Training Manual
Contents
1. Self Self Self Self Self others school Society Future HH 1 eto A ity Self Concept Health amp Well Being Stress Management Interpersonal Relationships Attitudes to School Quality of School Life Motivation Learning Competency Independent Learning Capac Leadership Ethical Conducts National Identity amp Global Citizenship Goals of Life A 3 Purposes The purposes of APASO II It supports schools to obtain objective student performance data in comparison to related indicators for self evaluation This instrument 1s intended to measure a group of students or all students in the school rather than individuals 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 Parents can also get information on students performance in these domains through channels such as parent meetings and school reports A 4 Guidelines When using APASO II users should consider the following questions Y No CS UN What is the purpose of conducting an APASO II survey What sort of data are collected from APASO II Is 1t to understand certain affective and social behavior of students 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 scales2. 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 do 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 their 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 1s 3 1 0 Interface Setting system Setting Student Parent Password Reset System Backup Procedure system Log Group Management Account Management Inpe User List Restore Deleted Users Export User List Survey Administration Tapert Survey Package Download Survey Template
3. Sm d 8 o BH u Scale Subscale Independent Learning Capacity Academic Affect Academic Initiation Academic Monitoring Academic Self Concept Change to Improve Costs of Help Seeking Goal Setting Inquisitiveness Reading Strategy Strategic Help Seeking Study Environment Control Study Plan We Ay CN CSS UNS e UG ONO ONLUS Ss OX TO NS SN MN USO A ONLUS NC SS Value of School Work Ethical Conducts Commitment Ethical Conduct No Indulgence Life Style Perseverance v Self Control National Identity and Global Citizenship Goals of Life O Expectation on Career O Goal Setting O Goals of Life 11 School Concern Social Relationship 1E o M z o aa Self Efficacy Values A lt S D The Design of APASO II 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 th
4. Input EFM Data Input Physical Development Data kapot EPM Data 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 simplified 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 1s the centre of the diagram and there are three scales that measure students affective and social performance related to the self The three scales include Self Concept Health and Well Being and Stress Management The self is surrounded by immediate environment such as peers family and school The five scales that measure students affective and social performance related to these immediate social influences include Interpersonal Relationships Attitudes to School Motivation Learning Competency and Independent Learning Capacity Immediate environment is further surrounded by community that is less immediate social influence The scale that measures students affective and social performance related to community includes Leadership Ethical Conducts and National Identity and Global Citizenship The community is surrounded by the future The scale that measures students affective and social performance related to future 1s Goals of Life SELF Self Concept Health and Well Being Stress Management IMMEDIAT
5. II data collection session students should not be administered more than 100 items iv indicates the subscale is negatively worded School Concern gt a a c 3 un O3 O A Q Eh E as 5 o 5 E S 0 E gt ao 3 d Ss se 38 3S 53 E o o BH 2 Oo oO O o0 O D Scale Subscale 20 On dz A A 2 t 27 Y Self Concept Emotional Stability General Honestly Trustworthiness Mathematics Parent Relationships Y Physical Appearance Verbal Health amp Well Being o y Stress Management YY V v Y V v Y V v Y DS Values Scale Subscale Interpersonal Relationships O Care for Others Interpersonal Competence Respect for Others Share Social Skills Support Attitudes to School Achievement Experience General Satisfaction Negative Affect Opportunity Social Integration Teacher Student Relationship Motivation Affiliation Competition Effort Praise Social Concern Social Power Task Token Learning Competency Creative Thinking Critical Thinking Problem Solving Time Management Learning Strategies Se Be Ne SS Quality of Se CN Ae CSS M 0 X School Life 10 Learning Motivation DE OE NS Ko M OS e UNS UN ON Te 1 No fe M R A School Concern E F s is oe S O Aw ta A V Y Y y Y Z Y V Z Self Efficacy Values School Life Quality of Learning Motivation un en
