Frequently Asked Questions
| School Performance Indicators | |
| 1: | What are School Performance Indicators? |
| Ans: | School Performance Indicators are important tools in support of the implementation of the School Development and Accountability framework. They serve as a common platform for evaluation of school performance by schools and the Education Bureau (EDB) to promote sustainable school development. |
| 2: | Does EDB carry out timely updating of Performance Indicators (PI)? |
| Ans: | Yes. PI are developmental in nature. EDB carries out updating of PI at timely intervals to align with education trends and the latest development in school education. Performance Indicators for Hong Kong Schools 2008 (abbreviated as PI2008) has been produced in line with education trends and the developmental stages of Curriculum Reform, and will be adopted by schools from the 2008/09 school year onwards. |
| 3: | What are the principles underlying the development of PI2008? |
| Ans: | Based on the sound foundation of Performance Indicators for Hong Kong Schools 2002, EDB has revised PI and developed PI2008 based on the principles of simplification, re-organisation and refinement, with a view to enabling schools to review their work in a more effective and focused manner, and to alleviate schools' workload. |
| 4: | What does the framework of PI2008 constitute? |
| Ans: | The PI framework consists of three tiers, namely Domains, Areas and Performance Indicators. The currently adopted PI2008 comprises four Domains, which are subdivided into eight Areas and a total of 23 Performance Indicators. |
| 5: | What are "focus questions"? How should schools make use of them? |
| Ans: | "Focus questions" are a set of questions provided against each Performance Indicator to help schools to review the effectiveness of school work at the level of PI areas. Schools should use "focus questions" as a guide for reflection and to review the effectiveness of school work, in the light of schools' SSE data and contextual factors. |
| 6: | What is "evidence of performance"? How should it be used by schools? |
| Ans: | Evidence of performance comprises exemplars which illustrate school performance at the two levels of "excellent" and "acceptable" against each PI area for schools' reference in their SSE. |
| 7: | In what way will PI2008 complement schools' SSE and promote school self-improvement? |
| Ans: | Schools translate into practice the cyclical SSE concept of "Planning-Implementation-Evaluation" (P-I-E) in their SSE for promoting sustainable development. PI2008 has been formulated on the basis of the SSE concept of P-I-E. It complements schools' routine SSE work and promotes school self-improvement through SSE. |
| 8: | What should schools pay special attention to when using PI? |
| Ans: | PI are interlocking, with mutual impact. Schools should therefore be focused and adopt a holistic approach in evaluating school work. In addition, given the variations in their pace of development and in students' background, schools should take into full account their own context when using the PI in SSE. |
| Key Performance Measures | |
| 9: | What are Key Performance Measures (KPM)? |
| Ans: | KPM are a system of SSE data developed by EDB to complement the School Development and Accountability framework. Built on the PI framework, KPM provide quantitative and objective data to supplement PI, which are mainly qualitatively oriented, in support of systematic and evidence-based SSE, so as to promote school self-improvement and sustainable development. |
| 10: | What are the principles guiding the revision of KPM items? |
| Ans: | KPM have been subjected to rigorous selection in line with the principles of simplicity, usefulness and the ease of data collection. They help schools to review the effectiveness of school work in alignment with the PI framework. |
| 11: | What are the major revisions in KPM? |
| Ans: | In line with the revised framework of PI2008, corresponding revisions have been introduced to KPM, which includes streamlining, adding and deleting certain KPM items, thus making it easier for schools to collect KPM data. |
| 12: | Is it necessary for schools to submit their KPM and SHS data collected to EDB every school year? |
| Ans: | The collection of KPM and SHS data by schools primarily serves their need for school self-evaluation and development planning. EDB advises schools to conduct a holistic review with reference to the KPM data and other evidence before formulating a new School Development Plan. In alignment with schools’ timing for collection of KPM data, EDB invites schools to submit their data for the compilation of KPM Reference Data to support SSE. |
| 13: | Why does EDB produce KPM reference data? |
