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校本評核的兩年規劃:如何分階段完成

校本評核(SBA)不應該留到中六下學期才臨急處理,兩年規劃可以拆分為六個學期的具體階段,並附上階段性評核參考教材與規劃建議。

校本評核的兩年規劃:如何分階段完成

簡答:校本評核(SBA)並非中六下學期才處理的獨立項目,而是一項需要由中四開始,跨越兩至三年逐步累積的評核工作。將整個校本評核歷程拆分為六個學期的具體階段,每學期設定明確任務,遠比等到最後一年才臨急處理來得可靠。

校本評核為何不適合留到最後一年才處理?

校本評核強調評核過程本身,由老師在教學過程中持續觀察與紀錄多個學習表現,而不是單一次的公開考試。如果留到最後一年才處理,學生缺乏足夠時間累積表現紀錄,老師亦難以在短時間內完成觀察、評分與紀錄三項工作,結果評核質素大打折扣。

中四學年,校本評核應該做哪些準備工作?

中四階段的重點是建立習慣,而非急於完成正式評核:向學生清楚解釋校本評核的要求與評分準則,並安排一至兩次模擬性質的練習,讓學生熟習評核形式,同時讓老師測試自己的評分標準是否一致。

Grade 6 Reading Comprehension – The Lighthouse Mystery這類附設完整參考答案的篇章練習,適合改編作為模擬評核的素材,讓學生提前熟習正式評核的作答方式。

階段性評核參考教材

更多選擇見HKDSE & Senior Secondary Resources (S4–S6)系列。每份下載均設三十日內可全額退款保證。

以上教材分別為英語科的閱讀練習與評核工具包,並非按個別學科校本評核的官方要求編寫;數學科老師亦可以參考Math Test Prep & Assessment Toolkit – Standards-Based Practice & Progress Monitoring的持續進度追蹤格式。它們的共同參考價值在於「標準本位、持續紀錄進度」這套評估設計邏輯,任教老師仍需按本科校本評核的實際規定,自行編訂評核內容。

中五學年,校本評核的重點應該轉移到哪裡?

中五階段適合開始正式的校本評核紀錄,並將重點放在學生獨立完成的能力上,減少中四階段的高度指導,讓評核逐步反映學生真實水平。每學期末,科組應該檢視全級學生的評核進度,及早識別進度落後的學生,而不是等到中六才發現問題。

中六學年,如何確保校本評核如期完成?

中六上學期是完成校本評核的最後階段,進度表應該預留充足時間應付學生請假、補做評核等突發情況,避免整個學年集中在同一段時間趕工完成。建議在中六開學首兩星期,已經清楚列出全級學生尚欠的評核部分,並逐一跟進至完成。

如何因應學生進度調整校本評核安排?

進度落後的學生:提前安排個別跟進時段,確保基本評核部分不會拖到學期末才處理。

進度正常的學生:按科組訂定的兩年規劃表,按時完成各階段評核。

能力較強的學生:鼓勵提前完成基本要求,騰出時間處理較深入的獨立探究部分。

校本評核規劃最常見的失誤有哪些?

第一,將校本評核完全留待中六才處理,前兩年沒有任何準備或模擬練習,學生對評核形式感到陌生。第二,評核紀錄分散在不同老師手中,沒有統一的進度追蹤表,交接時容易出現遺漏。第三,進度落後的學生沒有及早識別,直到最後限期前才發現大量學生尚未完成,演變成全級性的趕工危機。

常見問題

校本評核的具體要求是否每一科都一樣?

不一樣。校本評核的具體形式、比重與時間表因學科而異,以上內容屬於一般規劃原則,實際安排請以任教學科的官方校本評核指引為準。

文中提及的教材是否經教育局或考評局審批用於校本評核?

不是。以上教材均為獨立製作的一般評核教材,並非教育局出版物,亦未經教育局或考評局審核、批准或推薦作為校本評核的指定材料。

兩年規劃是否代表校本評核一定要跨越中四至中六?

大部分學科的校本評核安排確實跨越高中三年,但個別學科的具體年期及階段劃分略有不同,規劃時應以任教學科的實際要求為依歸。

模擬評核練習是否計入正式校本評核分數?

不計入。模擬練習純粹用於讓學生熟習評核形式及讓老師測試評分標準,正式校本評核分數必須按官方指引另行進行評核。

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