6. group of students e g P 4 is above 2 5 there 1s 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 1s 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 8 2 6 2 5 30 J 2 Box Plot The graph below shows the observation method of box plots and its representation in the report in ESDA 4 50 400 350 3 00 2 50 200 1 50 1 00 0 50 0 00 c X v a an D ce i 2 LB fo n g g L oO oO o D wo o 5 j i oO o 0D 5 Maximum RA Maximu
7. scales combination in accordance with school s own needs Please refer to the examples and oes 1 l n 3 Press Publish to publish the newly created survey 16 Test Secondary Student Target Users O From Class or Form All Users or Random Selection lant I lear 3 pH ip 9 From Group or Individual User Manual Selection Select User a Mode Online eim Start End Date From TO 09 y 4 Under Target Users choose From Group or Individual User Manual Selection and then press Select User 4C w 406 LAU SHUI LEUNG 14C07 LAW PUI HUNG 4C08 LEE CHUI TING 4C09 LEE PO YU 4010 LEE TUNG HEI Ae 3C 12 UU CHEUK HIM E 4014 NG CHOI PING 4C15 NG KIN TO HCT LEUNG LAI MING 4013 LO MAN YU 4714 NG CHOI PING 4015 NG KIN TO 4016 OR SIU NGA 4717 PANG CHI HUNG 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 he Mode Online o Offline Start End Date Erom 2010 9 09 4 20 ro 2010 9 09 20 Objectives Eng Objectives Chi Target Respondent Eng According to selected Target Users Target Respondent Chi According to selected Target Users 6 Choose the Online mode and set your Start End Date a
8. to suit the school needs The majority of Secondary students can complete 80 to 100 items from APASO II scales 1n around 30 to 40 minutes Schools have to limit the number 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 1s 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 4 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 th
9. 0 1 2 Motivation 2010 09 20 2010 09 20 Student all Offline 92 78 822 886 Offline Survey Import 14 Press Details button on the right for the relevant survey to view its status 20 Published Survey Details Survey Title Start End Date Target Respondents User Selection Mode Mode Response Rate Publish Date Published By Last Update Cancal Survay 2 4COll 4C013 4 1 LoginID User Name Test 2010 09 20 2010 09 22 4C11 LEUNG LAI MING Random Online 50 1 2 2010 09 20 Administrator 2010 09 21 08 35 22 Manual Download Questionnaire Downa Update Start End Date MP Submissior Status 4C11 LEUNG LAI MING 4C13 LO MAN YU Y 15 Press Download User List menu and check if the students have completed the survey 2l 1 Click on ESDA to switch to ESDA window Y T ume 5 gt System Tools gt Interface Setting 2 Press and pull down the menu for Survey Administration Choose Survey Administration 3 Press Publish Survey Assessment Program for Affective and Social Outcomes E User Manual Technical Manual on Scales chnical Manu surama Pre defined Survey To publish a survey using the given scale subscale combination Self Concept Health amp Well Being Stress Management Interpersonal Relationships Attitudes To School TT 4 From Assessment Program for Affec
10. 39 75 26 09 Q 34 Eta Sabem Q 34 HK 27 52 42 44 21 73 2540 o am popular with other Q 35 Eee spp BE Q 35 HK 4 74 16 11 44 14 35 02 3 09 0 83 2533 ES Rive tA Igeton 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 ALE ass 1296 ETE 96 oma oma 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 EUCH 63 39 40 35 55 E 2523 Other students are very friendly Q 37 20 37 38 27 32 72 Q 38 TEE PAREN asso 1156 11 56 ms 30 38 70 19 45 ES 2535 RIE JE c Other people ERES at school care what Negligible Q 38 15 53 24 84 40 37 19 25 think 4 4 00 3 50 3 00 2 50 2 00 1 50 1 00 4 2008 09 2009 10 2010 11 Year 2010 Norm Achievement pi Experience EFE General Satisfaction Cross year Comparison Plot of the Performance of all students in the school on Attitudes to School 2008 09 2009 10 2010 11 Year 2010 Norm 2008 09 2009 10 2010 11 Year 2010 Norm FERE EA ES pike QO r T lt Ol T lt QO r T lt QO r T Z O Z O ae O Z O O 1O oO o oO o oO o olol Z lt olol Z lt oOloi i iz oOliloi Ii iz O O O O O O O O O O O O O O O O NINNIN NINI NIZ NINNIN Z NINI NIZ O O O O N N N N run ro qv qv qv qv OD 0 OD ab gt gt gt gt Negat
