Seminar for Teacher Assistants

Liberal Studies Public Assessment

Oct. 2012

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Uses of AssessmentUses of Assessment Assessment for Learning

Giving feedbacks Review for remedy Revealing the learning

capability of students Assessment of Learning

Certification Selection

For Improvement

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Types of AssessmentTypes of Assessment

Traditional (Standardised) Assessment

Authentic (Performance) Assessment

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Authentic AssessmentAuthentic Assessment

A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills (Jon Mueller)

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Features of Authentic Features of Authentic AssessmentAssessment

Performing a task Real-life cases Construction / Application of

knowledge Direct evidence Student-structured responses

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Example: Practice Paper Paper 1 Q1

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Source B

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(b) Some people say that industrial and agricultural development brings about negative impacts on our quality of life. Explain how this point of view can be supported by using Source A.

(a) Interpret the cartoon with reference to Source A.

Source A functions as reference framework for the interpretation.

Using data to explain

Use data (facts) as evidence to elaborate the arguments

No need for candidates’ own stance

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(c) Using information from the above sources and your own knowledge, suggest and explain ways to reduce the risk of Hong Kong people consuming rice from the mainland containing excessive levels of cadmium.

Enquiry framework

•High-order thinking and

judgement on one’s own suggestions: feasibility (why suggest

it / them)

•Liberal elaboration

•Knowledge construction

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Design of Marking GuidelinesDesign of Marking Guidelines

Description of candidates’ achievement of the course outcomes (positive description)

A full range of candidates’ performance

Key Features:

Descriptors provide criteria and flexibility for marking

Level-wise mark range

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Features of LS QuestionsFeatures of LS Questions

Authentic assessment Real-life and issue driven Application of knowledge and concepts Application of a range of thinking skills

(e.g. observing, analysing, discussing issues, dilemma, tension etc)

Open-ended and student-centered Justified argumentation from multiple

perspectives

Not content-based, nor content free

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Liberal StudiesLiberal StudiesStandards-referenced Reporting Standards-referenced Reporting Information PackageInformation Package 　　

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Assessment Framework (1)Assessment Framework (1)

Written Examination (80%) Paper 1 (50%)

Two hours Compulsory data-response questions 16-20 marks for each question

Paper 2 (30%) 1 hour 15 minutes One out of three extended-response

questions 20 marks for each question

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Assessment Framework (2)Assessment Framework (2)

SBA – Independent Enquiry Study (20%) An independent and self-directed enquiry project Stage-wise design

Project Proposal Stage (title formulation, enquiry method and data organization)

Product Stage (data analysis, discussion and reflection) Written and non-written Forms (Product)

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Curriculum Aims

Learning outcomes

Assessment Objectives

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Assessment Objectives of LSAssessment Objectives of LS Thinking skills Issue-based enquiry Logical and clear presentation skills Common knowledge Connection to related issues Multiple perspectives Underlying issues/ concepts/ values/

dilemmas / tension Drawing upon own experiences

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Assessment Requirements Assessment Requirements (Written Exam)(Written Exam)

Understanding of the question Referring to the data Contextual analysis Using but not recalling hard facts Application of thinking skills and concepts Clear & logical presentation

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Features of QuestionsFeatures of Questions

Data-response Different forms of data Graded questions Catering for a wide range of abilities of students

Paper 1Paper 1

Stimulus material Require higher-order thinking skills

Paper 2Paper 2

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Assessment Requirements (IES)Assessment Requirements (IES) Scope of the topic (manageable, researchable) Enquiry rather than descriptive, factual account (social

dimension rather than personalized) Background information search (knowledge and

concepts) Application of appropriate data collection method(s), e.g.

structured interviews, systematic field observation, appropriate questionnaire

Relevance between the data, the findings and the enquiry questions

Quality of the discussion/analysis/conclusion (organisation, relevance)

Reflection

DSE Liberal StudiesDSE Liberal StudiesIndependent Enquiry Independent Enquiry

StudiesStudies Administration for the Administration for the

2013 Cohort2013 Cohort

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Streamlined Requirements for IES in 2013Streamlined Requirements for IES in 2013

