hkdse liberal studies independent enquiry study assessment ... · current implementation 9. most...

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HKDSE Liberal Studies

Independent Enquiry Study

Assessment Framework (2017)

Teachers’ Seminar

Structured Enquiry Approach

26th & 27th June 2014

Timeline of Medium-term Review

of HKDSE LS IES IES Questionnaire Survey (early Feb 2014)

Briefing Session on IES review (late Feb 2014)

Survey findings and recommendations ready (early to

mid March 2014)

Recommendation endorsement by CDC and PEB (mid

April 2014)

Briefing sessions on finalised measures (June 2014)

IES Conference cum SC Group Meeting on Saturday,

11 October 2014 in Buddhist Sin Tak College

Implementation of the modified IES assessment

framework for Sept 2014 S4 (2017 Exam Cohort)

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Medium-term Review

Panel Head Questionnaire

Survey

Survey Results

3

Current Implementation

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9. Most teachers in our school are able to

authenticate students’ work.

5

Agree73.1%

Disagree15.1%

No opinion11.8%

Q9


10. ‘Process’ learning activities can help

teachers authenticate students’ work.

6

Agree72.7%

Disagree16.0%

No opinion11.3%

Q10


11. Most students in our school are able to

formulate enquiry-based topics.

7

Agree45.1%

Disagree42.7%

No opinion12.2%

Q11


12. Most students in our school are able to

deploy an appropriate enquiry plan.

8

Agree41.6%

Disagree44.0%

No opinion14.4%

Q12


13. Most students in our school use more

than one data collection method.

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Agree75.2%

Disagree22.1%

No opinion

2.7%

Q13


14. Most students in our school rely on first-

hand data in doing IES.

10

Agree68.1%

Disagree26.6%

No opinion

5.3%

Q14


15. Most students in our school are able to make use

of the data collected to justify their standpoints/

viewpoints in response to the enquiry questions.

11

Agree45.8%

Disagree40.7%

No opinion13.6%

Q15

Directions for Further

Refinement

12

13

Directions for Further Refinement

17. A more structured approach should be

adopted to effectively guide the enquiry

process and the conduct of IES.

Agree83.6%

Disagree6.4%

No opinion10.0%

Q17


18. The IES Task should be simplified by

combining the two Tasks on Project Proposal

and Product into a single final report.

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Agree74.5%

Disagree15.3%

No opinion10.2%

Q18


19. Apart from primary sources, an IES can

also be conducted by using secondary

sources appropriately to provide different

perspectives and evidential support.

15

Agree89.1%

Disagree4.9%

No opinion

6.0%

Q19


20. More professional support (e.g.,

samples of performance) should be

provided to facilitate the appropriate use of

secondary sources in the conduct of IES.

16

Agree90.2%

Disagree2.0%

No opinion

7.8%

Q20


21. The marking guidelines should be modified

so as to discourage students from writing

reports that are excessively lengthy.

17

Agree74.4%

Disagree11.1%

No opinion14.4%

Q21

Structured Enquiry

Approach

Assessment Framework

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Existing and 2017 IES Assessment

Frameworks

19

Item Existing (2014) 2017

No. of assessment stages 2 1

No. of Tasks to be assessed 2 1

No. of Process marks to be submitted 1 0

Process assessment activities for mark

submission Yes No

Assessment on the performance of process Process Assessment

Activities Initiative Domain

Process activities (Teaching & Learning) Yes Yes

No. of marks to be submitted 3 (1 Process + 2 Tasks) 4 (1 Task: 4 Domains)

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Item Existing (2014) 2017

Mark moderation Yes (Task: Project

Proposal & Product)

Yes (First three

Domains)

Non-moderation part Yes (Process) Yes (Initiative Domain)

Use of first-hand data Yes Yes

Use of published sources Yes Yes

Mark capping for Products (Reports) exceeding

word limit/ viewing time limit No Yes

Report in non-written form presentation Yes Yes

Existing and 2017 IES Assessment

Frameworks

Structured Enquiry

Approach

A four-part Structure

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(Randy L. Bell, Lara Smetana,

and Ian Binns, Simplifying Inquiry

Instruction – Assessing the

inquiry level of classroom

activities, 2005.)

