the combination of scales subscales 12 Enter the survey title which must be different from the pre defined or user defined survey titles 3 Enter the purpose of the survey 4 Chek Submit to add the survey o mn 7 Survey Title En Test Survey Title ZH Test Purpose Workshop Total no of items 29 Subscale CIPGEN General School DODPMAT Mathematics MIPPAR Parent Relationships M PPEE Peer Relation CIPPHY Physical Appearance DIPREA Reading EIPCAR Care for Others 2 Interpersonal Relationships CIPINA Inappropriate Assertiveness MIPRES
3. It is advised that independent learning capacity and values can be assessed in later years when students become more mature Previous literature indicates that independent learning capacity involves a complex interaction of motivational cognitive and metacognitive self regulation Boekaerts 1997 Zimmerman amp Shunk 2001 Values especially attitutes toward the nation represent how self is related to community that involves high level of cognitive functioning Please note that the rotation strategy suggested is only one of the possible arrangements and does not represent the best approach to measure students affective and social performance Schools are expected to develop their own strategy in administering the scales 13 E Group Discussion Let us suppose that your school is planning to implement a year long self assessment programme regarding Student Attitude and Behavior It will primarily focus on student attitude toward school student interpersonal relationships and their values Please respond to the following questions 1 Among the scales and subscales which would you select for your programme Why so 2 How would you make appropriate arrangement for your students to respond to the survey For example in terms of venue time allocation and required manpower 3 Based on the data analysis what would you do as follow up action 1f your student performance on a certain aspect is not satisfactory
4. Respect for Others 1 Self Concept Ae 00 Os mw oo 2 Under the Add Survey enter the survey title in English and Chinese and its intended purpose Then select all the relevant Subscales under Scale and hit Submit Causal Attribution Learning Competency Details Independent Learning Capacity ibligh Values Mail Preview 7 A O To publish a survey using school s own scales sub scales combination in accordance with school s own needs Pease refer to Che examples and principles in selecting scales subscales 3 Press Publish to publish the newly created survey 16 Test Primary Student Target Users O From Class or Form All Users or Random Selection A m a Select User From Group or Individual User Manual Selection select Mode online Start End Date Folha O Brine 4 Under Target Users choose From Group or Individual User Manual Selection and then press Select User Select User 1 3404 LI CHEUK HANG 3405 LI JLA Y 3406 LI KA YEE 3407 LI WEI 3408 LO LEE SHAN B401 LEE PAK HO 3404 LI CHEUK HANG 3808 LO WAN YUK 5 Select the relevant students who will be asked to complete the survey and then press gt button to add to the list of Selected user on the right When all the target students are added press OK 17 From Group or Individual User
5. 1 2010 09 17 2010 09 17 Student AN Data Import 0 0 596 2010 09 17 Administrator 2010 09 17 09 29 40 Survey type EMO y ear EXC Target Respondents Mode Response Rate Student AIN Target ERE Student All D IL e Dor offline 0 0 586 Data oem 0 0 586 Download CSV Template amioad Survey 8 Under the pull down menu of Survey Administration press Offline Survey Import 9 Press Details next to the survey Self Concept next press Download CSV Template 10 Press Open to open the template fill in the responses to the downloaded CSV file and then save Survey Import Survey Title Start End Date Target Respondents User Selection Mode Mode Response Rate Publish Date Published By Last Update Self Concept 1 2010 09 17 2010 09 17 Student All Data Import 0 0 586 2010 09 17 Administrator 2010 09 17 09 29 40 Download Suney_ all offline responses are imported into the system please CX EXPO 11 Press Import Response 24 Download CSV Template APASO Import Survey Title Self Concept CSV File E Survey Title Self Concept import Mode Append Replace CSV File DJAPASO I workshops Browse iPr you want fo remove al imported responses frog ibe systesr before ipiporting the new records please select Rep Sce in Toport Mode de 12 Press Browse button
6. APASO IT Survey Schools can administer APASO II scales subscales at different times of the school year to achieve different purposes e g to assess the effectiveness of intervention programmes or to monitor the development of their students across years Schools can also rotate the administration of scales across cohorts based on students developmental characteristics Below are several data collection designs to illustrate how schools can determine the timing of administration of different scales D 1 Pre test post test Design Some schools may be interested to know whether their intervention programme is effective To achieve this purpose schools can adopt the pre test post test design For example a school is planning to launch a courtesy campaign to improve students moral conduct Before the launch of the campaign students need to complete a set of scales subscales which correspond to schools concern related to moral conduct and after the campaign students need to complete the same set of scales subscales again Post test scores can then be compared with pre test scores to examine whether there is improvement in students moral conduct Similar administration can be applied to other school intervention programmes like programmes on social relationship self concept motivation and learning strategies One reminder is that the pre test post test comparison results should be interpreted with caution as the cause and effect relat
