hkdse liberal studies independent enquiry study assessment ... · current implementation 9. most...
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HKDSE Liberal Studies
Independent Enquiry Study
Assessment Framework (2017)
Teachers’ Seminar
Structured Enquiry Approach
26th & 27th June 2014
Timeline of Medium-term Review
of HKDSE LS IES IES Questionnaire Survey (early Feb 2014)
Briefing Session on IES review (late Feb 2014)
Survey findings and recommendations ready (early to
mid March 2014)
Recommendation endorsement by CDC and PEB (mid
April 2014)
Briefing sessions on finalised measures (June 2014)
IES Conference cum SC Group Meeting on Saturday,
11 October 2014 in Buddhist Sin Tak College
Implementation of the modified IES assessment
framework for Sept 2014 S4 (2017 Exam Cohort)
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Medium-term Review
Panel Head Questionnaire
Survey
Survey Results
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Current Implementation
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Current Implementation
9. Most teachers in our school are able to
authenticate students’ work.
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Agree73.1%
Disagree15.1%
No opinion11.8%
Q9
Current Implementation
10. ‘Process’ learning activities can help
teachers authenticate students’ work.
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Agree72.7%
Disagree16.0%
No opinion11.3%
Q10
Current Implementation
11. Most students in our school are able to
formulate enquiry-based topics.
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Agree45.1%
Disagree42.7%
No opinion12.2%
Q11
Current Implementation
12. Most students in our school are able to
deploy an appropriate enquiry plan.
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Agree41.6%
Disagree44.0%
No opinion14.4%
Q12
Current Implementation
13. Most students in our school use more
than one data collection method.
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Agree75.2%
Disagree22.1%
No opinion
2.7%
Q13
Current Implementation
14. Most students in our school rely on first-
hand data in doing IES.
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Agree68.1%
Disagree26.6%
No opinion
5.3%
Q14
Current Implementation
15. Most students in our school are able to make use
of the data collected to justify their standpoints/
viewpoints in response to the enquiry questions.
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Agree45.8%
Disagree40.7%
No opinion13.6%
Q15
Directions for Further
Refinement
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13
Directions for Further Refinement
17. A more structured approach should be
adopted to effectively guide the enquiry
process and the conduct of IES.
Agree83.6%
Disagree6.4%
No opinion10.0%
Q17
Directions for Further Refinement
18. The IES Task should be simplified by
combining the two Tasks on Project Proposal
and Product into a single final report.
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Agree74.5%
Disagree15.3%
No opinion10.2%
Q18
Directions for Further Refinement
19. Apart from primary sources, an IES can
also be conducted by using secondary
sources appropriately to provide different
perspectives and evidential support.
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Agree89.1%
Disagree4.9%
No opinion
6.0%
Q19
Directions for Further Refinement
20. More professional support (e.g.,
samples of performance) should be
provided to facilitate the appropriate use of
secondary sources in the conduct of IES.
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Agree90.2%
Disagree2.0%
No opinion
7.8%
Q20
Directions for Further Refinement
21. The marking guidelines should be modified
so as to discourage students from writing
reports that are excessively lengthy.
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Agree74.4%
Disagree11.1%
No opinion14.4%
Q21
Structured Enquiry
Approach
Assessment Framework
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Existing and 2017 IES Assessment
Frameworks
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Item Existing (2014) 2017
No. of assessment stages 2 1
No. of Tasks to be assessed 2 1
No. of Process marks to be submitted 1 0
Process assessment activities for mark
submission Yes No
Assessment on the performance of process Process Assessment
Activities Initiative Domain
Process activities (Teaching & Learning) Yes Yes
No. of marks to be submitted 3 (1 Process + 2 Tasks) 4 (1 Task: 4 Domains)
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Item Existing (2014) 2017
Mark moderation Yes (Task: Project
Proposal & Product)
Yes (First three
Domains)
Non-moderation part Yes (Process) Yes (Initiative Domain)
Use of first-hand data Yes Yes
Use of published sources Yes Yes
Mark capping for Products (Reports) exceeding
word limit/ viewing time limit No Yes
Report in non-written form presentation Yes Yes
Existing and 2017 IES Assessment
Frameworks
Structured Enquiry
Approach
A four-part Structure
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(Randy L. Bell, Lara Smetana,
and Ian Binns, Simplifying Inquiry
Instruction – Assessing the
inquiry level of classroom
activities, 2005.)
