1. 1 New Senior Secondary Mathematics Curriculum Design of Public Assessment HKEAA September 2006

2. 2 First Consultation (2004): Direction of Public Assessment Second Consultation (2005): Framework of Public Assessment Third Consultation (2006): Design of Public Assessment NSS Math Curriculum Consultations on Public Assessment

3. 3 NSS Math Curriculum Design of Public Assessment Public Examination School-based Assessment (SBA) Standards-referenced Reporting (SRR)

4. 4 Public Examination Hong Kong Diploma of Secondary Education (HKDSE) Include questions of different types & levels so as to ensure a comprehensive assessment of abilities & skills, and to cater for the varied abilities of candidates The above guiding principle is already adopted in current HKCE & HKAL Mathematics examinations

5. 5 Schedule for Public Examination 2007  Design sample papers  Conduct pilot testing on sample papers 2008  Write descriptors for each level  Sharing sessions on sample papers, descriptors for each performance level and samples of student performances

6. 6 Public Examination (1) Component WeightingDuration Compulsory Part Paper 1 Conventional questions 65%2¼ hours Paper 2 Multiple-choice questions 35%1¼ hours Component WeightingDuration Module 1 (Calculus and Statistics) Conventional questions 100%2½ hours Component WeightingDuration Module 2 (Algebra and Calculus) Conventional questions 100%2½ hours

7. 7 All the questions to be attempted Two sections  Section A: Foundation Topics of the Compulsory Part together with the Foundation Part of the S1-3 Mathematics Curriculum  Section A divided into two parts: Section A(1) (35 marks): 8 to 11 elementary questions Section A(2) (35 marks): 4 to 7 harder questions Public Examination (2) Compulsory Part Paper 1 (2¼ hours) (65%)

8. 8  Section B: Compulsory Part together with the Foundation Part and the Non-Foundation Part of the S1-3 Mathematics Curriculum  Section B (35 marks): 4 to 7 questions Public Examination (3) Compulsory Part Paper 1 (2¼ hours) (65%)

9. 9 Multiple-choice questions All the questions to be attempted Two sections  Section A ( 2/3 of the paper mark): Foundation Topics of the Compulsory Part together with the Foundation Part of the S1-3 Mathematics Curriculum  Section B ( 1/3 of the paper mark): Compulsory Part together with the Foundation Part and the Non-Foundation Part of the S1-3 Mathematics Curriculum Public Examination (4) Compulsory Part Paper 2 (1¼ hours) (35%)

10. 10 One paper of 2 ½ hours’ duration All the questions to be attempted Two sections  Section A (50 marks): 8-12 short questions  Section B (50 marks): 3-5 long questions Public Examination (5) Module 1 (Calculus and Statistics) Module 2 (Algebra and Calculus) The same as Module 1

11. 11 Public Examination (6) Conventional Papers Section A  Emphasis on fundamental techniques and basic knowledge and concepts  Involves short questions which are standard and straightforward Section B  Assess problem-solving skills  More emphasis on assessing higher-order thinking skills  Involves long questions which have different levels of difficulty  In Section B, questions may be of different marks  In Compulsory Part, Section B may involve short questions

12. 12 Public Examination (7) Sample question for reference 2005 CE Math Paper 1 Section B Question 16

13. 13 Rationale for introducing SBA Broaden the mode of assessment Capture student performances at different points of time Have a positive effect on teaching and learning Recognize the professional judgment of teachers in the assessment process: enhance the professional development of teachers

14. 14 Some International Experience of SBA Ontario in Canada & Queensland in Australia: 100% Weighting No. of Tasks DurationArea of tasks UK (GCSE) 20%2 One week (allowed to take home) Mathematical investigation Data Handling IBO (Standard & Higher Levels) 20%2 1 hour classwork + 2 hours homework Mathematical investigation Mathematical modeling

15. 15 Local Experience of SBA (1) HKALE SubjectsYear ImplementedWeighting A Chemistry 197820.0% AS Chemistry 199420.0% A Biology 199520.0% AS Chinese Language & Culture 199410.0% AS Liberal Studies 199420.0% AS Design & Technology 199433.3% AS Electronics 199920.0% AS Computer Applications 200030.0% A Government & Public Affairs 198822.5% A/AS Physics 200415.0% A Engineering Sciences 200415.0% A/AS Art 200425.0% A Chinese Literature 200525.0%