7. Manual Selection ssl opens E BAY Objectives Eng Objectives Chi f 3 Target Respondent Eng According to saliGtad Target Users Target Respondent Ch According to selected Target Users 6 Choose the Online mode and set your Start End Date and then press Save It s optional whether to fill in the objectives in the boxes 1 SCHYEARREGNO CLASSLVICLASSCO CLASSNO ENNAME CHNAME SEX LOGINID PASSWOR DOB HEIGHT WE 2010 734043 3A 43 KO WAI FING ES 34043 3A043 AJB oo 2010 434044 34 44 KOOYUEWAN HFEA 34044 34044 9 11 1999 2010 434045 F 34 45 EWORK KA WAI AE 34045 34045 TAS 2010 438001 3B 1 LAL CHI SUM FEO 3B001 23 4 1909 2010 438002 3B 2 LAI TIN HO EEE 35002 HAN 2010 438003 3B 3 LAL WAl TUNG fd ie 35003 1646 1990 2010 438004 3B 4 LEUNG KA NOK EH 3BO04 aa 2010 438005 F 3B 5 LEUNG YUEN TING EEF 3B005 23 1 1990 2010 438006 3B 6 LISUI EWAN coe 36006 111 1900 2010 35007 F3 3B 7 LIN KWOK KEUNG _38007 2010 425008 8 LO WAN YUK En i 21 0 1909 2010 36003 F 9 MAK HO YIN Zs E i ee ae 7 Logout the system first then log in with the student s user names and passwords to complete the survey Questionnaire o E 2010 09 17 View 2010 09 17 8 Press View 18 Instruction for APASO This questionnaire is anonymous The system will highlight un answered questions when you submit the questionnaire the first time Should there be un answered questions in the
8. Percentile 3 7548 B17 BF 75th Percentile 3 75 8 83 18 Key 3 Median fir 8 HK Schools FAA Median 41 37 8 This S 25th Percentile 3 25 48 E 9 7 BY 25th Percentile 3 25 8 B 1187 Minimum 2 M Minimum M Subscale A R Achievement p pA RE Experience HE FE A box plot presents five statistical data of each scale in graphical format They are minimum first quartile 1 e 25th percentile median third quartile 75th percentile and the maximum value of the scale The middle 50 of the data are enclosed within a box and two whiskers on two ends of the box are formed by joining the first quartile with the minimum and by joining the third quartile with the maximum In addition a line is drawn within the box to indicate the location of the median In this way the box plot clearly indicates the lower 25 the middle lower 25 the middle upper 25 and the top 25 of the distribution of scale scores Compared to Mean Plot Box Plot better reflects the distribution of data sample This is because Mean Plot only reflects the centre trend of whole sample whereas Box Plot Chart typically describes 50 of the sample spread plus and minus over the point of median This helps us to conduct deeper analysis on the sample data 31 J 3 Item Bar Chart Item Bar Charts are used to display the proportion of students of this school as compared with students in Hong Kong who Strongly Disagree Disagree A
9. Sample 4 Students show some regression on Except subscale Achievement subscale _Achievement a concern that students made progress in the past three worths our further investigation years on all subscale 44
10. Sample 4 Students show some regression on Except subscale subscale a concern that students in the past three worths our further investigation years on all subscale 35 Appendix I Answer Key for the Workshop Exercise for reference Exerciese Step 1 Press and pull down the menu for Survey Administration Choose Survey Administration and press Publish Survey From Assessment Program for Affective and Social Outcomes menu select the survey Learning Competency and then hit Publish For Target Users choose From Class or Form All Users or Random Selection and then hit Select User then select Class and choose 5B after that hit right arrow and OK Next choose Offline and then set Start End Date It s optional whether to fill in the objectives in the boxes Then press Save and logout the system Step 2 Use username and password 5BO17 to login the system Press View in the row of Learning Competency survey Then press Start to answer the items After the survey is completed press Confirm to submit answer and logout the system Step 3 Use username and password admin to login the system Press and pull down the menu for Survey Administration then press Details for Learning Competency survey to view its status Press Download User List to check if the students have
