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Seminar for Teacher Assistants LS Public Assessment Hong Kong Examinations and Assessment Authority.

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Presentation on theme: "Seminar for Teacher Assistants LS Public Assessment Hong Kong Examinations and Assessment Authority."— Presentation transcript:

1 Seminar for Teacher Assistants LS Public Assessment Hong Kong Examinations and Assessment Authority

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

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

6 Sample Question of HKDSE LS Exam

7

8 a) a)Identify and explain the problems in relation to Hong Kong as revealed in Source 1. (3 marks) b) 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) 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) Evaluation

9 Design of Marking Guidelines Key Features Descriptors provide criteria and flexibility for marking Description of candidates’ achievement of the course outcomes (positive description) A full range of candidates’ performance

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-structured Justified argumentation from multiple perspectives Not content- based, nor content free

11 Liberal Studies 通識教育 Standards-referenced Reporting Information Package 水平參照成績匯報資料套

12 Assessment Framework (1) Written Examination (80%) – – Paper 1 (50%) Two hours Three compulsory data-response questions marks for each question – – Paper 2 (30%) 1 hour 15 minutes One out of three extended-response questions 20 marks for each question

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 Assessment Framework (3) SBA – Independent Enquiry Study ?29&2 ?29&2 Stage Assessment Items (weighting) Total Weighting Process (50%)Task (50%) I Independent thinking Communication skills Effort Project Proposal25% IIData Collection25% IIIProduct50%

15 Curriculum Aims Learning outcomes Assessment Objectives

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 Understanding, Discussion, Justification

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 Features of Questions in Paper 1 Data-response Different forms of data Graded questions Catering for a wide range of abilities of students

19 Features of Questions in Paper 2 Stimulus material Require higher-order thinking skills

20 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 right 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

21 Stage I Schedule of Work ( ) MonthEvent 15 January 2011 (Sat) Standardization Seminar for SCs cum group meeting April - May 2011 Students to submit the Task to their IES teachers by April 2011 Within-school standardization meeting and marking Mark submission (Process and Task) to the HKEAA June - July 2011 DCs to review Process assessment records DCs to give feedback to SCs

22 Stage II Schedule of Work ( ) MonthEvent June 2011 Stage II annotated samples to be disseminated to SCs via s by DCs Early October 2011 Students to submit the Task to their IES teachers by September 2011 Stage II Within-school standardization meeting(s) and marking Mid October Mid January 2012 Stage II mark submission (Task and Process) to the HKEAA

23 Stage III Schedule of Work ( ) MonthEvent October 2011 Standardization group meetings for SCs Annotated samples to be disseminated to SCs in CD ROMs Early January 2012 Students to submit the Task to their IES teachers by December 2011 Within-school standardization meeting(s) and marking Mid January 2012 Stages II & III mark submission (Task and Process) to the HKEAA Late January 2012 DCs to review Stages II& III Process assessment records DCs to give feedback to SCs

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

25 Thank you!


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