「跨級編組」工作坊

備註：下列文件為推行「跨級編組」初期 (2000年5、6月)與六所參與學校舉行的工作坊內容，謹作參考之用。

Worksheet for agenda item 4 - Placement Tests

Worksheet for agenda item 5 - Possible variations from the sample tests

Worksheet for agenda item 6 - The Placement Test(s) in my school

Worksheet for agenda item 7 - The Actual Test Paper(s)

Worksheet for agenda item 8 - Administrative details

Worksheet for agenda item 9 - Curriculum Re-segmentation

Worksheet for agenda item 10 - Possible variations from the sample re-segmentation

Worksheet for agenda item 11 - The re-segmentation in my school

Worksheet for agenda item 12 - The Actual Curriculum

跨級編組策略工作坊議程 13 - 制度的配套（暑假前的部分）

時間： 2000年5月31日、6月1日及2 日，共三天

地點： 5月31日------聖公會日修小學（九龍彩虹村綠柳路）

6月1日及2 日------荃灣馮漢柱資優教育中心（城門道7號）

出席者：所有參加學校，主要負責策劃、執行「跨級編組」策略的教師，每校一至三人，另課程發展處的研究人員數名

工作坊目的：

1. 策劃、決定、及設計本校今年暑假前的有關工作細節

2. 各校老師之間意見交流、互相參考

3. 確立暑假至年底的工作項目，及決定怎樣策劃這些稍後的工作

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工作坊議事日程初擬（未定稿，請提修正意見）：

（歡迎老師先與同事商討，帶著腹稿前來工作坊）

第一天

上午【初步交流】

1. 每校介紹本校情況、「跨級編組」的規模、執行的方法、預期的難題、等等

2. 討論各校解決難題的初步設想

3. 最後釐清「跨級編組」學理上的概念

下午【編組考試】

4. 簡介第一次英語「編組試」試卷的樣本

5. 討論「編組試」各種可能的變化，包括聽、講、讀、寫的比重、取材來源、題目性質、等等

6. 校本決定「編組試」試卷的具體內容------規定每校至少研製一個方案，回到學校可以修改；如研製多個方案，則帶回學校給同事選擇

7. 計劃如何（與友校、與校內同事）合作，一兩周內給英語「編組試」試卷作最後定稿

8. 編組考試的校本執行細節，包括抽樣方式、監考主考、評卷程序、等等問題

第二天

上午【各組別的課程】

9. 簡介英語各程度組別的樣本課程，包括課本與「編組試」成績的配對

10. 討論各組別課程各種可能的變化

11. 校本決定各組別課程的具體內容------規定每校至少研製一個方案，回到學校可以修改；如研製多個方案，則帶回學校給同事選擇

12. 計劃如何（與友校、與校內同事）合作，一個月內給各組別英語課程作最後定稿

下午【制度的配套】

13. 「跨級編組」制度設計（暑假之前的部份）------每個項目均可先由全工作坊討論，然後校本作出決定；規定每校至少研製一個方案，回到學校可以修改；如研製多個方案，則帶回學校給同事選擇

² 校本的編組辦法：包括所涉級別、組別名稱、學生編配法、各組別相對程度的校本「顯隱程度」、是否保留「普通班」、啟導班和輔導班的配合、等等

² 教科書運用及處理的校本方法：包括教材費釐定、書單或書單修訂通知、課本庫規模及其存取規則、課本及教材使用規則、等等

² 家長介紹會，對其他人的解釋、說服工作，向學生解說應注意的事項

14. 「跨級編組」制度設計（暑假至年底的部份）------每個項目均可先由全工作坊討論，然後校本作出決定；這些項目的細節可押後，可以只是交流意見，但要訂出今後決議的方法和時間表