11. for the relevant survey to view its status 20 Published Survey Details Survey Title Test Start End Date 2010 09 17 2010 09 17 Target Respondents l 3401 LEE PAKHO Manual User Selection Moda Random Mode Online Response Rate 33 33 1 3 Publish Date 2010 09 17 Published By Administrator Last Update 2010 09 17 14 10 14 Cancel Survey Downtoad Questionnaire Download User List Update Start End Date P a B C D l Login ID User Name Submissior Status 2 3A001 3A01 LEE PAK HO 3 34004 3804 LI CHEUK HANG E2008 3B08 LO WAN YUK y 5 15 Press Download User List menu and check 1f the students have completed the survey 21 G Pre defined Survey Publication and Data Import Offline 2 Press and pull down the menu for Survey Administration Choose Survey Administration Published Survey Survey ryve ESE y cor ESE T r Fee adhe gt Rate Ofime Survey Impan 3 Press Publish Survey Publish Survey Year 2010 11 Assessment Program for Affective and Social Outcomes User Manual Technical Manual on Scales Technical Manual on Rasch Measurement Self Concept Detais A Interpersonal Relationships Publish y 4 From Assessment Program for Affective and Social Outcomes menu select one of the surveys For demonstration in this manual we choose Self Concept and then hit Publish Self Concept Primary Student Target Users From C
12. minimized as students also hear the items as they read them If the school uses the online version of APASO II the students must be arranged to complete the questionnaires using the computer Teachers escort their students to the computer room and have them seated at random in order to guarantee anonymity The affective and social performance of children and juveniles are affected by a number of factors External factors include the schools support services learning activities and the family whereas internal factors include age gender and previous experience in school and at home Consequently schools should consider collecting the information from different perspectives e g students family background types of counseling cases and discipline data etc The schools should not draw up a follow up plan based merely on the data collected from the questionnaires but rather they should analyze the information along with other internal data available so as to form a basis for improving the various support services The data will only reflect students views expressed in the various domains Students may have different views in different developmental stages The data in each questionnaire will help the schools to have a better understanding of the students Unlike examination results such data are not meant to be an evaluation of their standard nor does it reflect the students achievement As the data have nothing to d
13. next submission the system will prompt you but you can choose to submit the questionnaire without answering the left out questions 9 Read Instruction for APASO on the screen carefully Press Start when user 1s ready to complete the survey 9000000008 I keep in touch with my relatives I keep in touch with my friends I always greet people I treat people with respect I speak gently I always point out the positive qualities of others I listen carefully during conservation I trust people 00000000 ofi i 0000 000 ofi O9O000000 80 Iam polite to others 10 Answer all the questions and press Confirm to submit the answers Record saved successfully 11 After the submission of the answers the system will indicate Record saved successfully Finally remember to log out 19 12 If school managers want to track the status of the survey administration they can use the system administrator s username and password to log in 13 Press and pull down menu for Survey Administration Choose Survey Administration Published Survey _Survey Type COM Year 2010 11 4 Mode Re Selh oonicept 2010 09 17 2010 09 17 Student AN Offline 100 see ses Fy Test 2010 09 17 2010 09 17 3ADTLEEPAKHO Manual Online 33 33 1 3 Laan 5 Offline Survey Import 14 Press Details button on the right
14. pre set survey questions under Attitudes to School and send the questions to all students in the school Then you can import all student responses to the survey questions 26 Unit Three Learning Objectives In this unit participants will learn the following O How to review different data reports o How to interpret the data from different reports O Summarize the learning issues and share the experience 21 I Review of Survey Report Report Viewer rt 1 Press and pull down the menu for Report Viewer Choose APASO II Report APASO I Report Survey Title pre defined Attitudes To School wi O user defined Time frame and respondents 2010 09 17 Self Concept Imerpersonal Relabonships Motivation f Survey Title pre defined Atitudes To School E Ouser defined Time frame and respondents 2010 09 17 2010 09 17 Student All Report Type Mean plot B Data Set Raw Score O Rasch Score E Al C Form P3 Class Respondent Group 3A 38 4A 48 5A 58 6A 68 O Gender Mala Famala a 17 3 Under Report Type the user can select among Mean Plot Box Plot Chart Item Bar Chart or Cross year Comparison Plot only available for School Attitude scale Under Data Set the user can select Raw Score or Rasch Score The user can also choose different respondent groups or group combinations to yield specific survey results Schools c