Levels of Enquiry

Level of Enquiry Question Procedure Solution

Confirmation Enquiry

Students confirm a principle through an

activity when the results are known in

advance.

√ √ √

Structured Enquiry

Students investigate a teacher-presented

question through a prescribed procedure. √ √

Guided Enquiry


question using student designed and

selected procedures.

√

Open Enquiry

Students investigate questions that are

student formulated through student

designed and selected procedures.

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(Randy L. Bell, Lara Smetana, and Ian Binns, Simplifying Inquiry Instruction

– Assessing the inquiry level of classroom activities, 2005.)

Open Enquiry & Steps of Enquiry

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advance.

√ √ √

Structured Enquiry



Guided Enquiry




√

Open Enquiry




Junior Forms/

Secondary Four


25





advance.

√ √ √

Structured Enquiry



Guided Enquiry




√

Open Enquiry




Problem

Statement

Data

Collection

Explanation

& Analysis

Findings &

Conclusion


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advance.

√ √ √

Structured Enquiry



Guided Enquiry




√

Open Enquiry




IES

Problem

Statement

Data

Collection

Explanation

& Analysis

Findings &

Conclusion

Data - Information - Knowledge – Wisdom

(DIKW)

Wisdom

Knowledge

Information

Data

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Gene Bellinger, Durval Castro, Anthony Mills, Data, Information, Knowledge, and Wisdom

(http://www.systems-thinking.org/dikw/dikw.htm)

Ackoff, Russell. L., "From

Data to Wisdom", Journal

of Applies Systems

Analysis, Volume 16, 1989

p 3-9.

http://www.systems-thinking.org/dikw/dikw.htm




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Connectedness

Understanding

Information

Data

Understanding

relations

Wisdom

Knowledge

Understanding

patterns

Understanding

principles

DIKW: Developmental Process of IES in LS







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Connectedness

Understanding

Information

Data

Understanding

relations

Wisdom

Knowledge

Understanding

patterns

Understanding

principles

DIKW: Developmental Process of IES in LS



relevant

data, facts,

concepts &

knowledge

Problem Definition

explanation of

the issue

judgement &

Justification





A Four-part Structure of the

Enquiry (IES Report)

Problem Definition/ 題目界定

30

A




Relevant Concepts and Knowledge/ Facts/ Data/

相關概念/ 知識/ 事實/ 數據

31

A

B






In-depth Explanation of the Issue/ 深入解釋議題

32

A

B

C






In-depth Explanation of the Issue/ 深入解釋議題

Judgement and Justification/ 判斷及論證

33

A

B

C

D

I. Problem Definition

34

Interest &

Knowledge Issue

Significance?

Focus?

Scope?

Focus questions?

II. Relevant Concepts and

Knowledge/ Facts/ Data

35

Issue

Concepts

Data

Facts

Knowledge

II. Relevant Concepts and

Knowledge/ Facts/ Data

36

Further Study

Concepts

Data

Facts

Knowledge

III. In-depth Explanation of the

Issue

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Values/

Pros &

Cons/

Arguments/

Possible

Outcomes/

From different

perspectives

Relationship/

Interests/

…

Issue

IV. Judgement and Justification

38

Weighing the

pros & cons/

Evidence/

Stance/

Judgement/

Decisions/

Justifications/

Recommendations/

Four-part Structure: Flow of the

Enquiry

39

Title/ Topic: (The Impact of X on Y)

- Brief Background

- Enquiry Focus

- Significance

- Why Controversial

- Scope (focus questions)

- …

An Example


Enquiry

40


- Brief Background

- Focus

- Significance

- Why Controversial


- …

Concepts/ Data/ Information

XXX…

An Example


Enquiry

41


- Brief Background

- Focus

- Significance

- Why Controversial


- …


XXX… Explanation of the Issue

- Features of X

- Situation of Y

- Why X important

- Who are concerned X & Why

- Relevant Stakeholders (S)

- Views/ values/ interests of S

- Possible Impacts on Y

- …

An Example


Enquiry

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- Brief Background

- Focus

- Significance

- Why Controversial


- …


XXX… Explanation of the Issue

- Features of X

- Situation of Y

- Why X important

- Who are concerned X & why

- Relevant Stakeholders (S)

