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

How will the proposed reforms to qualifications in the UK impact on standards?. The international experience, with particular reference to Hong Kong and Australia. Peter W. Hill. Outline. Certification structures Content standards Performance standards. Certification structures.

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

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  1. How will the proposed reforms to qualifications in the UK impact on standards? The international experience, with particular reference to Hong Kong and Australia Peter W. Hill

  2. Outline • Certification structures • Content standards • Performance standards

  3. Certification structures Traditional Comprehensive End of secondary Universal full secondary

  4. Hong Kong ‘334’ reforms Prior to 2012 HKCEE HKAL Junior secondary Senior secondary Undergraduate Chinese, English, Mathematics, Liberal Studies and 2-4 other subjects From 2012 HKDSE Junior secondary Senior secondary Undergraduate Y7 Y8 Y9 Y10 Y11 Y12 Y13 Y14 Y15 Y16

  5. Hong Kong: From grades to levels A 5** 5 5* B 4 C 3 D 2 E F 1 HKAL U U HKCE HKDSE

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

  7. Quantitative benchmarking

  8. 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

  9. 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?

  10. Monitoring Test Examination confidence interval indicative cut score HK: Performancestandards

  11. HK: Benchmarking performance standards • UK: recognition of HKDSE through UCAS tariff system • HKDSE accepted by 140 leading tertiary institutions worldwide

  12. Reporting standards • Australia (NSW) • Reporting of scores as well as grades • Use of normative and standards referenced reporting

  13. 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

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