11. Development and Accountability ESDA The guidelines for selecting and using scales and subscales A Introduction of Assessment Program for Affective and Social Outcomes 2nd Version APASO II A 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 Secondary
12. E ENVIRONMENT SELF OTHER S C Interpersonal Relationships TS 7 IMMEDIATE ENVIRONMENT SELF SCHOOL Attitudes to School Motivation WS Learning Competency NS Independent Learning Capacity COMMUNITY Leadership Ethical Conducts National Identity and Global Citizenship SELF FUTURE Goals af Life 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 II scales subscales for different purposes the table below presents some combinations of scales subscales that schools can use to address their concerns For example if schools are interested to know more about their students learning strategies they can administer two scales 1 e Independent Learning Capacity and Learning Competency 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 i The school concerns below are for illustrative purposes only ii More than one set of scales are sometimes included with a v 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
13. Sec Motivation csv in Offline data folder and then press Submit CI gt Survey Title Motivatio c y ate SYSTEM CODES j en A Start End Date 2010 09 20 2010 09 20 PLA B D Target Respondents Student Survey Titl Start End SYSTEM CODES m B 2 Ll Strongh2 Disagre3 Agree 4 Strongl39 Don t know NA User Selection Mode All _3 Morm MF orf Fer Leave it blank if not appropriate Mode Data Import Cl KPM2008 Survey Administration Import Data Failure Import Data Failure Reason Invalid Survey 13 Please note If the SYSTEM CODE submitted for survey doesn t match that from imported file it will result in Import Data Failure Import Data Successfully Total no of record 886 Imported no of new record 886 Survey Title Start End Date Target Respondents Mode Response Rate Motivation 2010 09 20 2010 09 20 Student All Offline 100 886 886 Offline 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 25 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 i
14. Workshop on Application of the Assessment Program for Affective and Social Outcomes 2nd Version Training Manual For Secondary 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 iusso tuse aiu E a EDU 3 B Introduction of E platform for School Development and Accountability ESDA s sued Saad Gala Lade aa O a aa aaa 7 Ca Scales selection Idle asas 8 D The Design of APASO I SUV CY usando iii e 12 E Group Discussioun 14 Ist PAVO O ER 15 F User defined Survey Publication and Data Import Online 16 G Pre defined Survey Publication and Data Import Offline 22 El Workshop EXEC is 26 Ume Wn tic I TEE 27 L UREVIEW OL SURVEY REDOR oue tee tipo ee POR ded anle esae Rl RUE deua 28 J Reports in APASO II and their interpretatl0N cccccccccnnnnnnnnnnnnnccnnnnnnnoss 20 K Data Interpretation EXEC Cursi illa 34 Appendix I Answer Key for the Workshop Exercise for reference 36 Appendix I Data Samples imss dilaci n 38 Appendix III Answer Key for Data Interpretation Exercise for reference 44 Unit One Learning Objectives In this unit participants will learn the following The background structure and guiding principles of APASO o The core functions of the E platform for School
15. 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 subscales like social integration teacher student relationship interpersonal relations leadership affiliation social concern and parent relationships Similar administration can be applied to other school concerns like quality of school life and values Depending on the changes of scores across years schools can take possible 12 follow up actions For example if 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 significa
16. e 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 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
17. e for raw scores which give detailed information for each question item Furthermore percentages have little meaning if the 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 92 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 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 mE E X 250 f x 1 x 2 00 1 50 1 00 ch ce e c T s 513 5 ER 3 S S IZIEIE A E C ES E E eI o a a o e CN E fr LH c m gt Achievement pages Experience RF General Satisfaction ttis Er RS Upper Bound EPR Key 3 Mean FHS This School 44 4 Mean Fie ear 2010 Territory norms 201 E Lower Bound FBR Y ry OF SHE intervals for HK norm are very small the values of lower and upper bounds are not shown EWE BENS LARA E ER Subscale amp J amp 3 amp 3 12 BR 2 80 33 K Data Interpretation Exercise K 1 Using Report Viewer Use Report Viewer to show the data of S5 students for the scale Attitudes to School K 2 Data Interpr
