Transcript Title 標題 - HKEdCity

Seminar for
Teacher Assistants
Liberal Studies
Public Assessment
Uses of Assessment
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Assessment for Learning
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Giving feedbacks
Review for remedy
Revealing the learning
capability of students
For Improvement
Assessment of Learning
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Certification
Selection
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Types of Assessment
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Traditional (Standardised)
Assessment
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Authentic (Performance)
Assessment
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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)
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Features of Authentic
Assessment
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Performing a task
Real-life cases
Construction / Application of
knowledge
Direct evidence
Student-structured responses
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Sample Question of HKDSE LS
Exam
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Sample Question of HKDSE LS
Exam
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Sample Question of HKDSE LS
Exam
a) Identify and explain the problems in relation to
Hong Kong as revealed in Source 1. (3 marks)
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) 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)
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Design of Marking Guidelines
Key Features:
Descriptors provide
criteria and flexibility
for marking
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Description of
candidates’
achievement of the
course outcomes
(positive description)
A full range of
candidates’
performance
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Features of LS Questions
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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
contentbased,
nor
content
free
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Liberal Studies
Standards-referenced Reporting
Information Package
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Assessment Framework (1)
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Written Examination (80%)
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Paper 1 (50%)
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Two hours
Three compulsory data-response questions
16-20 marks for each question
Paper 2 (30%)
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1 hour 15 minutes
One out of three extended-response
questions
20 marks for each question
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Assessment Framework (2)
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SBA – Independent Enquiry Study (20%)
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An independent and self-directed enquiry project
Stage-wise design
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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)
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Assessment Framework (3)
Assessment Items (weighting)
Stage
Process (50%)
I
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II
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III
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Task (50%)
Project Proposal
Independent
thinking
Communication Data Collection
skills
Effort
Product
Total
Weighting
25%
25%
50%
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Curriculum Aims
Learning outcomes
Assessment
Objectives
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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
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Assessment Requirements
(Written Exam)
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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
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Features of Questions
Paper 1
Data-response
Different forms of data
Graded questions
Catering for a wide range of abilities of students
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Paper 2
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Stimulus material
Require higher-order thinking skills
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Assessment Requirements (IES)
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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
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Stage I Schedule of Work (S5)
Month
January
April
May
June - July
Event
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Standardization seminar for SCs cum group
meeting (annotated samples to be disseminated)
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Students to submit the Task to their teachers
Within-school standardization meeting and marking
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Stage I mark submission (Process and Task) to the
HKEAA
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DCs to review Process assessment records
DCs to give feedback to SCs
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Stage II Schedule of Work (S6)
Month
June
Early October
Mid November Mid January
Event
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Standardization seminar (annotated samples
to be disseminated)
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Students to submit the Task to their teachers
Within-school standardization meeting(s) and
marking
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Stage II (III) mark submission (Task and
Process) to the HKEAA
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Stage III Schedule of Work (S6)
Month
October
December
Mid
November Mid January
Late
January
Event
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Standardization group meetings for SCs cum group
meeting (annotated samples to be disseminated)
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Students to submit the Task to their teachers
Within-school standardization meeting(s) and marking
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Stage III (II) mark submission (Task and Process) to the
HKEAA
Stages II & III Process assessment record submission to
the HKEAA
DCs to review Stages II & III Process assessment
records
DCs to give feedback to SCs
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Role of TA in Liberal Studies Public
Assessment (e.g.)
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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)
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Assessment Development in
School
Working in team (teaching
& assessment)
~ Thank you ~
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