16. 16 Local Experience of SBA (2) HKCEE SubjectsYear ImplementedWeighting Design & Technology 1980 33.3% Electronics & Electricity 1980 35.0% Design & Technology (Alt. Syl.) 2002 30.0% Graphical Communication 2002 30.0% Information Technology 2002 30.0% Technological Studies 2002 30.0% Ceramics 2004 35.0% Computer & Information Technology 2005 20.0% Integrated Humanities 2005 20.0% Science & Technology 2005 20.0% Visual Arts 2005 30.0% Chinese History 2006 20.0% History 2006 20.0% Chinese Language 2007 15.0% English Language2007 15.0%

17. 17 Aligns with the curriculum aims & objectives (Further Applications and Inquiry & Investigation) Adopts a pragmatic approach in implementing SBA Emphasizes quality rather than quantity Avoids unduly increasing the workload of teachers & students Guiding Principles in Designing SBA in NSSMC

18. 18 Assessment tasks will be more comprehensive and flexible that traditional exam questions:  Time  Question type  Coverage  Use of open-ended questions  Degree of assessing higher-order skills  Tools can be used  Ways of presenting answers SBA: Assessment Tasks

19. 19 Year of Exam Implementation of SBA 2012 & 2013 Schools are not required to submit SBA marks. Public examination results constitute 100% of the final subject result. (x) 2014 & 2015 All schools have to submit SBA marks for feedback from the HKEAA on the outcomes of moderation. Public examination results constitute 100% of the final subject result. (O) Starting from 2016, all schools have to submit SBA marks contributing 15% of the final subject results. (  ) The phasing in of SBA in Compulsory Part (1)

20. 20 S1 S2 S3 S4 S5 S6Year of Exam 1st Cohort 2006200720082009 2010 x 2011 x 2012 2nd Cohort 2007200820092010 2011 x 2012 x 2013 3rd Cohort 20082009201020112012 O 2013 O 2014 4th Cohort 20092010201120122013 O 2014 O 2015 5th Cohort 20102011201220132014  2015  2016 The NSS Math Curriculum has been gone through one cycle since July 2012 The phasing in of SBA in Compulsory Part (2)

21. 21 Teachers design two assessment tasks (each student is required to complete one in S5 and the other in S6)  one task on mathematical investigation or problem-solving  one task on data handling Weighting of SBA: 15% Weighting of public examination: 85% Mainly be conducted in school under the supervision of teachers SBA in Compulsory Part: Proposed Mode

22. 22 Resources for Setting Assessment Tasks (1) Exemplars from HKEAA & CDI 200815 tasks 200915 tasks 201110 tasks 201310 tasks

23. 23 Learning & teaching resources Textbooks & reference books Experience sharing among teachers Internet resources Others … Resources for Setting Assessment Tasks (2)

24. 24 Developmental Stage  Detailed guidelines & SBA handbooks  Exemplars, examples of student performances  Teacher training Implementation Stage  Co-ordinators to support schools & monitor the implementation  Communication & experience sharing among teachers Post-exam Stage  Moderation mechanism SBA: Quality Assurance

25. 25 Statistical method to moderate SBA marks with reference to students’ public examination scores Iron out possible differences among schools in marking standards The rank order of students in schools will be maintained SBA: Moderation Mechanism

26. 26 2006  Public consultation on Public Assessment (including the SBA component)  Review and finalize SBA design in view of school comments 2007  Develop assessment criteria  Conduct pilot testing on exemplary assessment tasks  Further develop exemplary assessment tasks  Sharing sessions with schools on SBA (assessment criteria, detailed requirement and exemplars) Schedule for SBA (1)

27. 27 2008  Revise SBA design and requirement for trial out in 2009  Conduct professional development courses and training on SBA for teachers 2009-2013  Publish SBA handbooks for trial out  Conduct a pilot study on SBA from 2009-2012  Refine SBA design and requirement, if necessary, based on the result of the pilot study  Publish finalized SBA handbooks for 2016 HKDSE in 2013  Conduct professional development courses and training on SBA for teachers Schedule for SBA (2)

28. 28 Public Assessment in Extended Part There will only be a public examination, at least in the early stages Based on the experience of implementation of SBA in the Compulsory Part, consideration will be given to introducing an SBA component in the Extended Part at a later stage

29. 29 Norm referenced: Report information on the relative performance of students Standards-referenced: Report information on the performance of students relative to fixed standards Standards-referenced Levels 1-5 Use 5* and 5** to denote the highest performers SRR does not change the nature of the examination The levels awarded in the Extended Part will be reported separately from the Compulsory Part Standards-referenced Reporting

30. 30 Thank you !!