- Views/ values/ interests of S

- Possible Impacts on Y

- …

Judgement

- Impact (I) identified

- Evidence (relationship between X & Y)

- Significance of I

- Evaluation of I

- Recommendations

An Example

Structured Enquiry Approach:

Advantages

Spelling out the enquiry essence

Facilitating teachers to supervise students

to conduct an enquiry

Helping students to conduct their enquiry

in a systematic manner

Supporting less able students to conduct

their enquiry

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Structured Enquiry

Approach

Marking Guidelines

44

Analytic Marking Guidelines

Problem

Definition and

Identification of

Concepts

Explanation

and

Justification

Presentation

and

Organisation

Initiative

Outstanding

Achievement

(7 – 9 marks)

Satisfactory

Achievement

(4 – 6 marks)

Low Achievement

(1 – 3 marks)

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Assessment

Domain

Performance Level

(Mark Range)

Note: No marks should be given to those who do not meet the

minimum requirements stipulated in the marking

guidelines.


Problem

Definition and

Identification of

Concepts

Explanation

and

Justification

Presentation

and

Organisation

Initiative

Outstanding

Achievement

(7 – 9 marks)

Satisfactory

Achievement

(4 – 6 marks)

Low Achievement

(1 – 3 marks)

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Assessment

Domain

Performance Level

(Mark Range)



guidelines.

New Items in

Report Marking

Four

Assessment

Domains


Problem

Definition and

Identification of

Concepts

Explanation

and

Justification

Presentation

and

Organisation

Initiative

Outstanding

Achievement

(7 – 9 marks)

Satisfactory

Achievement

(4 – 6 marks)

Low Achievement

(1 – 3 marks)

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Assessment

Domain

Performance Level

(Mark Range)



guidelines.

A max of 3 marks awarded for

reports more than 4,500 words,

exceeding 22 mins and its short

text more than 1,100 words


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Problem

Definition &

Identification

of Concepts

Explanation

&

Justification

A. Problem Definition

B. Relevant Concepts &

Knowledge/ Facts/

Data

C. In-depth Explanation of

the Issue

D. Judgement and

Justification

Four-Part Structure Assessment Domains


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Problem

Definition &

Identification

of Concepts

Issue

Enquiry

Concepts & Knowledge

Focus

Significance

Scope

Relevance

Applicability


50

Explanation

&

Justification

Information

Useful-

ness Linkage

Justifica

tion

Factors/ Impacts/ Relationships/ Major

Viewpoints, Relationships/ Disagreements/ Embedded

Values, etc.

Identification Articulation

Justification

Multiple

Perspectives Reasoning

Insightful Ideas/ Views

Supportive

Argument


51

Presentation

&

Organisation

Communication

Sources/ Acknowledgment

Structure

Mark Capping:

Max 3


52

Initiative

Proactivity, Problem Solving

Reflection

Continuous Improvement

Time-management

Process of

conducting IES

Structured Enquiry

Approach

Assessment Domains &

Weightings

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Assignment of Marks and Weightings

Assessment Domain

No. of marks

to be

submitted

Problem Definition

and Identification of

Concepts/

Knowledge

1

Explanation and

Justification 1

Presentation and

Organisation 1

Initiative 1

Total 4

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Assessment Domain

No. of marks

to be

submitted

Weighting

(%)

Problem Definition


Concepts/

Knowledge

1 3 (30%)

Explanation and

Justification 1 5 (50%)

Presentation and

Organisation 1 1 (10%)

Initiative 1 1 (10%)

Total 4 10 (100%)

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Assessment Domain

No. of marks

to be

submitted

Weighting

(%)

Mark

range

Problem Definition


Concepts/

Knowledge

1 3 (30%) 0-9

Explanation and

Justification 1 5 (50%) 0-9

Presentation and

Organisation 1 1 (10%) 0-9

Initiative 1 1 (10%) 0-9

Total 4 10 (100%)

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Assessment Domain

No. of marks

to be

submitted

Weighting

(%)