Levels of Enquiry
Level of Enquiry Question Procedure Solution
Confirmation Enquiry
Students confirm a principle through an
activity when the results are known in
advance.
√ √ √
Structured Enquiry
Students investigate a teacher-presented
question through a prescribed procedure. √ √
Guided Enquiry
Students investigate a teacher-presented
question using student designed and
selected procedures.
√
Open Enquiry
Students investigate questions that are
student formulated through student
designed and selected procedures.
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(Randy L. Bell, Lara Smetana, and Ian Binns, Simplifying Inquiry Instruction
– Assessing the inquiry level of classroom activities, 2005.)
Open Enquiry & Steps of Enquiry
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Level of Enquiry Question Procedure Solution
Confirmation Enquiry
Students confirm a principle through an
activity when the results are known in
advance.
√ √ √
Structured Enquiry
Students investigate a teacher-presented
question through a prescribed procedure. √ √
Guided Enquiry
Students investigate a teacher-presented
question using student designed and
selected procedures.
√
Open Enquiry
Students investigate questions that are
student formulated through student
designed and selected procedures.
Junior Forms/
Secondary Four
Open Enquiry & Steps of Enquiry
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Level of Enquiry Question Procedure Solution
Confirmation Enquiry
Students confirm a principle through an
activity when the results are known in
advance.
√ √ √
Structured Enquiry
Students investigate a teacher-presented
question through a prescribed procedure. √ √
Guided Enquiry
Students investigate a teacher-presented
question using student designed and
selected procedures.
√
Open Enquiry
Students investigate questions that are
student formulated through student
designed and selected procedures.
Problem
Statement
Data
Collection
Explanation
& Analysis
Findings &
Conclusion
Open Enquiry & Steps of Enquiry
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Level of Enquiry Question Procedure Solution
Confirmation Enquiry
Students confirm a principle through an
activity when the results are known in
advance.
√ √ √
Structured Enquiry
Students investigate a teacher-presented
question through a prescribed procedure. √ √
Guided Enquiry
Students investigate a teacher-presented
question using student designed and
selected procedures.
√
Open Enquiry
Students investigate questions that are
student formulated through student
designed and selected procedures.
IES
Problem
Statement
Data
Collection
Explanation
& Analysis
Findings &
Conclusion
Data - Information - Knowledge – Wisdom
(DIKW)
Wisdom
Knowledge
Information
Data
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Gene Bellinger, Durval Castro, Anthony Mills, Data, Information, Knowledge, and Wisdom
(http://www.systems-thinking.org/dikw/dikw.htm)
Ackoff, Russell. L., "From
Data to Wisdom", Journal
of Applies Systems
Analysis, Volume 16, 1989
p 3-9.
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Connectedness
Understanding
Information
Data
Understanding
relations
Wisdom
Knowledge
Understanding
patterns
Understanding
principles
DIKW: Developmental Process of IES in LS
Gene Bellinger, Durval Castro, Anthony Mills, Data, Information, Knowledge, and Wisdom
(http://www.systems-thinking.org/dikw/dikw.htm)
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Connectedness
Understanding
Information
Data
Understanding
relations
Wisdom
Knowledge
Understanding
patterns
Understanding
principles
DIKW: Developmental Process of IES in LS
Gene Bellinger, Durval Castro, Anthony Mills, Data, Information, Knowledge, and Wisdom
(http://www.systems-thinking.org/dikw/dikw.htm)
relevant
data, facts,
concepts &
knowledge
Problem Definition
explanation of
the issue
judgement &
Justification
A Four-part Structure of the
Enquiry (IES Report)
Problem Definition/ 題目界定
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A
A Four-part Structure of the
Enquiry (IES Report)
Problem Definition/ 題目界定
Relevant Concepts and Knowledge/ Facts/ Data/
相關概念/ 知識/ 事實/ 數據
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A
B
A Four-part Structure of the
Enquiry (IES Report)
Problem Definition/ 題目界定
Relevant Concepts and Knowledge/ Facts/ Data/
相關概念/ 知識/ 事實/ 數據
In-depth Explanation of the Issue/ 深入解釋議題
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A
B
C
A Four-part Structure of the
Enquiry (IES Report)
Problem Definition/ 題目界定
Relevant Concepts and Knowledge/ Facts/ Data/
相關概念/ 知識/ 事實/ 數據
In-depth Explanation of the Issue/ 深入解釋議題
Judgement and Justification/ 判斷及論證
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A
B
C
D
I. Problem Definition
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Interest &
Knowledge Issue
Significance?
