To build a data-driven and an evidencebased school self-evaluation culture
through the use of APASO
Sharing Outline
Part I : How to set the stage?
Part II : How to collect data?
Part III :How to use the data?
Part I : How to set the stage?
1)Background in using APASO
2)Purpose
3)Choice of personnel
4)Choice of scales
5)Sample size
Background & Purpose
Year
Status
2011
End of SDP (2008-2011)
Purpose
• Locate the foci for next
SDC (2011 -2014) and
planning ahead
2012
1st year of SDP (2011-2014) • Cross –year reference
• Evaluation of measures
in Major Concern 1
(1st Year) and planning
ahead
2013
2nd year of SDP (2011-2014) • 3-year trend
• Evaluation of measures
in Major Concern 1
(2nd Year) and planning
ahead
*SDP: School Development Plan
Choice of Personnel
People are more important than system
1. Teacher-in-charge of SSE
2. Senior teacher (e.g. School Development
Committee members or School Improvement
Committee members )
3. IT teacher / Mathematics (Statistics) teacher
4. IT Technician
Choice of Scales
Year
Scales and sub-scales
Mode
2011
Attitude to School (Attitude)
Motivation: (Learning)
• Affiliation
•Praise
•Task
•Token
Online mode
2012
Attitude to School(Attitude)
Motivation:(Learning)
•Praise
•Task
•Token
Online mode
2013
Attitude to School(Attitude)
Motivation:(Learning)
•Praise
•Task
•Token
Online mode
Sample size
Year
Students
2011 All students
(S1 – S6)
2012 All students
(S1 – S6)
2013 All students
(S1 – S6)
Teachers
All
teaching
staff
All
teaching
staff
All
teaching
staff
Parents
20%
(S1 – S6)
20%
(S1 – S6)
20%
(S1 – S6)
Part II : How to collect data?
Time & Venue
Year
Students
2011 Roll call / Computer
2012 Literacy Lessons
2013 (2-3 weeks in
Teachers
Anytime
(3 weeks in
March )
March for S1 – S5) Link in eClass
(S6 in late Feb)
Computer Rooms
Parents
Parents’ Day
(Late
February)
Computer
Room
Part III : How to use the data?
1) Observations
2) Collection of other supporting data
3) Follow-up discussion or meetings
4) Finding solutions and making
suggestions
From raw data to discussion focus
Focus for further
investigation
Cross-year
Trend
Item Bar
Chart
Box Plot
Mean Plot
Mean Plot

Study the Mean and the HK Norm
Is the mean higher or
lower than the HK
norm?
e.g. Negative Affect
higher than the norm
/T-S Relationship
lower than the norm
Mean Plot

Study the Effect Size
Effect Size?
Negligible / Small/ Moderate / High
Box Plot
Study the following:

Maximum

75th Percentile

Median

25th Percentile

Minimum
Box Shape?
Item Bar Charts

Study the specific questions
Spot the foci
Item Bar Charts

Study the bars and the percentages
Percentage of “strongly disagree” and
“disagree” is higher than HK norm
Item Bar Charts

Study the questions, the Mean, the HK Norm and the Effective Size
Effect size is moderate
and small
Cross-year Trend
Bar
charts
are
more
readerfriendly
Cross-year Trend
Study the cross-year trend
NSS
phenomenon
Is the trend rising or declining?
Cross-year Trend
Study the cross-year trend
Rising trend slightly higher than HK norm
From Focus to Plans
Planning ahead
Meetings &
Suggestions
Verifications
Identifying
Focus
Further verification
Other school
records
ESR report
Meeting social
worker
External surveys
Focus
Internal surveys
Redo the survey
Meeting teachers
Meeting students
Verification with other findings
External Survey
Internal Survey
Meetings
ESR report
SWOT analysis
Students
SHS
KISS analysis
Class Teachers
PISA
Discipline records
Subject Teachers
ECA records
HoDs
Counseling record
Parents
Life-wide learning
record
School Development
Committee
Tools facilitating meetings & discussion
Follow up discussion of stakeholders and APASO(2011-2012)
Participation
Ownership
Tools facilitating meetings & discussion
Follow up discussion of stakeholders and APASO II (2011-2012)
Follow
up or not?
If yes, how?
Tools for identifying focus for follow up action
Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013)
Appropriate Summary and
Guidance
Tools for identifying focus for follow up action
Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013)
Appropriate Summary and Guidance
Case Study 1 : Negative Affect in S1
Meeting students
Meeting teachers
Case Study 1 : Negative Affect in S1
Meeting S1 Students and class teachers
Case Study 2 : Motivation _ Learning Drive,
Attitude and Strategies
Staff Development Day
Teachers were assigned with different survey
findings and questions for discussion
Case Study 2 : Motivation _ Learning Drive,
Attitude and Strategies
Discussion tools
Documents are tabled to facilitate group
discussion
Case Study 2 : Motivation _ Learning Drive,
Attitude and Strategies
Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013)
Stakeholders’ survey & APASO
Questions are similar
Tools for making suggestions
Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013)
Tools for making suggestions
Colleagues
made
suggestions
to enhance
students’
drive in
learning
Tools for making suggestions
Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013)
Tools for making suggestions
Findings from Stakeholders’ Survey : Cross –year Trend (2010- 2013)
Case Study 2 : Motivation _ Learning Drive,
Attitude and Strategies
Teachers presented their observations and
suggestions
Planning Ahead
Endorsement of ASP in
SMC meeting
SDC/ HoDs / Staff
Meetings
Drafting of
ASP
Observations &
Suggestions
*SMC : School Management Committee
*ASP : Annual School Plan
Conclusion
APASO is :
A Good Tool for School Self-evaluation

The use of APASO played an important role
in PLANNING and EVALUATION process in
the
PIE cycle.
Conclusion
APASO can :





Facilitate more objective and sound judgments
Keep good tracking record for school
development
Provide a good platform for whole school
discussion
Help enhance transparency and ownership
among colleagues
Set a model for different teams and units to
follow
Bonus
A data-driven and an evidence-based
culture was gradually built.
Thank You