15. Choose file Pri_Self Concept csv in Offline_data folder and then press Submit pa 2 0 6 S o Survey Import Bas Survey Title Self Concepk 1 ci el SYSTEM CODES Start End Date 2010 09 17 2010 09 17 4 l re Target Respondents Student 2 11 Stroneli2 Disasre3 Agree 4 Stroneli5 Don t k19 Don t kne User Selection Mode All PM2008 gt Survey Administration gt Import Data Failure Import Data Failure Reason Invalid Survey 13 Please note If the SYSTEM_CODE submitted for survey doesn t match that from the imported file 1t will result in Import Data Failure Import Data Successfully Total no of record 586 Imported no of maw record 536 Published Survey N 9 2010 11 e Self Concept 2010 09 17 2010 09 17 Student all i Ofime Survey import Publish Survey 14 After importing data successfully press and pull down the menu for Survey Administration Choose Survey Administration and you can see Response Rate for the survey 23 H Workshop Exercise Exercise 1 Using online mode you should first publish the pre set survey questions under Learning Competency from APASO II and send them to the students of Class 5B Then you can use the identity of Student 5B017 to log in to complete the survey Finally you should log in as System Administrator to check the status of survey being conducted Exercise 2 Using offline mode you should publish the
16. II scales subscales for different purposes the table below presents the combination of scales subscales that schools can use to address some of their concerns For example if schools are interested to know more about their students moral conduct they can administer two scales 1 e Interpersonal Relationships and Values Please note that the school concerns listed here are just examples and are not exhaustive Schools are expected to administer different combinations of scales according to their needs Notes 1 The school concerns below are for illustrative purposes only ii More than one set of scales are sometimes included with a Y for one area of school concern in the table However in practice it is not necessary to use all of the indicated scales to measure an area of school concern 11 At any APASO II data collection session students should not be administered more than 100 items iv indicates the subscale is negatively worded School Concern Learning Strategies Quality of School Life Learning Motivation Relationship a ae Self Efficacy Scale Subscale Self Concept General School Mathematics Parent Relationships Peer Relation Physical Appearance Reading Interpersonal Relationships e Care for Others e Inappropriate Assertiveness e Respect for Others School Concern r aa gt O ae a a C O N Learning Strategies Quality of School Lif
17. NS ENS 38 22 15 68 CER NN k gt People at school look up io me Q 36 16 67 35 80 33 33 14 20 Q 37 FL Aa gt ATA 642 1860 63 39 40 35 55 pe 2523 Other students are very friendly Q 37 20 37 38 27 32 72 Q 38 FEE PAREN asso 1156 11 56 ENS 30 38 70 19 45 Ea 2535 RIE Jahe Other people at school care what Negligible Q 38 15 53 24 84 40 37 19 25 think 41 4 Cross year Comparison Plot of the Performance of all students in the school on Attitudes to School 4 00 3 50 zo is 3 00 X 7 ke ke 50 Jy 2 00 SEI 1 50 1 00 2008 09 2009 10 2010 11 Year 2010 Norm 2008 09 2009 10 2010 11 Year 2010 Norm 2008 09 2009 10 2010 11 Year 2010 Norm 2008 09 2009 10 2010 11 Year 2010 Norm 2008 09 2009 10 2010 11 2008 09 2009 10 2008 09 2009 10 Year 2010 Norm 2010 11 Year 2010 Norm 2010 11 Year 2010 Norm Achievement fiz Experience amp General Satisfaction Negative Affect amp Opportunity Social Integration Teacher Student ix EAE Thad Ee HIER HERF BAA Relationship fif ERR 42 Cema EA A EA Achievement pie awon aras _ Experience FEE awon e amon e o arnon ss amono om CECI IS ACI A IA O CI AE A D a 78097 Teacher Student Relationship RA N O O CO S h O Appendix III Answer Key for Data Interpretation Exercise for reference A How did the P5 students perform for the Scale Attitudes to School
18. Workshop on Application of the Assessment Program for Affective and Social Outcomes 2nd Version Training Manual For Primary Schools Education Bureau and The Hong Kong Institute of Education November 2010 Table of Contents UM o e a om pen os 2 A Introduction of Assessment Program for Affective and Social Outcomes 2nd la A sent see aise 3 B Introduction of E platform for School Development and Accountability ESDA aeann O 7 Ca Scales selection Idle asas 8 D The Design of APASO I SUV CY a iii Misiles 12 E Group Discussioun 14 Uan TA O ER 15 F User defined Survey Publication and Data Import Online 16 G Pre defined Survey Publication and Data Import Offline 22 Fy Workshop EXEC is 26 Ume AN er NA errr ore e 21 Te UREVIEW OL SURVEY RED OL iera 28 J Reports in APASO II and their interpretatl0N cccccccccnnnnnnnnnnnnnccnnnnnnnoss 29 K Data Interpretation EXEC Cursi illa 34 Appendix I Answer Key for the Workshop Exercise for reference ooooonnnnnnccc 36 Appendix I Data Samples inscrita ia 38 Appendix III Answer Key for Data Interpretation Exercise for referecne 44 Unit One Learning Objectives In this unit participants will learn the following O The background structure and guiding principles of APASO o The core functions of the E platform for School Development and Accountability ESDA o The guidelines for selecting and usin