18. e 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 relationship 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
19. etation Use relevant data in Appendix II to discuss the following problems and describe how you interpret data and what you can see A How did the S5 students ZEHN 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 is 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 S5 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
20. for the past three years Data Observation Data Interpretation Data 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 1 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 5B01 7 to login the system Press View in the row of Learning Competency survey Then press Start to answer the items After the survey 1s 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 Pres
21. ive Affect amp Opportunity 7 Social Integration Teacher Student HIER TE EEB A Relationship Bf E B f 42 Cema EA A EA Achievement Elek Mmm E O Experience FEE Mamm E Mamm E o Mamm 9 W MamwWm E 9 Remum a om amo an om sm a WamuNm s 76997 Teacher Student Relationship ifiZE RAZ NO CO Appendix III Answer Key for Data Interpretation Exercise for reference A How did the S5 students perform for the Scale Attitudes to School 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 ofthem have a mean but the difference 1s very small People higher than the territory norm in the school should look into it subscale Negative Affect 1s negatively further trying to understand possible worded Subscale Social Integration reasons has a mean higher than the territory norm the meanis 2 79 the standard deviation is 0 75 and the effect size is Small 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 1f the
22. m A 75th Percentile E TAB Ej 43 187 75th Percentile E 751 Ei 3 18 Key ZS Median Hiir HK Schools EEB Median 1 37 82 This S 25th Percentile 25 Bl E 9 17 BY 25th Percentile 28 2518 Ej 43 178 Minimum S E Minimum vB Subscale amp l amp 3 amp Achievement RE pA RE SEXHQ 1o 20 24 f 20 4o 0 24 28 34 4 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 a
23. median of a subscale is _lower_ than the territory norm its 25th and 75th quartiles are higher than the territory norm B How did the S5 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 Data 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
24. n as System Administrator to check the status of survey being conducted Exercise 2 Using offline mode you should publish the pre set survey questions under Attitude 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 How to review different data reports How to interpret the data from different reports Summarize the learning issues and share the experience 27 I Review of Survey Report APASO II Report Survey Title pre defined Sel Concept Ouser defined Time frame and respondents No Available Rep Sel Concepi Health amp Wall Being Stress Management interpersonal Relationships Motivation er ee E re Survey 11008 pre defined AUS ii Scr User defined Time frame and respondents 2010 09 21 2010 09 21 Student AM Report Type Mean plot Data Set Raw Score O Rasch Score Al Junior All Senior Form 51 52 53 O Class 14 18 2A 2B 3A 38 44 48 S 5B Ba 6B T 7B Mala Female 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
25. nd then press Save It s optional whether to fill in the objectives in the boxes l SCHYEARREGNO CLASSLVICLASSCOCLASSNO ENNAME CHNAME SEX LOGINID PASSWORDOB HEIGHT 2010 M4B040 54 4B 40 LAUKAMMAN JHE M 46040 46040 5511997 g7 2010 40006 54 4c 6 LAU SHUI LEUNG HERE F 40006 4 C006 FDA 102 2010 440007 54 4c TLAWPULHUNG PHAR M ACOQT 40007 10 11 1997 ga 2010 440008 34 4c SLEECHUITING 4 M 4C008 40008 4111 1994 110 540 010 240009 4 4C 9 LEE FO YU SNO F 40009 4COQO 134 1997 Lab 541 2010 RACOIO 54 4C 1OLEETUNG HE XN M 4C010 4CO10 28 3 1997 97 542 2010 R4COLL 54 4c 11 LEUNG LAI MING ERES M 40011 40011 21 12 1997 90 43 2010 amp 4CO12 SA 4C 12 LIU CHEUK HI SEL 40017 40012 22199 100 2010 40013 54 4c 13 LO MAN YU eee F ACOl3 ACOLI3 15 5 1554 as 545 2010 44COl4 Sd 4c 14 NG CHOI FING BUE M 40014 40014 10 1997 102 BAR Moers SA AC 15 NG EIN TO AEE M arms aS WENA qu NULLI AAA ARS U slaccountaoility E S DA 7 Logout the system first then log in with the student s user names and passwords to complete the survey Questionnaire 2010 09 20 2010 09 22 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 next submission the system will prompt you but you can choose to submit the ques
