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本帖最後由 hkpapa852 於 17-10-20 10:08 編輯
Manwingtak 發表於 17-10-19 18:30
回覆 hkpapa852 的帖子
Dear hkpapa852,
The questions you raised out about how to rate a school had been discussed a long time....
There are two major arguments:
1. Intake of S1 is varying every year which will affect the school performance in public exam
2. Some schools have a portion of students enroll in non-NSS, if we don't count their performance, it seems not fair
Regarding argument 1, it may true for those schools without feeder school.
Base on the information I collected, those top tier schools, their avg score of Pre-S1 is quite stable, this means their intake does not varying so much
Avg Pre-S1 performance of some top Tier school in HK
| 2012-2013 | 2013-2014 | 2014-2015 | 2015-2016 | HK Average | 49.63 | 49.43 | 59.98 | 49.63 | 49.43 | 59.98 | 52.99 | 49.67 | 57.64 | 52.99 | 49.67 | 57.64 | 中學名稱 | Chi | Eng | Math | Chi | Eng | Math | Chi | Eng | Math | Chi | Eng | Math | SMCC | 62.69 | 80.21 | 80.96 | 70.49 | 79.11 | 80.85 | 70.43 | 83.5 | 81.17 | 68.32 | 80.98 | 85.54 | SJC | 61.1 | 80.4 | 82.7 | 64.28 | 77.45 | 83.84 | ~63 | ~81 | ~79 | 61.27 | 75.54 | 81.75 | SPCS | 70.2 | 84.1 | 78.6 | 70.1 | 84 | 79.1 | 67.9 | 83 | 80.5 | 68.7 | 83.4 | 73.5 | MCS | 69.68 | 86.93 | 83.32 | 70.89 | 86.97 | 83.76 | 72.26 | 88.02 | 81.99 | 68.08 | 82.72 | 81.99 | 呂明才 | ~68 | ~80 | ~84 | ~70 | ~81 | ~85 | ~68 | ~79 | ~79 | ~65 | ~80 | ~81 | KC | ~62 | ~70 | ~80 | ~66 | ~75 | ~83 | ~67 | ~75 | ~85 | ~70 | ~72 | ~86 | QC | ~65 | ~79 | ~86 | ~70 | ~82 | ~86 | ~66 | ~80 | ~85 | ~68 | ~80.5 | ~86 | 鄧顯 | 67.97 | 67.48 | 85.47 | 65.38 | 75.6 | 83.68 | 68.7 | 72.54 | 88.01 | 66.62 | 69.79 | 85.49 | 曾肇添 | 66.7 | 78.1 | 86.7 | 70.9 | 75 | 81.1 | 70.4 | 79 | 86.2 | 70.7 | 76.9 | 82.9 |
Regarding argument 2, the portion of student studying in non-NSS cirrcumlum, at most just rate around 30% of those top Tier school, it does not bring major impact to those top Tier school.
In addition, base on the "predication" of public, those non-NSS cirrcumlum are enrolled by the best students. Base on this logic, if the DSE performance of those school can remain in top Tier, it may be more crazy of those student go back to take DSE (personally, I don't think so).
At of this moment, only SPCC, SPCS and DBS have some portion of graduates not enroll to NSS (DGS and SPC only start their GCE course in last year, no graduate yet).
Except DBS, I think no one will challenge the DSE performance of SPCC and SPCS.
Let me spend some time to discuss about DBS to explain why the non-NSS student will not affect the rating so much.
The followings are the DSE and IBDP statistic of DBS in 2015-2016:
DSE student | 133 |
| IBDP student | 52 | 5+/student | 2.01 |
| 30+ % | 100.00% | 4+/student | 3.98 |
| 40+ % | 67.31% | Avg 5+ % | 31.30% |
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| Avg 4+ % | 62.10% |
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Assumption:
1. IBDP obtained 30 marks or above = all DSE subjects obtained level 4 or above
2. IBDP obtained 40 marks or above = all DSE subjects obtained level 5 or above
Base on the above info, let do some score adjustment as below:
1. The total DSE subject taken by DBS student original: (2.01 x 133) / 31.3% = 853
2. Avg no. of subjects DBS student take for DSE: 853 / 133 = ~6.4
3. Assume all IBDP student take the same amount of DSE subjects: 52 x 6.4 = ~333
4. IBDP students witjh 30+ convert into DSE Avg 4+: number of 4 obtained = 333 x 100% = 333
5. IBDP students witjh 40+ convert into DSE Avg 5+: number of 5 obtained = 333 x 67.31% = 224
The adjusted DSE performance of DBS:
5+/student: ((2.01 x 133) + 224) / (133 + 52) = ~2.66
Avg 5+: ((2.01 x 133) + 224) / (853 + 333) = ~41.4%
4+/student: ((3.98 x 133) + 333) / (133 + 52) = ~4.66
Avg 4+: ((3.98 x 133) + 333) / (853 + 333) = ~72.7%
Does the original DSE performance under-rated DBS? I don't think so..... at least, even after adjustment, the performance of DBS still not as good as QC, SPCS, or even TH.
The fact is, students studying in 2 different cirrcumlums, there is no way to direct compare their performance. A student performs good in DSE does not mean this student can also obtain good performance in IBDP/GCE, and vice versa.
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