1. Seminar for Teacher Assistants Liberal Studies Public Assessment Oct. 2012

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 Example: Practice Paper Paper 1 Q1

7. 7 Source B

8. 8 (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

9. 9 (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

10. 10 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 Level-wise mark range

11. 11 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

12. 12 Liberal Studies Standards-referenced Reporting Information Package Liberal Studies Standards-referenced Reporting Information Package

13. 13 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

14. 14 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)

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. DSE Liberal Studies Independent Enquiry Studies Administration for the 2013 Cohort

21. 21 Streamlined Requirements for IES in 2013 Component ProcessTask Mark submission No. of marks to be submitted Weighting No. of marks to be submitted Weighting Project proposal 112.5%1 End of S5 Product137.5%1 End of S6 Total250%2

22. 22 Assessment Framework (2013) Stage Assessment Items (Task & Process) Total Weighting 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%

23. 23 Calendar of Events (2013) S4Preparation works: Already done S5Project Proposal Stage: Already done S6 Oct 2012 Product 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

24. 24 Calendar of Events (2013) S6 Early 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.

25. DSE Liberal Studies Independent Enquiry Studies Administration for 2014 Cohort

26. 26 Streamlined Requirements for IES in 2014 Component ProcessTask Mark submission No. of marks to be submitted Weighting No. of marks to be submitted Weighting Project Proposal 120% 125%End of S5 Product155%End of S6 Total120%280%

27. 27 Assessment Framework (2014) Assessment ComponentTotal Weighting Process Independent thinking Communication effort 20% Project Proposal25% Product (including deployment of the data collected)55% Task weighting: 25+55=80%

28. 28 Calendar of Events (2014) S4Preparation works: Already done S5 Jan 2013Group 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

29. 29 School Repeaters and Transfer Students 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

30. 30 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) 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)

31. 31 Assessment Development in School Working in team (teaching & assessment) ~ Thank you ~