MakingMoreSenseofSchoolData分析学校自评数据.pptVIP

Soh KC(2006) Making sense of school data Making More Sense of School Data分析學校自評數據 Dr. Soh Kay Cheng 蘇啟禎博士 Consultant (QA) EMB, Hong Kong SAR jensoh@.sg Why do we need data (statistics)?為何要用數據(統計數字)﹖ Is a special language Ensures objectivity Avoids misunderstanding Facilitates communication 它是特殊的語言 它確保客觀 它避免誤解 它促進溝通 Data for School Self-evaluation學校自評的數據 Describing status e.g., KPM4 Teacher qualification experience Describing views e.g., KPM 2 Staff’s views on leadership Describing performance e.g,, KPM22 Student attendance Describing trends e.g., KPM9 Students’ reading habits of past 3 years Techniques for comparisons e.g., Compare KPM4 Teacher qualification with Hong Kong’s Reference Data 描述現狀 例如 KPM 4教師的學歷與經驗 描述見解 例如 KPM 2教師對領導的評價 描述表現 例如KPM 22學生出席率 描述趨勢 例如KPM 9過去三年學生閱讀習 比較技術 例如 KPM 4教師學歷與本港參考數據比較 Describing needs reference data描述需要參考數據 A statistic (e.g., %) standing alone has little or no meaning. One or more points are needed for meaningful interpretation of the given statistic. Reference points may be implicit, assuming the users have common understanding. Implicit reference points need be made explicit. 孤立的數據（如%）沒有多大意義甚至毫無意義。數據要有意義﹐必須另有數據作為參考。 參考數據可能是隱含的﹐假設數據使用者已有共識. 隱含的數據必須明朗化﹐明確指出參考數據的性質。 Good for a laugh A professor of statistics meets a colleague on his way to the lecture. The colleague heartily greets him, “Good morning, professor!” and then respectfully asks, “How is your wife?” And the professor absent-mindedly says, “….?” Describing status描述現狀 How popular are these ECAs?這些課外活動受歡迎嗎 Box-and-whisker plot as reference 盒鬚圖作為參照 EMB issued Reports on Key Performance Measures Reference Data 2003/2004 for both primary and secondary schools. The median is the mid-point of a distribution. 50% of the schools are at or above (below) the median. Top 25% are at or above the 75th percentile. Likewise, bottom 25% are below the 25th percentile. The middle 50% are between the 25th and 75% percentiles. 教統局印發2003/2004年度中小學校表現評量參考數據報告。 中位數將學校分為