26. nt role in students development Previous literature indicates that quality of school life or attitudes to school 1s 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 relations are also crucial for healthy psychological development including providing support to deal with everyday pressures and facilitating school adjustment Berk 1997 It is advised that independent learning capacity goals of life and national 1dentity and global citizenship 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 Goals of life includes expectation on career and other long term goals which are more relevant for students in higher grade levels National identity and global citizenship represents 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 adminis
27. or group combinations to yield specific survey results Schools can 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 tem 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 SACH HK SACH SEXPIHK SEXP SGES HK SGES SNEGIHK SNEG Upper Bound EPR T Key 231 Mean F38 HK Schools 884b Mean FHI This School 44 Lower Bound FPR T As confidence intervals for HK norm are very small the values of lower and upper bounds are not shown Fb eve RA SRA DSR LARA T RAISE Subscale amp J amp 3 amp Achievement p SX Be Experience HE E Scale mean 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
28. s Download User List to check if the students have 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 Open to open the file survey import template Attitudes To School csv follow the template format to enter the data and save the file 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 Ra
29. s compared with students in Hong Kong who Strongly Disagree Disagree Agree Strongly Agree with the statement Percentage distribution for each option of the items 1s indicated by a different color pattern respectively imma Disagree FAA 0 Agree WEB 5 Strongly agree amp Z LE 53 HK Schools EEB Hii OS d Key ES ey RSI This School dk 0 10 20 30 40 50 60 70 20 30 100 P as ERR JW item 8B EN JE Dii j cdi Deve Responden Effect Size StRETB E JE pes A Q THK 30 96 39 58 19 63 9844 0 1 AHMAD am a success as a student 25 26 25 26 24 74 24 74 Small Q 2 HK 28 76 45 27 18 39 9803 02 BABE RY am good at schoolwork Nie j 24 91 25 26 24 91 24 81 588 Small J IH Re Q 3 HK 10 15 32 88 38 15 18 82 9814 achieve a satisfactory standard in my work A school needs to determine if scale or item level results are required Scale level ka ra 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 its 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 availabl
30. t All Data Import 05 0 886 Survey Import Survey Title Motration 1 Start End Date 2010 09 20 2010 09 20 Target Respondents Student User Selection Mode All Mode Data Import Response Rate 0 0 886 Publish Date 2010 09 20 Published By Administrator Last Update 2010 09 20 15 51 09 L impor Response a B Download Survey Download CSV Template UE responses ant arpoded mo fe system please ick Pe A 8 Under the pull down menu of Survey Administration press Offline Survey Import 9 Press Details next to the survey Motivation 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 Motivation 1 Start End Date 2010 09 20 2010 09 20 Target Respondents Student User Selection Moda All Mode Data Import Response Rate 0 0 886 Publish Date 2010 09 20 Published By Administrator Last Update 2010 09 20 15 51 09 ponse y M Download Survey Download CSV Template 11 Press Import Response 24 Survey Title Motivation Import Mode append Replace CSV File Browse Submit APASO Import Survey Title Motivation Import Mode Append O Replace CSV File m want to remove al imported responses from the system before importing the new records please select Rep oe in Import Mode o 12 Press Browse button Choose file
