hkdse liberal studies ies seminar cum group meeting 2019-20 · meeting(s) and mark the ies reports...
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HKDSE Liberal Studies
Independent Enquiry Study
Seminar cum Group Meeting
2019-20
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2019 IES
Moderation Results
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Moderation
Marking Domain
Problem Definition and
Identification of Concepts /
Knowledge (6%)
Explanation and Justification
(10%)
Presentation and Organisation
(2%)
Initiative (10%)
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Problem Definition and
Identification of Concepts /
Knowledge (30%)
Explanation and Justification
(50%)
Presentation and Organisation
(10%)
Moderation
4 4
Hybrid Approach
Report marks (90%) which is subject to:
Statistical Moderation Determination of a school’s IES performance level with reference to the performance of the school in public examination (reliability)
Supplemented with sample re-assessment Determination of a school’s IES performance level by re-marking a sample of student work from the school (validity)
Initiative marks (10%) which is not moderated
Some Statistics
479 participating schools
Overall moderated Task mean: 55/90 (61%)
Raw school mean vs. Final moderated school mean
66.7% of the schools were within expectation
14% higher than expected
19.3% lower than expected
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Reminders on Administration
Identities of students & schools should not be disclosed in the reports
The word Count should be shown on the Covering Page
http://www.hkeaa.edu.hk/en/sba/sub_info_sba/dse_subject.html?3&5
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S6
September 2019
Schools to provide the following information to the HKEAA: Names and relevant information of S6 IES
teachers
November 2019 – January 2020
Students to submit the IES Reports to their IES
teachers by November 2019 Teachers to hold within-school standardisation
meeting(s) and mark the IES Reports from November to December 2019
Schools to submit students’ marks to the
HKEAA in January 2020 Schools to submit the IES Reports for sample
review to the HKEAA in January 2020
(2-23 Jan 2020)
July 2020 Release of 2020 HKDSE Examination Results
October 2020
Schools to receive feedback on the outcome of moderation
CALENDAR OF EVENTS (2020 EXAM)
TRANSFER CANDIDATES/ REPEATERS
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• Submit the FOUR marks
• Problem Definition and Identification of Concepts/ Knowledge
• Explanation and Justification
• Presentation and Organisation
• Initiative
• Facilitate these students to revisit and carry forward their work completed in S4 and S5
Word Count
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• The following are NOT included
– Covering page
– Table of contents
– Titles, graphs, tables, captions and headings of photos
– Punctuation marks
– Footnotes, endnotes, references, bibliography and appendices
Tables NOT included in the word count
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• Tables are
– ancillary to the content of the reports
– primarily used for presenting data/ information and for showing patterns and relationships, etc.
– organisers to assist understanding and thinking
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Sources should be properly quoted &
incorporated in the argument
Extracted from “Discuss the influence of growing trend of
cosmetic surgery on the personal growth of Hong Kong
teenagers”, p. 10)
Appropriate Use of Tables
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• Reflected in the marking domain: PO
• Inappropriate use of tables:
– the clarity of explanations and justifications might be jeopardised;
– the performance of the marking domains A & B and C & D/ C may also be affected.
Submission of samples
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• Request for a change of student(s) for work submission, such as
– Mark penalty being imposed
• less serious plagiarism cases
• late submission
– Exceeding the word/ viewing time limit
• How:
– Schools should contact the SBA Team of the HKEAA
Awarding marks for Initiative
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• Design and Use of evidence-based enquiry learning and/or assessment activities
– Solving problems
– Time management
– Performance of these activities
– Punctuality in submitting works
• The marking criteria for Initiative should be made known to the students before conducting IES.
Record Keeping
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• To keep a proper record of the following until the end of the examination cycle: • Marks and assessment records
• Assessment plan
• One enquiry learning or assessment activity with rubrics • Two student samples of that activity
• one high and one low performance level
• with the levels of performance/ grades/ marks
For students with Special Educational Needs (SEN)
Accommodation
Applying for exemption (if applicable)
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Accommodation Provide necessary assistance to the student concerned
and perform a FAIR assessment
e.g. provide alternative enquiry learning activities (but in same level of difficulty) and perform a FAIR assessment on Initiative (e.g. making reference to School’s SEN policy, soliciting advice from school management / Psychologist / Therapist to adopt technological support, e.g. Screen-reader and Speech-to-text softwares)
Use different but appropriate data collection methods and modes of presentation (e.g. collecting data by interviews or field observations for students with dyslexia)
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Exemption Formal approval from the HKEAA required
Application form: https://www.hkdse.hkeaa.edu.hk
Apply at the beginning of school year
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Supporting documents School’s recommendation for exemption
Relevant
Medical supports
Psychologist’s supports
Attendance record (such as record of extended sick leaves)
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Reminder Contact the SBA Team of the HKEAA for questions
related to logistical arrangements.
Discuss with your District Coordinator for subject-related questions.
Explain to the student the accommodation, or why accommodation is not necessary.
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(Students may choose either Version I or II of the Table of Contents that suits the need of their enquiry
study.)
Table of Contents
(Version I)
A. Problem Definition P.
B. Relevant Concepts and Knowledge/ Facts/ Data P.
C. In-depth Explanation of the Issue P.
D. Judgement and Justification P.
References P.
(學生可因應探究題目的需要,選擇版本 I 或 I I 作其報告的目錄。 )
目錄
(版本 I)
A. 題目界定 頁
B. 相關概念和知識/事實/數據 頁
C. 深入解釋議題 頁
D. 判斷及論證 頁
參考資料 頁
Students may choose either Version I or II of the Table of
Contents that best suits the need of their enquiry study.
Two OPTIONS for the Report Structure
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Table of Contents
(Version II)
A. Problem Definition P.
B. Relevant Concepts and Knowledge/ Facts/ Data P.
C. In-depth Explanation of the Issue, Judgement and Justification P.
References P.
目錄
(版本 II)
A. 題目界定 頁
B. 相關概念和知識/事實/數據 頁
C. 深入解釋議題、判斷及論證 頁
參考資料 頁
Proposed
Version II
VERSION I
Part C: In-depth Explanation of the Issue
Guiding questions • How do you explain, analyse or interpret the following
related items in the process of enquiry by applying relevant concepts and knowledge/ facts/ data? For example,
factors bringing about the issue
impacts brought about by the issue/ suggestions for the issue
majority views/ disagreements/ diversity/ conflicts or views from different perspectives on the issue
23 (SBA Teachers’ Handbook, p.6)
VERSION I
Part D: Judgement and Justification • Guiding questions:
• How do you respond to your enquiry questions from multiple perspectives so as to provide evidential support for your arguments?
What are your major arguments and evidential support in response to the enquiry question, by applying relevant concepts and knowledge/ facts/ data?
What is/ are your views/ stance/ decision/ choice/ value judgement/ evaluation in the issue enquiry?
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VERSION II
Part C+D: In-depth Explanation of the Issue, Judgement and Justification
Guiding questions: • While integrating the in-depth explanation of the issue in
the judgement-making process, how do you provide evidential support for your arguments by considering the focus/ controversy/ discussion points of the issue concerned?
• How to respond to your enquiry questions from multiple perspectives by considering the factors/ impacts/ relationships/ major viewpoints of key stakeholders/ disagreement/ embedded values in the issue?
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VERSION II
Part C+D: In-depth Explanation of the Issue, Judgement and Justification
Guiding questions:
• Based on your understanding of the issue and the application of relevant concepts and knowledge/ facts/ data, what are your major arguments and evidential support in response to the enquiry question?
• What is/ are your views/ stance/ decision/ choice/ value judgement/ evaluation in the issue enquiry?
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