Impact and consequences of school-based assessment (SBA): Students’ and parents’ views of SBA in Hong Kong
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
School-based assessment (SBA) has recently been introduced into the Hong Kong Certificate of Education Examinations (HKCEE) in English. The present study was conducted within the context of this assessment change to investigate students’ and parents’ perceptions of the impact of SBA. Two surveys were employed to explore students’ and parents’ perceptions of SBA and their perceptions of the impact of SBA on learning. The results from the student survey demonstrated a relationship between students’ perceptions of SBA-related learning activities and their perceptions of their own language competence. The results also showed significant differences between students’ perceptions of the learning activities they had taken part in during the previous school year and those they were currently engaging in. In addition, parents’ perceptions of SBA and the opportunities for them to know about SBA significantly and positively predicted their support for their children’s SBA learning. Parents’ education level and the amount of time they spent with their child daily also predicted their support for their children’s SBA learning, though to a lesser extent. Further, parents’ perceptions about the SBA are directly and significantly related to their children’s perceptions about SBA. Taking the results from both students’ and parents’ surveys together, we have gained a better understanding of the complexity of the impact of SBA within the Hong Kong educational context, as perceived by students and their parents.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it