19. an choose to save the created report 28 J Reports in APASO II and their interpretation There are four types of reports in APASO II e Mean Plot e Box Plot e Item Bar Chart e Cross year Comparison Plot only available for Attitudes to School scale J 1 Mean Plot The following graph gives means and confidence intervals on a particular scale and the dots indicate the Hong Kong norm whereas the small cross with upper and lower bounds gives the means and confidence intervals for a particular school 4 00 3 50 3 00 2 50 2 00 1 50 1 00 PACH HK PACH PEXPIHK PEXP PGESIHK PGES PNEG HK PNEG Key 5 Upper Bound EBR Mean Fi38 HK Schools 424 Mean 138 i This School 44 Lower Bound FBR As confidence intervals for HK norm are very small the values of lower and upper bounds are not shown Hb ere Ra aR gt SRG SRR E ER itil ab Achievement EFE Standard Deviation Pes Experience HERE PEXP HK No Of Re Scale means either raw scores or Rasch scaled scores offer valuable information to the schools with regard to students affective and social outcomes The advantage of using raw scores is that interpretation can be anchored upon the original response scale Strongly Disagree coded as 1 Disagree coded as 2 Agree coded as 3 Strongly Agree coded as 4 If the scale mean e g Teacher Student Relations of a certain group of students e g P 4
20. be how you interpret data and what you can see A How did the P3 students Son for the Scale Attitudes to School Data Sample 1 Subscale has a Among the subscales under Attitudes to mean Heine demon than the territory norm School of them have a mean but the difference is very small People higher than the territory norm in the school should look into it subscale is negatively further trying to understand possible worded Subscale has a reasons mean higher than the territory norm the meanis ____ the standard deviationis and the effect size iS Data Sample 2 The data from all the subscales under In this sample if the median of a subscale Attitudes to School indicate that the is higher than the territory norm its __ students are spread and and ___ quartiles are also higher the there 1s no case territory norm On the contrary if the median of a subscale is than the territory norm its 25th and 75th quartiles are higher than the territory norm B How did the P5 students perform regarding the subscales under Social Integration Data Observation Data Interpretation Data Sample 3 The students demonstrate a Except item the rate of agreement difference on item of all items is than the territory norm C How did all students in the school perform on the scale of Attitude to School for the past three years Data Observation Data Interpretation Data
21. completed the survey 36 Exerciese 2 Step 1 Press and pull down the menu for Survey Administration Choose Survey Administration and press Publish Survey From Assessment Program for Affective and Social Outcomes menu select the survey Attitudes To School and then hit Publish For Target Users choose From Class or Form All Users or Random Selection and then hit Select User then select All users within the selected group s and then hit OK Choose Offline and then set Start End Date It s optional whether to fill in the objectives in the boxes Then press Save Step 2 Press and pull down the menu for Survey Administration Choose Survey Administration Then press Offline Survey Import Press Details next to the survey Attitudes To School Then press Download CSV Template Press Details on the right of Attitudes To School and press Import Response Press Browse button Choose file survey_import_template_Attitudes_To_School csv and then press Submit After importing data successfully press and pull down the menu for Survey Administration Choose Survey Administration and you can see Response Rate for the survey 37 Appendix II Data Samples 1 The Mean Plot of the Performance of P5 students for Attitudes to School Subscale Fl Ek Achievem
22. e Learning Motivation Social Relationship Scale Subscale Attitudes to School e Achievement e Experience General Satisfaction Xx e Negative Affect lt S e Opportunity e Social Integration of e Teacher Student Relationship 4 Motivation e Affiliation e Competition e Effort e Praise e Social Concern e Social Power e Task e Token Causal Attribution e Failure Ability Attribution e Failure Effort Attribution e Failure Strategy Attribution e Success Ability Attribution e Success Effort Attribution e Success Strategy Attribution Learning Competency e Creative Thinking e Critical Thinking e Problem Solving 5 as 3 O V V 7 V Z V 7 7 J J 10 Scale Subscale Independent Learning Capacity e Academic Affect e Academic Initiation e Academic Monitoring e Academic Self Concept e Change to Improve e Costs of Help Seeking e Education Aims e Goal Setting e Inquisitiveness e Strategic Help Seeking e Study Environment Control e Study Plan e Value of School Work Values Code of Conduct Commitment Attitudes toward the Nation Perseverance Sense of Responsibility Social Harmony Well behaved School Concern gt O ae 15 d 0 EQ 9 N Learning Strategies Quality of School Life Learning Motivation Relationship Moral Conduct e Eo TN RR ON OT O a E A E Ne A O A A AS A NI R Ty e A Oe AS D The Design of
