The international experience, with particular reference to Hong Kong and Australia Peter W. Hill How will the proposed reforms to qualifications in the.

The international experience, with particular reference to Hong Kong and Australia

Peter W. Hill

How will the proposed reforms to qualifications in the UK impact on standards?

Outline

• Certification structures• Content standards• Performance standards

Certification structures

Entry to secondary

End of lower

secondary

End of upper

secondaryTraditional

End of lower

secondary

End of upper

secondaryComprehensive

Universal full secondary End of secondary

Hong Kong ‘334’ reforms

Y7 Y8 Y9 Y10 Y11 Y12 Y13 Y14 Y15 Y16

UndergraduateSenior secondaryJunior secondary

HKALHKCEE

Prior to 2012

Junior secondary Senior secondary Undergraduate

HKDSEFrom 2012 Chinese, English,

Mathematics, Liberal Studies and 2-4 other subjects

Hong Kong: From grades to levels

HKCE

HKAL

B

A

C

D

E

F

U

5**

HKDSE

U

4

5

3

2

1

5*

Content standards

How do curriculum intentions and what is assessed in this subject compare with that in other high performing nations?

Quantitative benchmarking

Benchmarking assessments

“Assessments should be evaluated against those of the leading education countries, in terms of the kinds of tasks they present as well as the level of performance they expect “

Stanford Center for Opportunity Policy in Education Criteria for Higher-Quality Assessment, June 2013

Performance standards

How do levels of performance compare with that of other countries, having regard not just for average levels but of the distribution of performance?

HK: Performance standards

indicative cut score

ExaminationMonitoring Test

confidence interval

HK: Benchmarking performance standards

• UK: recognition of HKDSE through UCAS tariff system

• HKDSE accepted by 140 leading tertiary institutions worldwide

Australia (NSW)

• Reporting of scores as well as grades

• Use of normative and standards referenced reporting

Reporting standards

Some suggestions

• Consider the impact of any changes in standards of the GCSE on standards at ‘A’ Level

• Use a rigorous methodology to benchmark content with leading jurisdictions

• Gain early agreement on new performance standards• In setting standards, ensure fine discrimination at the top and

a ‘C’ grade that is challenging but achievable• Maintain standards through the use of professional judgment

informed by modern psychometrics and systematic sampling of student scripts around cut-scores

• Consider reporting more than just grades