Performance Indicators for Hong Kong Schools - Frequently Asked Questions


1. What are Performance Indicators (PI) for schools?
Ans: PI for schools are a set of important tools in support of the implementation of the School Development and Accountability (SDA) framework. With related evidence and data, PI serve to assist schools in reviewing systematically their development priorities and the effectiveness of major tasks conducted in order to refine the school development plans continuously for the enhancement of the effectiveness of learning and teaching.


2. What is the framework of PI?
Ans: The PI framework consists of three tiers, namely Domains, Areas and Performance Indicators. Under the framework, there are four Domains, namely “Management and Organisation”, “Learning and Teaching”, “Student Support and School Ethos” and “Student Performance”, which are subdivided into eight Areas and a total of twenty three Performance Indicators.


3. What is the difference between the updated version of PI and the previous version?
Ans: To accentuate the importance of assessment for learning, EDB correspondingly updates the items related to performance assessment in the updated version in 2016, including the “focus questions” and the related evidence of performance under 3.3 Performance Assessment have been enriched to put more emphasis on assessment for learning and, at the same time, the “focus question” relating to the Territory-wide System Assessment under 8.1 Academic Performance has been removed. Schools need to devise appropriate assignment and assessment policy and make good use of the information of performance assessment to inform learning and teaching.


4. What are "focus questions"? How should schools make use of them?
Ans: A set of “focus questions” is provided against each PI to point school personnel towards the direction of review, so that they may use them as the starting point for their approach and inquiry, stimulating reflection and discussion. When reflecting on “focus questions”, schools should make reference to their Key Performance Measures (KPM), Stakeholder Survey (SHS) and other school data, in order to review the school context more clearly and support evidence-based school self-evaluation (SSE).


5. What are the characteristics of PI?
  • Each domain reflects the concept of “Planning-Implementation-Evaluation” (P-I-E), so that SSE becomes schools’ routine work.
  • ”Focus questions” are provided against each PI to help school reflect and evaluate the effectiveness of their work.
  • The evidence of performance is formulated under areas to increase the flexibility of use and to avoid piecemeal stocktaking under areas.


6. What should schools pay attention to when using PI?
Ans: PI are interlocking, with mutual impact. Schools should therefore adopt a holistic approach in reviewing school major tasks in order to enhance the effectiveness of evaluation. In addition, given the variations in their pace of development and in students' learning needs, schools should take into full account various factors when using the PI in SSE.


7. When will the Education Bureau (EDB) update PI?
Ans: PI are developmental in nature. The EDB will update the “focus questions” and the evidence of performance in due course to align with education trends and the current school context so that the PI will be kept abreast of the latest developments for schools’ reference in SSE.

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