| Ans: | EDB produces KPM reference data in order to provide schools with additional data and information of an objective nature to facilitate schools' interpretation of their own KPM data and understanding of their performance, thus enhancing systematic and evidence-based SSE. |
| 14: | How can schools facilitate EDB's generation of KPM reference data? |
| Ans: | KPM Reference Data are released by EDB for the purpose of promoting systematic and evidence-based self-evaluation. EDB will continue to collect data regularly from schools for updating the KPM Reference Data on a need basis. As the data of some KPM items, for instance KPM11, KPM18-20, will not be available until the end of the school year, schools are requested to collect the relevant data of the previous school year for school self-evaluation. Schools will be invited to submit their KPM and SHS data to EDB through ESDA, in alignment with schools’ timing in self-evaluation. |
| 15: | How are KPM reference data compiled? |
| Ans: | KPM reference data are mainly based on the data collected from schools. Also, the reference data for “KPM5-Percentage of lesson time for Key Learning Areas” are based on the Lesson Time Allocation suggested in the Basic Education Curriculum Guide; the reference data for “KPM11-Destinations of graduates” are based on the Survey on Educational Status of S5 and S7 Graduates conducted by EDB; the reference data for “KPM21- Percentage of students within the acceptable weight range” are based on the statistical data from the Student Health Service of the Department of Health. |
| 16: | How do KPM reference data cater for the needs of special schools? |
| Ans: | EDB has also compiled KPM reference data for special schools covering 9 KPM items related to stakeholders’ perception towards school performance. In addition, special schools may refer to the relevant reference data of primary and secondary schools for self-evaluation when necessary. |
| Stakeholder Survey | |
| 17: | What are the major revisions in SHS questionnaires? |
| Ans: | SHS questionnaires feature the following major revisions:(1) a reduction in the number of questions (2) the needs of special schools catered for (3) addition of classified data, such as student data classified by gender, junior/senior level, so as to enrich schools' SSE data. |
| 18: | Are school heads among the target respondents of the Teacher Questionnaire? |
| Ans: | Yes. |
| 19: | How should schools interpret the option of "neutral"? |
| Ans: | "Neutral" signifies an opinion which is unbiased towards "agree" or "disagree". If stakeholders don't know or don't understand the item, or have no opinion about the item, they may select "Don't know/N.A." instead of "Neutral". |
| 20: | How should Through-train Schools conduct SHS? |
| Ans: | Through-train schools can decide how to conduct Teacher Questionnaire survey according to their school context. For instance, if a teacher teaches either primary or secondary section, the school can distribute the relevant questionnaire (either primary or secondary) to the teacher. If a teacher teaches both primary and secondary sections, the school can distribute the questionnaire of the section in which the teacher has a relatively heavier teaching load. |
| 21: | Are SHS questionnaires applicable to special schools? |
| Ans: | Yes. A separate version of the SHS for use by special schools has been developed, including questionnaires exclusively designed for specialists in special schools, and Teacher, Student and Parent Questionnaires, which have been adjusted to cater for circumstances in special schools. |
| Others | |
| 22: | Are schools required to submit KPM and SHS data to EDB for the sake of External School Review (ESR)? |
| Ans: | No. Schools need not submit KPM and SHS data to EDB for the sake of ESR. These data are primarily to support SSE and promote schools' continuous development. |
| 23: | Do schools have to spend a great deal of manpower and time collecting SSE data? |
| Ans: | No. The data to be collected are all routine school data and are easy to collect. In addition, schools should make good use of the E-platform for School Development and Accountability (ESDA) for the collection and management of SSE data. ESDA helps to enhance the effectiveness of SSE and alleviate teachers' workload. |
| 24: | Will EDB provide support measures to support school use of PI and SSE tools? |
| Ans: | Yes. EDB will release the latest information on the use of PI and SSE tools on the EDB website. We shall also continue to organise seminars, training workshops and sharing sessions to help school personnel better grasp the use of PI and SSE tools. |
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