23. e number is less than 100 students Item bar charts provide an easy visual aid for schools to detect differences between this school and schools in item level oy J 4 Cross year Comparison Plot At the current stage Cross year Comparison Plot is only applicable to the scale for Attitude to School ESDA will soon add this format for other scales as well At most it allows comparisons across three years This format allows the display of the overall performance of all the students in the school for the selected scales across the past three years thus informing the school of its progress 4 00 3 50 3 00 i I i E 2 50 F Y ji E 2 00 1 50 1 00 Ti O T ao Es en e a S 2 5 85 5 S I35 5 5 TEL E s s e 8 5 2 E e e a E E a E O N io As pub o En gt Achievement fi aha Experience EFE General Satisfaction E Ip As Upper Bound EPR Key 23 Mean FHS This School 44 Mean Fie ear 2010 Territory norms 20108 24 RH Lower Bound FBR Y 7 gt intervals for HK norm are very small the values of lower and upper bounds are not shown EWE gt hoe aan LARA E ER Subscale ER 3 12 RCL 2 80 33 K Data Interpretation Exercise K 1 Using Report Viewer Use Report Viewer to show the data of P5 students for the scale Attitudes to School K 2 Data Interpretation Use relevant data in Appendix Il to discuss the following problems and descri
24. ent ILEX Experience FEE General Satisfaction FECA E JR Negative Affect Am RE Social Integration it EFRA Teacher Student Relationship RARA Lower Bound Mean 4933 Upper Bound Standard Deviation No Of Respondents Effect Size EFE ENE ASB URE IE poow em oe ae E poe ee es am om e IT peso o e meor te IO os IE IE po if ee st pom e l w y r mem ow om ame 38 2 The Box Plot of the Performance of P5 students on Attitudes to School Minimum 25th Percentile Median 75th Percentile Maximum No Of Respondents 5 MA 25 HAE MEA B 75 MENA EA EEN Subscale Achievement ILEX Experience EJE General Satisfaction A AL Negative Affect Am Social Integration it ERA Teacher Student 39 3 Item Bar Chart of the Performance of P5 students on Social Integration 0 10 20 30 40 90 60 10 80 90 100 Strongly Disagree Strongly Standard disagree Agree H REE A SE 7 agree ti ENE Ela ZE 0 Other students accept me as l am f gt People at school trust me 26 09 39 75 26 09 Q 34 HARRESA Q 34 HK 27 52 42 44 21 73 2540 To am popular with other Q 35 FrALSAP EAE Aha Q 35 HK 4 74 16 11 44 14 35 02 3 09 0 83 2533 ES Rive tA gt 1 geton well with the other Q 35 7 55 23 27 37 11 32 08 2 94 0 93 159 students in my class Q 36 FESR BA ahaa 06H 1296 1296 96 E
25. g scales and subscales A Introduction of Assessment Program for Affective and Social Outcomes 2nd Version APASO ID A l Development To provide support to schools for self evaluation EDB launched the Assessment Program for Affective and Social Outcomes APASO in 2003 This has facilitated schools to examine their students development and needs in the social and affective domains and the effectiveness of related measures implemented in schools They can then use the feedback to further improve on their planning with programmes to benefit the whole person development of their students Since its implementation APASO has been widely adopted by schools across Hong Kong In view of the latest education development and schools needs the APASO has been updated regularly In 2008 EDB commissioned HKIEd to conduct a comprehensive review for the purpose of revising the APASO and updating the norm data EDB has now completed the revision of the APASO and launched the APASO II for schools during 2010 11 school year A 2 Framework APASO II is an enhancement of the previous version The scales and the norm data of the APASO have been updated according to the education aims and the latest education development in Hong Kong To cater for the needs of different schools it encompasses a wider range of items in the social and affective domains APASO II Primary Self Self Self others school Society a o a Y Self Self C
26. gree Strongly Agree with the statement Percentage distribution for each option of the items 1s indicated by a different color pattern respectively Strongly disagree E FH 2 Di FARE Agree WEE 5 Strongly agree EA HK Schools Rae eee _ _ SEALE ths Key 5 This School AR AN SEE x 10 pubs ID 407 Ir Os POr ao a0 100 LLLLLLLLL LLL LL fa Pa tem 8 Deviation Respondents Effect Size RE A TH eer Bo on un we Jun Q1 HEART gt flama success as a student pee 02 FEA Re llan good at schoolwork Ne E EN Q I HK 10 15 32 88 38 15 18 82 9814 achieve a satisfactory standard in my FP work MS l nae bat 25 26 24 91 24 91 ape Negligible f A school needs to dee if scale or item level results are required Scale level results e g Attitudes to School give a broad overview of a selected domain e g students attitudes toward their school as reflected in their quality of school life and 1ts subscales e g Teacher Student Relations Scale level results are useful for school policy decisions concerning the affective and social outcomes of students On day to day operations teachers might want to refer to Item level e g My teacher takes an interest in helping me with my work results Note only available for raw scores which give detailed information for each question item Furthermore percentages have little meaning 1f th
