seminar for teacher assistants ls public assessment hong kong examinations and assessment authority

Seminar for Teacher Assistants

LS Public Assessment

Hong Kong Examinations and Assessment Authority

Uses of Assessment• Assessment for Learning

– Giving feedbacks

– Review for remedy

– Revealing the learning capability of students

• Assessment of Learning– Certification

– Selection

For Improvement

Types of AssessmentTypes of Assessment

• Traditional (Standardised) Assessment

• Authentic (Performance) Assessment

Authentic Authentic AssessmentAssessment

Definition

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)

Features of Authentic Features of Authentic AssessmentAssessment

Performing a task Real-life cases Construction / Application of

knowledge Direct evidence Student-structured responses

Sample Question of HKDSE LS Sample Question of HKDSE LS ExamExam

Sample Question of HKDSE LS Sample Question of HKDSE LS ExamExam

Sample Question of HKDSE LS Sample Question of HKDSE LS ExamExam

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)

Evaluation

Design of Marking Design of Marking GuidelinesGuidelines

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

Features of LS QuestionsFeatures 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-structured• Justified argumentation from multiple

perspectives

Not content-based, nor content free

Liberal StudiesLiberal Studies 　　通識教育通識教育Standards-referenced Standards-referenced Reporting Information PackageReporting Information Package　　水平參照成績匯報資料套水平參照成績匯報資料套

Assessment Framework (1)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

Assessment Framework (2)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)

Assessment Framework (3)Assessment Framework (3)• SBA – Independent Enquiry Study• http://www.hkeaa.edu.hk/en/sba/sba_hkdse_core/subject.html?29

&2

Stage

Assessment Items (weighting) Total

WeightingProcess (50%) Task (50%)

I • Independent thinking

• Communication skills

• Effort

Project Proposal 25%

II Data Collection 25%

III Product 50%

Curriculum Aims

Learning outcomes

Assessment Objectives

Assessment Objectives of LSAssessment 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

Understanding,Discussion, Justification

Assessment Requirements Assessment Requirements (Written Exam)(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

Features of Questions in Features of Questions in Paper 1Paper 1

• Data-response

• Different forms of data

• Graded questions

• Catering for a wide range of abilities of students

Features of Questions in Features of Questions in Paper 2Paper 2

• Stimulus material

• Require higher-order thinking skills

Assessment Requirements Assessment Requirements (IES)(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 right 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

Stage I Schedule of Work (2010-12)

Month Event

15 January 2011 (Sat)

• Standardization Seminar for SCs cum group meeting

April - May 2011

• Students to submit the Task to their IES teachers by April 2011

• Within-school standardization meeting and marking

• Mark submission (Process and Task) to the HKEAA

June - July 2011

• DCs to review Process assessment records

• DCs to give feedback to SCs

Stage II Schedule of Work (2010-12)

Month Event

June 2011• Stage II annotated samples to be

disseminated to SCs via emails by DCs

Early October 2011

• Students to submit the Task to their IES teachers by September 2011 Stage II

• Within-school standardization meeting(s) and marking

Mid October 2011- Mid January 2012

• Stage II mark submission (Task and Process) to the HKEAA

Stage III Schedule of Work (2010-12)

Month Event

October 2011• Standardization group meetings for SCs

• Annotated samples to be disseminated to SCs in CD ROMs

Early January 2012

• Students to submit the Task to their IES teachers by December 2011

• Within-school standardization meeting(s) and marking

Mid January 2012• Stages II & III mark submission (Task and

Process) to the HKEAA

Late January 2012• DCs to review Stages II& III Process

assessment records

• DCs to give feedback to SCs

AssessmentAssessment Development in School

• Working in team (teaching & assessment)

Thank you!