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1 Technology and Living Third Consultation Assessment Framework 4 & 5 October 2006.

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Presentation on theme: "1 Technology and Living Third Consultation Assessment Framework 4 & 5 October 2006."— Presentation transcript:

1 1 Technology and Living Third Consultation Assessment Framework 4 & 5 October 2006

2 2 Technology and Living (Formerly Home Economics) Technology & Living 科技與生活科 ( 前稱為家政科 ) 科技與生活

3 3 Curriculum & Assessment Guide

4 4 Chapter 5 Assessment  The roles of Assessment  Formative and Summative Assessment  Internal Assessment  Public Assessment

5 5 Roles of Assessment  Evidence of student learning  Provide feedback to students, teachers, schools and parents  For monitoring standards and selection decisions  The Hong Kong Diploma of Secondary Education (HKDSE) Student Learning Profile

6 6 Formative and Summative Assessment  Assessment for learning (formative) Obtaining feedback on learning and teaching, and utilising this to make learning more effective …  Assessment of learning (summative) Determining progress in learning, summarising how much learning has taken place  Inclusion of SBA to enhance formative assessment within the context of HKSDE

7 7 Internal assessment: Principles  Alignment with learning objectives  Catering for the range of student ability  Tracking progress over time  Timely and quality feedback with encouragement  Making reference to the school’s context  Making reference to current progress in student learning  Feedback from peers and from the students themselves

8 8 Public assessment: Principles  Alignment with the curriculum  Fairness, objectivity and reliability  Inclusiveness  Standards-referencing  Informativeness

9 9 Assessment Framework

10 10 Assessment Objectives To evaluate students’ abilities 1. To demonstrate knowledge and understanding of concepts, principles, theories and issues present in the specification content (for subject specific content, please refer to Ch 2 of C&A Guide); 2. To apply such knowledge and understanding to analyse and solve problems which may involve familiar and unfamiliar situations 3. To collect, select, analyse and evaluate information in relation to the specified subject content

11 11 4. To evaluate the potential and limitation of evidence and arguments, make reasoned judgments about their relevance to particular situations and present supported conclusions 5. To demonstrate communication skills using a wide variety of methods and present them in a logical and coherent structure appropriate to the nature of the activity 6. To plan and carry out a course of action with relevant technological and scientific knowledge and skills to achieve an effective results

12 12 Assessment Design Both Food Science and Technology strand and Fashion, Clothing and Textile strand will adopt the same mode of assessment which include two components:  Public examination (70%) Paper 1 (30%) Paper 2 (40%)  School-based assessment (30%) Prescribed Task (15%) Project / Design folio (15%)

13 13 Paper Structure – Paper 1  Duration: 1hour 30 minutes  Question sets based on compulsory part, they include: Multiple choice questions (15 marks) Design questions (25 marks) Structured questions (30 marks)

14 14 Paper Structure – Paper 2  Duration: 2 hours  Question sets based on elective part with the integration of basic knowledge from compulsory part, they include: Short questions (20 marks) Data-response questions (30 marks) Essay questions (30 marks)

15 15 Paper 1 – Multiple Choice Questions  Mainly testing students’ some basic knowledge and understanding of concepts, principles, theories …

16 16 Paper 1 – Design Questions  Students should design or modify some products according to the specifications given in the questions  Mainly assess students’ ability to apply related knowledge and understanding to analyse and solve problems  Students can demonstrate their creativity in the design questions

17 17 Paper 1 – Structured Questions  Similar to some CE questions  A set of questions based on a given context, with the integration of knowledge from different subtopics  The context may be familiar or unfamiliar to the students

18 18 Paper 2 – Short Questions  Questions that demand short answers on basic knowledge and understanding of the elective part

19 19 Paper 2 – Data-response Questions  Data will be provided in the form of table, graph, diagram or text  Students are required to select useful information from the data analyse and evaluate the relevance of the information  Students should integrate the information provided and knowledge learnt to make judgement or draw conclusion

20 20 Paper 2 – Essay Questions  Students are required to show in-depth discussion on related issues or topics, the following ability will be assessed: Students’ understanding on the related issues or topics Students’ ability to express their views coherently and logically  Marks will be awarded for effective communication

21 21 School-based Assessment (SBA) It is:  part of the public assessment  administered in schools and marked by the students’ own teachers  to include a more extensive range of learning outcomes which cannot be possibly assessed in written exam