² 校本的時間表設計，包括上課時間、教師編配、浮動安排、等等問題

² 校本的學生成績計算法，名次、總分、升中報分、成績表、等等問題

² 學生適應、班主任角色、心理輔導、等等問題

² 第二次編組、「留組」和「跳組」、課程再調整、等等問題

第三天

上午【教學法、合作模式、總結】

15. 英語教學法可能的改進------先全體討論，然後校本決定

16. 今後交流和工作的模式，包括課程處與本校之間、友校之間、等等

17. 總結

（工作坊至此基本結束。第三天下午的研討，各校代表可按本校需要，決定是否參加、及參加哪一組，或回到學校代課，以便另一位更有興趣的同事可參加）

下午【數學、拼音、……】

18. 第一組：第一年即實行數學科「跨級編組」的學校，商議「編組試」、課程、制度設計、改進教學法（即類似以上英語科4至15 各項目）、等等，並訂定初步方案

19. 第二組：如何教授英語拼音，包括使用（或自行發展）何種拼音制度、師訓、教學法、等等

20. 第三、四、五……組：三天來新發現值得進一步詳細研討的課題

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Workshop on Cross-level Subject Setting

Worksheet for agenda items 4 – 8 可用英文或中文或雙語填寫

Placement Tests (for sets with effect from 1st September 2000)

Name of teacher: ____________________________

Name of school: ____________________________________________________

Aim of placement tests: ______________________________________________

Agenda item 4 About the Sample Tests (for your comprehension and discussion)

(Workshop participants will be given a set of sample tests just before this agenda item.)

4.1 Notes on the overall organization of the sample tests

4.1.1 source

4.1.2 target pupils: which test for which pupil, existing scores + adjusting test by sampled pupils

4.1.3 nature of sample tests: rough test + detailed test, written paper + oral paper, weighting

4.1.4 examiners and markers

4.1.5 other notes on sample tests

4.2 aspects/features I like very much.

4.3 aspects/features I don’t like

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Agenda item 5 Possible variations from the sample tests (for discussion)

(Should my school make this change?)

tentative answer: ↓

variations that are suggested	Yes/no

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Agenda item 6 The Placement Test(s) in my school (for decisions that must be made)

6.1 How much should the placement tests in my school deviate from the given sample tests?

We’ll deviate by ----------

0%□ 20%□ 40%□ 60%□ 80%□ 100%□

(i.e. no change) (i.e. complete change)

or write your deviation percentage here: _____%

6.2 If you’ve decided to deviate from the sample tests by > 40%, jump to item 6.3.1.

If you’ve decided to deviate from the sample tests by < = 40%, answer the following questions.

6.2.1 Which contents to delete?

6.2.2 What contents to add?

6.2.3 Which contents to modify, how?

6.2.4 Any changes in the overall organization of the sample tests? If so, which ones, and how?

(Get materials from another source? Test more/less students (bigger sample, smaller sample, test every pupil)? Which test to give which pupil (any rough test before detailed test)? Another rough test? Different weighting between written and oral components(or cancel one of the components)? Different examiner and marker arrangements?)

6.3 If you have answered the above questions in 6.2, skip this part, i.e. jump to Agenda item 7.

6.3.1 Do you have a completely different approach to the placement tests? If so, state it.

6.3.2 From what sources will you get (and/or modify) the test questions?

6.3.3 Would you sample for candidates, or would you test all the pupils? If the former, how much and how? How will you extrapolate the test results to the un-sampled pupils?

6.3.4 How many tests of different standards will you design? If more than 1, then how will you decide which pupil will take which test?

6.3.5 Will you be testing the pupils’ reading, writing, listening, and speaking skills? How many papers will a candidate take? What weighting will each paper carry? (Or, will you view the test questions not according to the 4 skills, but according to some other categorization?)

6.3.6 Who will set the papers? Who will mark them? If there are oral papers, who will be the oral examiners?

6.3.7 Write down other considerations which the above questions failed to involve.

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Agenda item 7 The Actual Test Paper(s) (for decision making)

7.1 Set a date for the tests in your school. (If there are oral components, a number of days may have to be set, and you must decide which test comes first, oral or written. When you fix the oral test dates, and if you’ve decided to engage the service of CDI examiners, assume 10 pupils every hour, and make sure your time and dates do not crash with the other 5 schools.)

7.2 Set a deadline for finalizing the tests and printing of the paper(s) in your school.

7.3 Write down the name of the chief paper setter(s) in your school. If more than 1, state who is responsible for which paper.

7.4 Will there be any assistants in your school to the above paper setter(s)? If so, list them.

7.5 Will your school co-operate with any other school(s) in this project in the setting of the papers? If so, who of which school(s)? Write down the name of the person(s), her school and home phone numbers, and email addresses, etc. Will you meet after this 3-day workshop? If so, when and where?