27. ionship is still hard to be confirmed For example students improvement in moral conduct can be due to various reasons including students maturation as time passes social events and parents education at home Thus whether the intervention programme is really effective depends on schools professional judgment Data generated from pre test post test comparison only provides one source of information for schools to consider D 2 Longitudinal Design Some schools may be interested to track students development across years To achieve this purpose schools can adopt the longitudinal design Every year students complete the same set of scales subscales that correspond to schools key areas of developmental concern For example if the school concern is on students social relationships then students need to complete annually a set of relevant scales like social integration teacher student relationship Interpersonal Relationships affiliation social concern parent relationships peer relation and social harmony Similar administration can be applied to other school concerns like quality of school life and values Depending on changes of scores across years schools can take possible 12 follow up actions For example if students self concept on social relationship drops across years more than that of the norms then schools may consider launching some programmes to build up students social and communication skills 1f
28. is above 2 5 there is reason to believe that the students on average have positive attitudes However how they really measure will have to depend on whether the mean for this group of students is above or below the norm in raw scores In other words analysis using raw scores gives substantive meaning anchored on the items and the response scale The disadvantage of using raw scores is that the scale is not linear The distance between a pair of adjacent categories say 1 Strongly Disagree and 2 Disagree is not the same as that between another pair of adjacent categories say 2 Disagree and 3 Agree making interpretation of the meaning of distance on the scale difficult Non linearity is particularly prominent at the two ends of the scale In comparison Rasch scales are linear and the distance between 2 units logits on the scale is constant Historical data are meaningful given this constancy Nevertheless the origin of each scale is set at the average of the set of items in the scale thus interpretation of the scale needs to refer to the items making up the scale Raw Score 3 9 3 9 3 8 2 6 3 8 2 5 2 6 2 5 J 2 Box Plot The graph below shows the observation method of box plots and its representation in the report in ESDA 450 400 350 3 00 J 2 50 4 200 150 1 00 0 50 0 00 a L E n a Ha a O sd z in D E S T o aL o a E cm a O e Lu m T Ti m o aL a a Maximum BK Maximum RAH 75th
29. lass or Form All Users or Random Selection Select User y O From Group or Individual User Manual Selection rd 5 For Target User choose From Class or Form All Users or Random Selection and then hit Select User 2 select User ee selection Mell Method Raconierial EOS of students alculate recommended percentage of students Percentage of students to be chosen le Catcutate Number of student chosen The recommended minimum number of users is 35 6 Select All users within the selected group s and then hit OK From Group or Individual User Manual Selection Mode Qoniine Offline Start End Date from 2010 4 09 17 4 To 2010 9 09 Objectives Eng a E D Objectives Chi El Target Respondent Eng According to selected Target Users Target Respondent Chi According to selected Target Users 7 Next choose Offline and then set Start End Date Then press Save It s optional whether to fill in the objectives in the boxes 23 Published Staph A FConc nt Self Concept Survey Import al offline responses are into the system please cick Export to KB de Survey Title Start End Date Target Respondents User Selection Mode Mode Response Rate Publish Date Published By Last Update 2010 09 17 2010 09 17 Start End Date 2010 09 17 2010 09 17 Self Concept
30. lified model with different scales corresponding to different layers of social influence It can be seen from the figure below that the individual 1 e SELF is at the centre of the diagram and there is the Self Concept scale that measures students affective and social performance related to the self The self is surrounded by immediate environment such as peers family and school The six scales that measure students affective and social performance related to these immediate social influences are Interpersonal Relationships Attitudes to School Motivation Causal Attribution Learning Competency and Independent Learning Capacity Immediate environment is further surrounded by the community that has less immediate social influence than the peers or school The scale that measures students affective and social performance related to community are in the Values scale and subscales SELF Self Concept IMMEDIATE ENVIRONMENT SELF OTHER Interpersonal Relationships IMMEDIATE ENVIRONMENT SELF SCHOOL Attitudes to School Motivation Causal Attribution Learning Competency Independent Learning Capacih COMMUNITY Values Correspondence between Bronfenbrenner s 1995 model and scales in APASO II 8 C 2 Examples of Scales Selection Based on the assessment objectives schools can select related scales subscales or their own combinations for their questionnaires To illustrate how schools can select APASO
