Proposed Evaluation Framework for the EYE

1. Proposed Evaluation Framework for the EYE

2. Evaluation as an Important Stage in the Implementation of Projects Input Process Output Outcome

3. Evidence-based Evaluation To collate and supply relevant evidence to demonstrate the value-addedness of the school’s performance • Establish a set of goals • Specify indicators by listing observable changes • Search for measures that can provide evidence on the • changes • Collect data for these measures • Analyze the data to conclude whether targets have been • met

4. Target Result Attained An Evaluation Process Needs Assessment Current Situation What improvement is needed? Desired Situation Goals Indicators Target Met? Measures

5. Curriculum Reform Present & Future Job Market Requirements • ContentsMethods • Key Learning Areas(KLA) Teaching and Learning in • Generic Skills(GS)school • Life Skills Training  School-Based Practices • Workplace know how Work-Based Practices • Work Habit & Attitude Community Experiences • Others 1. Core Competency • (e.g. Literacy, Numeracy, • Communication Skills, • Thinking Skills, Daily Living • Skills, Personal Qualities) • 2. Optional KLA/GS Open Employment Skills Centres Training Centres Supported Employment Sheltered Workshops Day Activity Centres Others EYE • Input • Process • Outcome • School Plans/Annual • Reports • Visits/Observations • Baseline Changes of • Individual Students • Student Admission • Profiles to Post-school • Institutions Evaluation Community Expectations Students Abilities / Choices Parent Involvement & Support • Sponsors/Schools • Curriculum • Development • Teaching & Learning • Resources and • Assessment System/ • Tools • Inter-school • Collaboration/ • Sharing/Explorations • Others • SWD/NGOs • Information on Entry • Requirements • Attachment Programs • Work-place Visits • Others • VTC/Training Centres • Vocational Assessment • Program • Information on Entry • Requirements • Attachment Programs • Work-place Visits • Others • EMB • Training and Support • Seminars/Workshops • Overseas Visits • Curriculum Guides • Reference to Overseas Resources • Resources • Target students counted • towards demand • Others Conceptual Framework of The Pilot Project on Extension of Years of Education in Special Schools for the Mentally Handicapped (EYE)

6. 1. Transitional Needs Assessment Students’ aptitudes / choices Involvement of school personnel / parents / students

7. 2. Individual Transition Plan • Planned collaboratively to meet present and future needs • Clear goals in terms of learning outcomes of the • participating students • Linkage with existing curriculum and priorities for • instruction • Resources requirements • Strategies for monitoring progress • Clearly-defined time frames

8. New South Wales’ Example – The Individual Transition-Planning Process

9. 3. Learning Theories • Learning Theories: • Theories on instruction: Mastery Learning Cooperative Learning Accelerated Learning Thematic Instruction Whole-Brain Learning Service Learning Cognitive Coaching School-to-work Transition Instructional Technology Youth Apprenticeship Constructivism Behaviourism Piaget’s Developmental Theory Neuroscience Brain-based Learning Learning Styles Multiple Intelligences Right Brain / Left Brain Thinking Communities of Practice Control Theory Observational Learning Vygotsky and Social Cognition  Useful Website: http://www.funderstanding.com/

10. School to Work Transition Basic Elements: • Integrate long-separated “tracks” of academic and vocational education • Link schooling with the demands and realities of the workplace • Develop programs to closely coordinate secondary and • post-secondary education with employers. Develop new models that integrate vocational and academic education Curriculum Instruction Focus on experiential, project-based learning Assessment Use portfolios to gauge a student’s employability

11. 4. Learning Standards • Core competencies: Literacy, Numeracy, IT, Social skills, Thinking skills, Daily living skills, Personal qualities, Workplace know how, Work habit and attitude • Optional key learning areas and generic skills

12. 5. Teaching Strategies • What teaching strategies are adopted • How these strategies are geared towards the objectives • of ITP

13. 6. Assessments • What assessment theories Authentic assessment (Performance-based assessment) Classroom assessment techniques (Action research) Portfolio assessment • How to assess students’ attainment • How the teaching strategies and curriculum are • adapted in the light of assessment results

14. Demonstration of some assessment checklists(Extract of Informal Assessments for Transition Planning (2000))

19. 7. Evaluations • What is the focus of the evaluation, and what should • be reported? • Who should be involved? • How can the output/learning outcomes be evaluated? • When are the evaluations conducted?

20. 8. Additional Factors • Staff training and professional development • Parental involvement and support • Motivation of students • Other external support

21. The End