Component

Process Task

Mark submissionNo. of

marks to be submitted

WeightingNo. of

marks to be submitted

Weighting

Project proposal

1 12.5% 1 12.5% End of S5

Product 1 37.5% 1 37.5% End of S6

Total 2 50% 2 50%

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Assessment Framework (2013)Assessment Framework (2013)

Stage Assessment Items

(Task & Process)Total

Weighting

Project Proposal

Project Proposal Process (including independent

thinking, communication, effort)25%

Product

Product (including deployment of the data collected)

Process (including independent thinking, communication, effort)

75%

Note: At each stage, students will be assessed on Task and Process, which shall be given equal weighting.

25% + 50% = 75%

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Calendar of Events (2013)Calendar of Events (2013)

S4 Preparation works: Already done

S5 Project Proposal Stage: Already done

S6

Oct 2012Product Task standardisation seminar and group meeting for school coordinators

Nov 2012 - Jan 2013

Students to submit the Product Task to their IES teachers by December 2012

Teachers to hold within school standardisation meeting(s) and mark the Product Task from December 2012 to January 2013

Schools to submit S6 students’ marks on Process and Task for Product Stage to the HKEAA from mid November to mid January 2013

Submission of Data Collection Task cancelled

No Data Collection Task standardisation seminar to be conducted

Submission of Process and Task marks on Product Stage only

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Calendar of Events (2013)Calendar of Events (2013)

S6Early 2013

District coordinators to review the Product Stage Process assessment and to give feedback to school coordinators

Schools to submit Product Stage Tasks for sample review to the HKEAA

No Data Collection Process review is needed.

DSE Liberal StudiesDSE Liberal StudiesIndependent Enquiry Independent Enquiry

StudiesStudies Administration for 2014 Administration for 2014

Cohort Cohort

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Streamlined Requirements for IES in 2014Streamlined Requirements for IES in 2014

Component

Process Task

Mark submissionNo. of marks

to be submitted

WeightingNo. of marks

to be submitted

Weighting

Project Proposal

1 20%1 25% End of S5

Product 1 55% End of S6

Total 1 20% 2 80%

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Assessment Framework (2014)Assessment Framework (2014)

Assessment Component Total Weighting

Process Independent thinking Communication effort

20%

Project Proposal 25%

Product (including deployment of the data collected)

55%

Task weighting: 25+55=80%

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Calendar of Events (2014)Calendar of Events (2014)

S4 Preparation works: Already done

S5

Jan 2013 Group meeting for school coordinators

March –May 2013

Students to submit the Project Proposal Task to their IES teachers by March 2013

Teachers to hold within school standardisation meeting(s) and mark the Project Proposal Task from March to April 2013

Schools to submit S5 students’ marks on Task for Project Proposal Stage to the HKEAA in May 2013 ((Submission of all marks in one go in S6 is yet to confirm)

Submission of One Project Proposal Task Mark Only

No Project Proposal standardization seminar to be conducted

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School Repeaters and Transfer School Repeaters and Transfer Students in S6Students in S6

Submission of One mark on Task and One mark on Process for the Product Stage in S6

The submitted marks will be proportionally adjusted to 20% of the total weighting

Schools should devise process assessment activities of same or similar nature and complexity as students in the same cohort so that fairness of assessment of the IES is achieved

Students are advised to improve their previous Products in the repeating year, e.g.

Enrich the literature review Supplement the data/ information Polish the parts of discussion and conclusion

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Role of TA in Liberal Studies Public Role of TA in Liberal Studies Public Assessment (e.g.)Assessment (e.g.) Information Search and classification (e.g. news info) Record keeping (sample papers and scripts, IES

Process and Tasks) Data Verification (e.g. data used in test and exam

papers) Standardisation coordination (e.g. photocopying of

student sample scripts) Display of news of current issues related to the

curriculum Mark verification and submission (e.g. IES Process and

Task marks)

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Assessment Development in Assessment Development in SchoolSchool

Working in team (teaching & assessment)

~ Thank you ~