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Agenda item 8 Administrative details (for decision making)

(Ignore the questions which may be inapplicable due to large deviation from the sample test arrangements.)

8.1 Five days before the tests, the English (and Maths) teachers in your school should have ranked the pupils in each ‘Cross Level Subject Setting’ class according to their English (and Maths) standards. Write down this date.

8.2 Write down some guidelines for the teachers to facilitate their work in ranking the pupils of each class. (Which previous exam or test scores should the teachers use? How much weight to give to each of those scores? Any other ranking criteria? Are the teachers allowed to make adjustments by impression? If so, how much adjustment is allowed? )

8.3 How would your school take sample pupils from the classes to take the placement tests? (Sampling ratio: 1 out of how many? How to make them representative of the rest of the class? How many days/hours before the test are you going to do the sampling? Write down the time, the name of the teacher to do the sampling, and the format of recording the sampling results.)

8.4 Write down the time and place of the written placement test(s) in your school. (If there is a rough test before the detailed test, leave enough time for marking of the rough test.) Write down the name of the chief examiner, chief invigilator, and other supporting staff and their duties.

8.5 Write down the timetable for the oral test(s), including time, place, queuing and waiting procedures, etc. Write down the name of the chief assistant and other supporting staff for the CDI examiners, if their service is engaged. (If there is a rough test before the detailed test, leave enough time for marking of the written rough test.)

8.6 Other considerations about administering the placement tests.

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Workshop on Cross-level Subject Setting

Worksheet for agenda items 9 – 12 可用英文或中文或雙語填寫

Curriculum Re-segmentation (for sets with effect from 1st September 2000)

Name of teacher: ____________________________

Name of school: ____________________________________________________

Agenda item 9 Sample re-segmentation (for your comprehension and discussion)

9.1 relation between rough test and detailed test:

A candidate’s rough test score	Recommended detailed test for him/her
96 – 100 marks	Test F: Stage 2 year 3 (P6)
91 – 95 marks	Test E: Stage 2 year 2 (P5)
80 – 90 marks	Test D: Stage 2 year 1 (P4)
61 – 80 marks	Test C: Stage 1 year 3 (P3)
41 – 60 marks	Test B: Stage 1 year 2 (P2)
0 – 40 marks	Test A: Stage 1 year 1 (P1)

9.2 Conversion of detailed test scores into a grand scale.

² It is assumed there is an overlap of English standard represented by scores in the 6 tests A-F.

² 100 marks in each test = 70 marks in the next test

² 30 marks in each test = 0 mark in the next test

² Thus, the scores of each test can be converted to a grand scale.

Test paper (Range=1 to 100 marks)	Range in grand scale	Conversion formula x=test paper score y=grand scale score
Test F	150-250	y=x+150
Test E	120-220	y=x+120
Test D	90-190	y=x+90
Test C	60-160	y=x+60
Test B	30-130	y=x+30
Test A	0-100	y=x

² This is a rule of thumb. Modification may be made by making some students take 2 tests, and statistical comparisons of the results.

9.3 Scores of classmates who haven’t taken the placement tests

Rule 1: Sampled pupils in a class are re-ranked according to their scores in the grand scale (i.e. if they don’t follow the ranking calculated by the teacher).

Rule 2: They are put back into the rank positions from which they come. (If their relative ranking hasn’t changed, Rules 1 and 2 has no effect. If otherwise, one or two of the sampled pupils may trade positions.)

Rule 3: Each classmate is given a score, c, according to the scores, s1 and s2, of the 2 sampled pupils adjacent to her. c=s1+(s2-s1)(rc-r1)/(r2-r1), where r1, r2, rc, are the ranking positions of the higher and lower adjacent sampled pupil, and that of the classmate herself respectively.

Rule 4: Top and bottom exceptions to Rule 3 are dealt with by assuming that the common difference interval of scores between the top and bottom few is the same as the interval of the batch between the 2 nearest sampled pupils. In other words, exactly the same formula as in Rule 3 applies, so long as r1 and r2 represent the ranking positions of the 2 higher and lower sampled pupils nearest the classmate in question.