Mark

range

Max

mark

Problem Definition


Concepts/

Knowledge

1 3 (30%) 0-9 27

Explanation and

Justification 1 5 (50%) 0-9 45

Presentation and

Organisation 1 1 (10%) 0-9 9

Initiative 1 1 (10%) 0-9 9

Total 4 10 (100%) 90

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Assessment Domain

No. of marks

to be

submitted

Weighting

(%)

Mark

range

Max

mark

Subject

%

Problem Definition


Concepts/

Knowledge

1 3 (30%) 0-9 27 6%

Explanation and

Justification 1 5 (50%) 0-9 45 10%

Presentation and

Organisation 1 1 (10%) 0-9 9 2%

Initiative 1 1 (10%) 0-9 9 2%

Total 4 10 (100%) 90 20%

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Assessment Domain

No. of marks

to be

submitted

Weighting

(%)

Mark

range

Max

mark

Subject

%

Mark

Moderation

Problem Definition


Concepts/

Knowledge

1 3 (30%) 0-9 27 6% Yes

Explanation and

Justification 1 5 (50%) 0-9 45 10% Yes

Presentation and

Organisation 1 1 (10%) 0-9 9 2% Yes

Initiative 1 1 (10%) 0-9 9 2% No

Total 4 10 (100%) 90 20%

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Authenticity

The authenticity of IES reports can be

checked through a discussion with students

and one or more of the following :

the exploration and formulation of topics

The performance of process learning activities

the drafts of chapters/ parts in different steps

the footnotes, references and/or bibliography for

the report

the writing style

plagiarism detection tools

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Further Readings

Brigid Barron, Linda Darling-Hammond, Powerful Learning: Studies Show

Deep Understanding Derives from Collaborative Methods

http://www.edutopia.org/inquiry-project-learning-research

Heather Banchi and Randy Bell, Many Levels of Enquiry

http://learningcenter.nsta.org/files/sc0810_26.pdf

Inquiry-based learning http://edutechwiki.unige.ch/en/Inquiry-based_learning

Guided Inquiry Process http://www.miseagrant.umich.edu/lessons/teacher-

tools/guided-inquiry-process/

Randy L. Bell, Lara Smetana,and Ian Binns, Simplifying Enquiry Instruction

http://www.mun.ca/educ/undergrad/scied/files/bell_simplifying-

inquiry_2005.pdf

Charles Eick, Lee Meadows, and Rebecca Balkcom, Breaking into Enquiry

http://www.brown.edu/ce/adult/arise/resources/docs/Breaking%20into%20In

quiry.pdf

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http://edutechwiki.unige.ch/en/Inquiry-based_learning





http://www.miseagrant.umich.edu/lessons/teacher-tools/guided-inquiry-process/









http://www.mun.ca/educ/undergrad/scied/files/bell_simplifying-inquiry_2005.pdf





http://www.brown.edu/ce/adult/arise/resources/docs/Breaking into Inquiry.pdf

http://www.brown.edu/ce/adult/arise/resources/docs/Breaking into Inquiry.pdf

Further Readings

Dr W Hutchings, Enquiry-Based Learning: Definitions and Rationale

http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_d

efiningebl.pdf

Peter Kahn and Karen O’Rourke, Guide to Enquiry-Based Learning,

University of Manchester

http://www.ceebl.manchester.ac.uk/resources/guides/kahn_2004.pdf

The United Nations Educational, Scientific and Cultural Organization,

Enquiry Learning www.unesco.org/education/tlsf/docs/module_23.doc

Integrated Learning through Inquiry: A Guided Planning Model

http://www.edu.gov.mb.ca/k12/docs/support/multilevel/chap6.pdf

Carol Collier Kuhlthau, “Guided Inquiry: School Libraries in the 21st

Century”, School Libraries Worldwide, January 2010, Vol. 16 No. 1, pp.

17-28 https://comminfo.rutgers.edu/~kuhlthau/docs/GI-School-

Librarians-in-the-21-Century.pdf

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http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_definingebl.pdf






http://www.unesco.org/education/tlsf/docs/module_23.doc




https://comminfo.rutgers.edu/~kuhlthau/docs/GI-School-Librarians-in-the-21-Century.pdf














IES is an Integral Part of the

Curriculum

63 IES

Assessment

Learning Teaching

Thank You

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