1. Seminar for Teacher Assistants
Liberal Studies
Public Assessment

2. Uses of Assessment Assessment for Learning Assessment of 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
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. Sample Question of HKDSE LS Exam

8. Sample Question of HKDSE LS Exam
Identify and explain the problems in relation to Hong Kong as revealed in Source 1. (3 marks)
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)
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. 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-centered
Justified argumentation from multiple perspectives
Not content-based, nor content free

11. Liberal Studies Standards-referenced Reporting Information Package

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. 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)
Stage
Assessment Items (weighting)
Total Weighting
Process (50%)
Task (50%) I
Independent thinking
Communication skills
Effort
Project Proposal
25% II
Data Collection
III
Product
50%

15. Assessment Objectives
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

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

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. Stage I Schedule of Work (S5)
Month
Event
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. Stage II Schedule of Work (S6)
Month
Event
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. Stage III Schedule of Work (S6)
Month
Event
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. 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. Assessment Development in School
Working in team (teaching & assessment)
~ Thank you ~