31. mber of scales to be administered at any one time in order not to overload their students Schools may administer the APASO II scales on a class or group basis during class time Schools should not arrange for a large number of students to complete APASO II questionnaires in one place simultaneously it would be more preferable if it is on a class or group basis Students should be separated sufficiently in their seating to allow privacy and confidentiality in responses to questions This is vital as these are self reports and there is no time limit on any of the tools The teacher responsible for the task of APASO II data collection must state briefly the purpose and method of responding emphasizing that the questionnaires will be anonymous and the information strictly confidential and that there will be four levels of responses Nevertheless evaluative wording such as right or wrong high or low strong or weak should be avoided The briefing should not be too long not longer than 10 minutes When the students respond to the questionnaires teachers should not assume a monitoring role or check the students responses as this may cause students not to give their true responses to items For students with difficulty in reading teachers may read out loud the instructions for completing the questionnaires and also read out loud each item as the students progress through them This way problems related to reading ability may be
32. o with standards and students affective and social performance is affected by various factors we do not encourage the use of such data as the basis for comparing the effectiveness of different schools For the latest news and details of the Assessment Program please visit the following website http apaso edb gov hk B Introduction of E platform for School Development and Accountability ESDA B 1 Purposes It supports the school self evaluation SSE and promotes the efficiency in conducting SSE It also alleviates teachers workload B 2 Functions ESDA is used by schools to collect and manage self evaluation data including the administration of on line Stakeholder Survey SHS assessing students affective and social outcomes performing analysis of data collected and publishing the related data reports For the latest news and details of ESDA please visit the following website http esda edb gov hk The version of ESDA that includes APASO II functions is 3 1 0 Intertace Setting Stern Setting Student Faen Password Reset systern Backup Procedure ester Log Group Management School o ESDA lapor ser List Restore Deleted Users Expert User List Input EPM Data Input Physical Development Data Iraport EPM Lata C Scales Selection Guidelines C 1 Concept The scales available for use from APASO II are organized on the basis of Bronfenbrenner s 1995 model The figure below illustrates the simp
33. oncept Interpersonal Relationships Attitudes to School Quality of School Life Motivation Causal Attribution Learning Competency Independent Learning Capacity Values A 3 Purposes The purposes of APASO IT O It supports schools to obtain objective student performance data in comparison to related indicators for self evaluation This instrument is intended to measure a group of students or all students in the school rather than individuals O Schools can gain an in depth understanding of students performance and development in the affective and social domains This facilitates the evaluation of the impact of support services and activities on the students and then the formulation of an action plan for improvement O Parents can also get information on students performance in these domains through various channels such as parent meetings and school reports A 4 Guidelines When using APASO II users should consider the following questions v What is the purpose of conducting an APASO II survey v What sort of data are collected from APASO II v Is it to understand certain affective and social behavior of students Y Or do you want to understand the impact of a certain intervention or a program Schools are advised to identify a set of APASO II scales to suit the school needs The majority of Primary Primary 3 or above students can complete 80 to 100 items from APASO II scales in around 30 to 40 minutes Schools have to limit the nu
34. teacher student relationship drops across years more than that of the norms then schools may consider launching some programmes to build up relationship or alerting teachers to spend more time to communicate with students Special attention may be paid to a particular class or a particular grade level of students who get exceptionally low scores on some scales If necessary schools may seek professional advice from school psychologists school social works and other professionals in tertiary institutions D 3 Developmentally Sensitive Strategy Schools may rotate the administration of scales across cohorts based on students developmental characteristics This means schools may administer different scales for different grade levels of students It 1s advised that quality of school life and social relationship are two areas that can be assessed in early years as they play significant role in students development Previous literature indicates that quality of school life or attitudes to school is one of the indictors of school effectiveness Ainley 1994 Ainley 2006 It is an important factor that predicts students academic achievement their learning motivation and their general well being Cheng amp Le 2005 Mok amp Flynn 2002 Philips 1978 Interpersonal Relationships are also crucial for healthy psychological development including providing support to deal with everyday pressures and facilitating school adjustment Berk 1997
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