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Seminar for Teacher Assistants Liberal Studies Public Assessment.

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Presentation on theme: "Seminar for Teacher Assistants Liberal Studies Public Assessment."— Presentation transcript:

1 Seminar for Teacher Assistants Liberal Studies Public Assessment

2 2 Uses of Assessment Assessment for Learning Giving feedbacks Review for remedy Revealing the learning capability of students Assessment of Learning Certification Selection For Improvement

3 3 Types of Assessment Traditional (Standardised) Assessment Authentic (Performance) Assessment

4 4 Authentic 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)

5 5 Features of Authentic Assessment Performing a task Real-life cases Construction / Application of knowledge Direct evidence Student-structured responses

6 6 Sample Question of HKDSE LS Exam

7 7

8 8 a)Identify and explain the problems in relation to Hong Kong as revealed in Source 1. (3 marks) b)Referring to Sources 2 and 3, identify and explain the ways in which the vegetable inspection arrangement can deal with the problems you mentioned in (a) and in what ways it cannot. (10 marks) c)Referring to Sources 1, 2 and 3 and based on your knowledge, identify and explain two factors which facilitate the emergence of ‘accredited vegetables’. (6 marks)

9 9 Design 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

10 10 Features 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

11 11 Liberal Studies Standards-referenced Reporting Information Package Liberal Studies Standards-referenced Reporting Information Package

12 12 Assessment Framework (1) Written Examination (80%) Paper 1 (50%) Two hours Three 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

13 13 Assessment Framework (2) SBA – Independent Enquiry Study (20%) An independent and self-directed enquiry project Stage-wise design I. Project proposal (title formulation) II. Data collection (enquiry method and data organization) III. Product (data analysis, discussion and reflection) Written and non-written Forms (Product)

14 14 Assessment Framework (3) Stage Assessment Items (weighting) Total Weighting Process (50%)Task (50%) I Independent thinking Communication skills Effort Project Proposal25% IIData Collection25% IIIProduct50%

15 15 Curriculum Aims Learning outcomes Assessment Objectives

16 16 Assessment 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

17 17 Assessment Requirements (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

18 18 Features of Questions Data-response Different forms of data Graded questions Catering for a wide range of abilities of students Paper 1 Stimulus material Require higher-order thinking skills Paper 2

19 19 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

20 20 Stage I Schedule of Work (S5) MonthEvent January Standardization seminar for SCs cum group meeting (annotated samples to be disseminated) April Students to submit the Task to their teachers Within-school standardization meeting and marking May Stage I mark submission (Process and Task) to the HKEAA June - July DCs to review Process assessment records DCs to give feedback to SCs

21 21 Stage II Schedule of Work (S6) MonthEvent June Standardization seminar (annotated samples to be disseminated) Early October Students to submit the Task to their teachers Within-school standardization meeting(s) and marking Mid November - Mid January Stage II (III) mark submission (Task and Process) to the HKEAA

22 22 Stage III Schedule of Work (S6) MonthEvent October Standardization group meetings for SCs cum group meeting (annotated samples to be disseminated) December Students to submit the Task to their teachers Within-school standardization meeting(s) and marking Mid November - Mid January Stage III (II) mark submission (Task and Process) to the HKEAA Stages II & III Process assessment record submission to the HKEAA Late January DCs to review Stages II & III Process assessment records DCs to give feedback to SCs

23 23 Role of TA in Liberal Studies Public 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) Standardization 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)

24 24 Assessment Development in School Working in team (teaching & assessment) ~ Thank you ~


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