31. t Econ Ten school c pem necs refer F1 l If y you want to customize your own survey under Survey inser select Add Survey 1 Select the combmation of scales subscales 2 Enter the survey ttle which must be different from the pre defined or user defined survey titles 3 Enter the purpose of the survey 4 Click Submit to add the survey Survey Title EN Test Survey Title ZH Test Purpose Workshop Total no of items 22 The total number of items should not exceed 100 CISEMO Emotional Stability B CISGAL General 5 O SHON Honesty Trustworthiness g Self Concept 5MAT Mathematics 7 SPAP Parent Relationships 7 sPHY Physical Appearance 7 SvER Verbal 5 10 5 5 5 g 6 6 pi 2 Health amp Well Being sTES Test Anxiety LISREC Recreation 3 Stress Management SSEE Self Encouragement LISSIC Situation control z 5CAR Care for Others 51NC Interpersonal Competence V SRES Respect for Others do A re e o le co o co a e om 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 EN system Tools ma SCC E M port 1 SEF N nbr ae Verte E A mur Leadership Ethical Conducts Preview Prego National Identity amp Global Citizenship Goals of Life To publish a survey using school s own scales sub
32. te for the survey 37 Appendix II Data Samples 1 The Mean Plot of the Performance of S5 students for Attitudes to School Subscale amp l z amp z amp Achievement Egli Experience EJE General Satisfaction TE HS IRAE Negative Affect Am Social Integration it HEBR DR Teacher Student Relationship ifi E RAZ Lower Bound Mean Upper Bound Standard Deviation No Of Respondents Effect Size 3 FER EEA po um um mm NNNM proa xs ze xe om e me mew m om me Bog ze ze om om e tez sew e ew me meam 1 om m www e 9 Bee su sm ss om e bevara moms Jem e me mw leo o me 38 2 The Box Plot for the Performance of S5 students on Attitudes to School Minimum 25th Percentile 55 Median 75th Percentile Maximum No Of Respondents Subscale amp l F lt Achievement Egg Experience FEE General Satisfaction Neri jh Social Integration jt FEBR DR Teacher Student HK 1 00 2 11 3 00 3 00 4 00 39 3 Item Bar Chart of the Performance of S5 students on Social Integration 0 10 20 30 40 90 60 10 80 90 100 40 Strongly Disagree Strongly Standard disagree Agree H REE CC SE u agree fi ZA TS Ela 70 RR 0 Other students accept me as l am f People at school trust me 26 09
33. tering 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 1s not satisfactory 14 Unit Two Learning Objectives In this unit participants will learn the following 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 1mplementation of a survey How to import survey data offline 15 O Survey EDIC A On and a mau ene sur Fidi ppt To School Presto Motivation Publish eaming Competency Publish Independent Leaming Capacity Publish ILeadership Pres Publish Etha Conduce Ez National Identity amp Global Citizenship Goals of Life To publish B Survey CIIM schools own scales sub scales combi matron v
34. tionnaire without answering the left out questions 9 Read Instruction for APASO on the screen carefully Press Start when user is ready to complete the survey E I care about other people s safety oo I care about other people s health I keep in touch with my relatives I keep in touch with my friends I would not hurt other people s feelings I always greet people I treat people with respect I speak gently I always point out the positive qualities of others OO0000 800 0000000000 000000000 I listen carefully during conservation Bob obcboDob lt I trust people O O O e Confirm Back 7 O O I am 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 BE Be CIR SS TEES 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 m TE ement y gt System Tools gt System Setting Impo Ts Bar A Sun T SEPT TE ure 13 Press and pull down menu for Survey Administration Choose Survey Administration Published Survey O Survey Title Start End Date Test 2010 09 20 2010 09 22 4C11 LEUNGLAIMING Manual Online 5
35. tive and Social Outcomes menu select one of the surveys For demonstration in this manual we choose Motivation and then hit Publish Motivation Secondary Student Target Users D From Class or Form All Users or Random Selection Select User O From mia Individual User Manual Selection 5 For Target User choose From Class or Form All Users or Random Selection and then hit Select User 27 Select User Recommended percentage of students culata rac Percentage of students to be chosen Calculate 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 O From Group or Individual User Manual Selection 7 if Mode OOnline Offline Start End Date erom 2010 09 20 v To 2010 09 w 20 v bjectives Eng Objectives Chi E 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 Survey Survey Type Year 2010 11 bd O Survey Title Start End Date Mode Motivation 2010 09 20 2010 09 20 Student AI Offline 0 0 886 Dx Publish Surve Survey Import Suney Typa EUM 2010 1 v 2010 09 20 2010 09 20 Studen
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