22 22 SBA: Rationale  SBA allows students to explore a specific issues in their own area of interest

23 23 SBA: Rationale  SBA allows the assessment of the ability to integrate the knowledge learnt from the four dimensions of students’ learning in technology education Conceptual – knowledge and understanding of relevant concepts and procedures Procedural – knowing how to do something, what to do, and when to do it Societal – related to the interrelationships between science, technology, environment and groups of people Technical – skills related to manual / practical techniques

24 24 SBA – Prescribed Task  Students are required to include both scientific experiments and practical skills to complete the prescribed task, e.g. Food Science and Technology  Using experiment to find out the effect of different cooking method on a certain food and then apply the findings in meal planning Fashion, Clothing and Textile  Try out practical tests on different fabrics and make decision on the choice of fabrics for the production of a certain garment

25 25 SBA – Prescribed Task  Assessment criteria – performing experiment Ability to follow procedure to complete the task smoothly and independently Ability to use apparatus and instrument correctly and competently Ability to organise the work and keep working surface neat and tidy

26 26 SBA – Prescribed Task  Assessment criteria – reporting Ability to use appropriate method to present the data collected in the experiment Ability to interpret and analyse the data collected Ability to discuss the data systematically and draw valid conclusion from the experimental results

27 27 SBA – Prescribed Task  Assessment criteria – Application and practicing (similar to existing practical exam) Ability to apply experimental results for the production of a specific product Ability to propose workable plan according to specification given Ability to apply relevant practical skills to carry out the plan

28 28 SBA – Prescribed Task  Assessment criteria – Product Evaluation (similar to existing practical exam) Teacher evaluate the product developed

29 29 SBA – Project / Design Folio  The design of the project / design folio should provide opportunity for students to explore related topics / issues in their own area of interests  Students should develop their ideas and work out their plan  Students should report to the teacher regularly about their progress

30 30 SBA – Project / Design Folio  Assessment criteria include the four dimensions of students’ learning in technology education Conceptual Procedural Societal Technical

31 31 SBA – Project / Design Folio  Assessment criteria - Societal Ability to analyse the chosen topics / issues in relation to science, technology, environment or groups of people And hence, propose specification for the design of a product

32 32 SBA – Project / Design Folio  Assessment criteria - Procedural Ability to plan a course of action for the development of product and carry out the plan at different stages, e.g.  Ability to search and collective information for the design of product Survey? Internet search? Literature search?  Ability to choose relevant materials / method for the development of product Suitable materials? Appropriate methods?

33 33 SBA – Project / Design Folio  Assessment criteria - Procedural (cont’d)  Ability to produce the product Trial? Prototype? Reproducible?  Ability to evaluate the process Effectiveness? Fulfill the specifications set? Address the problem defined? Any suggestions for improvement?

34 34 SBA – Project / Design Folio  Assessment criteria - Technical Ability to choose appropriate methods to address the problems / issues Ability to use tools and instruments correctly and safely Ability to demonstrate relevant skills in the process of product making

35 35 SBA – Project / Design Folio  Assessment criteria - Conceptual Ability to demonstrate correct and in-depth knowledge and understanding of the processes, methods, concepts involved in the chosen topics / issues Ability to apply learnt knowledge to solve problems, develop ideas

36 36 Moderation of SBA results  To iron out possible differences among schools in marking standards  By means of either statistical method or trained moderators  Rank order determined by teachers will remain unchanged

37 37 Supervision: basic principles  Teachers are expected to supervise and guide students in the process of preparing for SBA projects  Degree of teacher guidance will vary according to students’ ability and the kind of work undertaken  Students are required to reach their own judgments and conclusions

38 38 Supervision: guidelines  When supervising students, teachers are expected to: Discuss with students about their approach and method used in the development of the product Set internal deadlines for different stages of product development Exercise continuous supervision of work in order to monitor progress and prevent plagiarism Ensure the product is done in accordance with the specification requirements and procedures suggested

39 39 Support to teachers  Assessment Handbook (including Assessment Criteria, Guidance for Teachers, sample of Assignment Recording Sheet and Assessment Evidence Grid etc.)  Examples of work  Training workshops on SBA work

40 40 Standards and reporting of results  Standards-referencing  Results represented by 5 levels of performance  Written descriptors which explain what the candidates can do at a certain level will be developed  Standards of work expected will be illustrated by samples of students work

41 41 Technology and Living Q & A


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