9.4 Setting procedure

² When every pupil has got a score in the grand scale according to the rules in 9.3 above, all the pupils of all the classes that join the Cross Level Subject Setting project can then be ranked in 1 single line.

² Then, from the top pupil backwards, every n pupils will be assigned to a different set, where n is the uniform set size of each set. For schools with non-uniform set size policy, they simple cut each set off at irregular points.

² The average (grand scale) score of each set will be the representative score of that set, which is the sole datum with which to determine the curriculum for the set.

9.5 Assignment of curriculum segment to the sets.

9.5.1 Rough guide:

Average score of a set	Recommended curriculum segment
201 – 250	P6 textbook or equivalent
171 – 200	P5 textbook or equivalent
141 – 170	P4 textbook or equivalent
111 – 140	P3 textbook or equivalent
81 – 110	P2 textbook or equivalent
0 – 80	P1 textbook or equivalent

9.5.2 Curriculum load:

² It is recommended, in general, that one quarter of the textbooks designed for 1 year be covered every half year. For example, for 1 half year term, only half of a Longman Series textbook is covered. Schools are free to deviate from this recommendation.

² It is expected that many sets will fall into the P1 category. All these sets should begin again from unit 1 of the P1 course books, but sets with higher scores may study a heavier curriculum load in the term starting Sept 2000.

² The curriculum load, as well as the segment assignment, is expected to be adjusted many times in the 3-year course of the project according to student achievement.

9.5.3 Fine tuning

The following table assumes 2 terms per school year. Schools with more terms per year may subdivide accordingly. It should be noted that this is only for the term beginning Sept 2000, when many are ‘remedial’ students from nominally ‘higher’ classes. Curriculum load may become more uniform to 4 – 5 units per term, from the second term onwards.

Average score of a set	Recommended curriculum segment	Number of units in Longman
231 - 250	Longman 6B, units 14 to 18, or equivalent	5
221 – 230	Longman 6B, units 10 to 13, or equivalent	4
211 – 220	Longman 6A, units 5 to 9, or equivalent	5
201 – 210	Longman 6A, units 1 to 4, or equivalent	4
193 – 200	Longman 5B, units 14 to 18, or equivalent	5
186 – 192	Longman 5B, units 10 to 13, or equivalent	4
178 – 185	Longman 5A, units 1 to 4, or equivalent	5
171 – 177	Longman 5A, units 3 to 9, or equivalent	4
163 – 170	Longman 4B, units 14 to 18, or equivalent	5
156 – 162	Longman 4B, units 10 to 13, or equivalent	4
148 – 155	Longman 4A, units 5 to 9, or equivalent	5
141 – 147	Longman 4A, units 1 to 4, or equivalent	4
133 – 140	Longman 3B, units 14 to 18, or equivalent	5
126 – 132	Longman 3B, units 10 to 13, or equivalent	4
118 – 125	Longman 3A, units 5 to 9, or equivalent	5
111 – 117	Longman 3A, units 1 to 4, or equivalent	4
103 – 110	Longman 2B, units 14 to 18, or equivalent	5
96 – 102	Longman 2B, units 10 to 14, or equivalent	5
88 – 95	Longman 2A, units 5 to 9, and 2B, unit 10, or equivalent	6
81 – 87	Longman 2A, units 1 to 6, or equivalent	6
71 – 80	Longman 1B, units 11 to 18, or equivalent	6
61 – 70	Longman 1A, units 5 to 9, and 1B, units 10 to 12, or equivalent	8
41 – 60	Longman 1A, units 2 to 9, or equivalent	8
0 – 40	Longman 1A, units 1 to 4, or equivalent	4

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Agenda item 10 Possible variations from the sample re-segmenation (for discussion)

(Should my school make this change?)

tentative answer: ↓

variations that are suggested	Yes/no

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Agenda item 11 The re-segmentation in my school (for decisions that must be made)

11.1 How much should the curriculum re-segmentation in my school deviate from the given sample in 9.1 – 9.5.3?

We’ll deviate by ----------

0%□ 20%□ 40%□ 60%□ 80%□ 100%□

(i.e. no change) (i.e. complete change)

or write your deviation percentage here: _____%

11.2 Do you have a completely different approach to curriculum re-segmenatation? If so, state it.

11.3 If you generally follow the approach of the sample re-segmentation in 9.1 to 9.5.3, what are the changes you want to make?

