Evaluation as an Important Stage in the Implementation of Projects Inpu t Process Output Outcome

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

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

EMB Training and Support  Seminars/Workshops  Overseas Visits  Curriculum Guides  Reference to Overseas Resources Target students counted towards demand Others Curriculum Reform Present & Future Job Market Requirements Students Abilities / Choices Sponsors/Schools Curriculum Development Teaching & Learning Resources and Assessment System/ Tools Inter-school Collaboration/ Sharing/Explorations Others VTC/Training Centres Vocational Assessment Program Information on Entry Requirements Attachment Programs Work-place Visits Others SWD/NGOs Information on Entry Requirements Attachment Programs Work-place Visits Others Contents Methods 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 Community Expectations Input Process Outcome School Plans/Annual Reports Visits/Observations Baseline Changes of Individual Students Student Admission Profiles to Post-school Institutions  Open Employment  Skills Centres  Training Centres  Supported Employment  Sheltered Workshops  Day Activity Centres  Others Parent Involvement & Support Evaluation

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

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

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

3. Learning Theories Learning Theories: 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 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  Useful Website:

School to Work Transition Basic Elements: 1)Integrate long-separated “tracks” of academic and vocational education 2)Link schooling with the demands and realities of the workplace 3)Develop programs to closely coordinate secondary and post-secondary education with employers. Curriculum Instruction Assessment Develop new models that integrate vocational and academic education Focus on experiential, project-based learning Use portfolios to gauge a student’s employability

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

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

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

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

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?

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