Focus?
Scope?
Focus questions?
II. Relevant Concepts and
Knowledge/ Facts/ Data
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Issue
Concepts
Data
Facts
Knowledge
II. Relevant Concepts and
Knowledge/ Facts/ Data
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Further Study
Concepts
Data
Facts
Knowledge
III. In-depth Explanation of the
Issue
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Values/
Pros &
Cons/
Arguments/
Possible
Outcomes/
From different
perspectives
Relationship/
Interests/
…
Issue
IV. Judgement and Justification
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Weighing the
pros & cons/
Evidence/
Stance/
Judgement/
Decisions/
Justifications/
Recommendations/
Four-part Structure: Flow of the
Enquiry
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Title/ Topic: (The Impact of X on Y)
- Brief Background
- Enquiry Focus
- Significance
- Why Controversial
- Scope (focus questions)
- …
An Example
Four-part Structure: Flow of the
Enquiry
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Title/ Topic: (The Impact of X on Y)
- Brief Background
- Focus
- Significance
- Why Controversial
- Scope (focus questions)
- …
Concepts/ Data/ Information
XXX…
An Example
Four-part Structure: Flow of the
Enquiry
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Title/ Topic: (The Impact of X on Y)
- Brief Background
- Focus
- Significance
- Why Controversial
- Scope (focus questions)
- …
Concepts/ Data/ Information
XXX… Explanation of the Issue
- Features of X
- Situation of Y
- Why X important
- Who are concerned X & Why
- Relevant Stakeholders (S)
- Views/ values/ interests of S
- Possible Impacts on Y
- …
An Example
Four-part Structure: Flow of the
Enquiry
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Title/ Topic: (The Impact of X on Y)
- Brief Background
- Focus
- Significance
- Why Controversial
- Scope (focus questions)
- …
Concepts/ Data/ Information
XXX… Explanation of the Issue
- Features of X
- Situation of Y
- Why X important
- Who are concerned X & why
- Relevant Stakeholders (S)
- Views/ values/ interests of S
- Possible Impacts on Y
- …
Judgement
- Impact (I) identified
- Evidence (relationship between X & Y)
- Significance of I
- Evaluation of I
- Recommendations
An Example
Structured Enquiry Approach:
Advantages
Spelling out the enquiry essence
Facilitating teachers to supervise students
to conduct an enquiry
Helping students to conduct their enquiry
in a systematic manner
Supporting less able students to conduct
their enquiry
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Structured Enquiry
Approach
Marking Guidelines
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Analytic Marking Guidelines
Problem
Definition and
Identification of
Concepts
Explanation
and
Justification
Presentation
and
Organisation
Initiative
Outstanding
Achievement
(7 – 9 marks)
Satisfactory
Achievement
(4 – 6 marks)
Low Achievement
(1 – 3 marks)
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Assessment
Domain
Performance Level
(Mark Range)
Note: No marks should be given to those who do not meet the
minimum requirements stipulated in the marking
guidelines.
Analytic Marking Guidelines
Problem
Definition and
Identification of
Concepts
Explanation
and
Justification
Presentation
and
Organisation
Initiative
Outstanding
Achievement
(7 – 9 marks)
Satisfactory
Achievement
(4 – 6 marks)
Low Achievement
(1 – 3 marks)
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Assessment
Domain
Performance Level
(Mark Range)
Note: No marks should be given to those who do not meet the
minimum requirements stipulated in the marking
guidelines.
New Items in
Report Marking
Four
Assessment
Domains
Analytic Marking Guidelines
Problem
Definition and
Identification of
Concepts
Explanation
and
Justification
Presentation
and
Organisation
Initiative
Outstanding
Achievement
(7 – 9 marks)
Satisfactory
Achievement
(4 – 6 marks)
Low Achievement
(1 – 3 marks)
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Assessment
Domain
Performance Level
(Mark Range)
Note: No marks should be given to those who do not meet the
minimum requirements stipulated in the marking
guidelines.