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Agenda item 12 The Actual Curriculum (for decision making)

12.1 Set a date for the finalization of the curriculum re-segmentation in your school.

12.2 List out how your school will divide the work of curriculum re-segmentation among colleagues. Identify the type of work and assign at least 1 person to be responsible for each.

12.3 Will your school co-operate with any other school(s) in this project in curriculum re-segmentation? If so, who of which school(s)? Write down the name of the person(s), her school and home phone numbers, and email addresses, etc. Will you meet after this 3-day workshop? If so, when and where?

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「跨級編組」策略

工作坊議程13

制度的配套 (暑假前的部分)

學校名稱：_______________________________________________________________________

13. a. 校本的編組辦法

i. 涉及級別及科目（請用ü表示）

級別	科目
	英文科	數學科
P.1
P.2
P.3
P.4
P.5
P.6

ii. 學生編配方法

請用ü表示貴校各組別相對程度的校本「顯隱程度」的取向。（請先參考《跨級編組簡介》資料第6.11、6.13、7.9及7.10各項）

最

顯

著

最

隱

閉

iii. 組別名稱的考慮。（可以用有次序顯示的名稱，例如用A、B、C、D或孝、悌、忠、信等？亦可用無次序顯示的名稱，例如，蘋果、橙、香蕉或是大象、獅子、老虎等。）假如貴校的「跨級編組」有19組，學校現在就要選定19個同類的名稱。譬如是用水果名稱，就要先寫齊十九種水果的名字，才可以選擇採用水果名作為組別的名稱。

____________________________________________________________________

iv. 貴校是否保留普通班？（請填上班級的數目）

P.1

P.2

P.3

P.4

P.5

P.6

英

數

英

數

英

數

英

數

英

數

英

數

「跨級編組」班

普通班

總數

v. 啟導班和輔導班的安排

學校的現況

將來的計劃

b. 教科書運用及處理的校本方法

i. 試述在新制度下貴校教材的來源 / 種類和模式。（例如，貴校是否採用標準教科書？非標準教科書？撕開教科書變成活頁？外國用的課本？部分影印？給成人初學英語的課本？還是採用非教科書的教材，例如讀本（Reader）、習作、光碟、補充教材、文法書、拼音書等？）

____________________________________________________________________

ii. 各種類的教材如何分主教材（九月一日用的教材）和次教材（九月一日以後採用的教材）？次要教材何時及如何選定？

____________________________________________________________________

iii. 主教材的購買數量為何？

____________________________________________________________________

iv. 哪種教材由學生買，哪種由學校集中購買？

____________________________________________________________________

v. 假如全部由學校購買，學生將要繳交多少教材費？教材費如何釐定？

____________________________________________________________________

vi. 下學年的書單是否已印備？是否需要另加修正通知書？

____________________________________________________________________

vii. 請略述學校預期的課本庫的規模及其存取和使用的規則。（例如，誰有權借閱？如何歸還給課本庫？Workbook可否給學生借回家做？學生應用甚麼書寫工具？教師又應用那種書寫工具去訂正？書本 / 教材損耗的預算？訂定按金的方式等？這些規則一定要放在家長的議程中。讓家長了解才可得到家長的支持。）

____________________________________________________________________

viii. 學校如何使用首半年的教材撥款？（例如，每月使用的百分比為何？不必過早決定全年的教材，但必先決定九月一日的主教材。）

____________________________________________________________________

c. 游說工作

i. 請講述就推行此策略的「家長說明會」的會議的次數、日期及議程？

____________________________________________________________________

ii 是否贊成舉行聯校「家長說明會」或分區的聯校「家長說明會」？如果贊成，請列出開會的時間和地點？

____________________________________________________________________

iii. 除了聯校或分區的「家長說明會」，學校何時舉行本校的「家長說明會」？

____________________________________________________________________

iv. 請寫出向學生解說此策略的場所、次數和要注意的事項。

____________________________________________________________________

v. 是否需要向其他方面說服和解說？如果需要的話，怎樣進行？

____________________________________________________________________

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Workshop on Cross-level Subject Setting

Recommended curriculum segment