A max of 3 marks awarded for
reports more than 4,500 words,
exceeding 22 mins and its short
text more than 1,100 words
Analytic Marking Guidelines
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Problem
Definition &
Identification
of Concepts
Explanation
&
Justification
A. Problem Definition
B. Relevant Concepts &
Knowledge/ Facts/
Data
C. In-depth Explanation of
the Issue
D. Judgement and
Justification
Four-Part Structure Assessment Domains
Analytic Marking Guidelines
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Problem
Definition &
Identification
of Concepts
Issue
Enquiry
Concepts & Knowledge
Focus
Significance
Scope
Relevance
Applicability
Analytic Marking Guidelines
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Explanation
&
Justification
Information
Useful-
ness Linkage
Justifica
tion
Factors/ Impacts/ Relationships/ Major
Viewpoints, Relationships/ Disagreements/ Embedded
Values, etc.
Identification Articulation
Justification
Multiple
Perspectives Reasoning
Insightful Ideas/ Views
Supportive
Argument
Analytic Marking Guidelines
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Presentation
&
Organisation
Communication
Sources/ Acknowledgment
Structure
Mark Capping:
Max 3
Analytic Marking Guidelines
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Initiative
Proactivity, Problem Solving
Reflection
Continuous Improvement
Time-management
Process of
conducting IES
Structured Enquiry
Approach
Assessment Domains &
Weightings
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Assignment of Marks and Weightings
Assessment Domain
No. of marks
to be
submitted
Problem Definition
and Identification of
Concepts/
Knowledge
1
Explanation and
Justification 1
Presentation and
Organisation 1
Initiative 1
Total 4
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Assignment of Marks and Weightings
Assessment Domain
No. of marks
to be
submitted
Weighting
(%)
Problem Definition
and Identification of
Concepts/
Knowledge
1 3 (30%)
Explanation and
Justification 1 5 (50%)
Presentation and
Organisation 1 1 (10%)
Initiative 1 1 (10%)
Total 4 10 (100%)
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Assignment of Marks and Weightings
Assessment Domain
No. of marks
to be
submitted
Weighting
(%)
Mark
range
Problem Definition
and Identification of
Concepts/
Knowledge
1 3 (30%) 0-9
Explanation and
Justification 1 5 (50%) 0-9
Presentation and
Organisation 1 1 (10%) 0-9
Initiative 1 1 (10%) 0-9
Total 4 10 (100%)
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Assignment of Marks and Weightings
Assessment Domain
No. of marks
to be
submitted
Weighting
(%)
Mark
range
Max
mark
Problem Definition
and Identification of
Concepts/
Knowledge
1 3 (30%) 0-9 27
Explanation and
Justification 1 5 (50%) 0-9 45
Presentation and
Organisation 1 1 (10%) 0-9 9
Initiative 1 1 (10%) 0-9 9
Total 4 10 (100%) 90
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Assignment of Marks and Weightings
Assessment Domain
No. of marks
to be
submitted
Weighting
(%)
Mark
range
Max
mark
Subject
%
Problem Definition
and Identification of
Concepts/
Knowledge
1 3 (30%) 0-9 27 6%
Explanation and
Justification 1 5 (50%) 0-9 45 10%
Presentation and
Organisation 1 1 (10%) 0-9 9 2%
Initiative 1 1 (10%) 0-9 9 2%
Total 4 10 (100%) 90 20%
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Assignment of Marks and Weightings
Assessment Domain
No. of marks
to be
submitted
Weighting
(%)
Mark
range
Max
mark
Subject
%
Mark
Moderation
Problem Definition
and Identification of
Concepts/
Knowledge
1 3 (30%) 0-9 27 6% Yes
Explanation and
Justification 1 5 (50%) 0-9 45 10% Yes
Presentation and
Organisation 1 1 (10%) 0-9 9 2% Yes
Initiative 1 1 (10%) 0-9 9 2% No
Total 4 10 (100%) 90 20%
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Authenticity
The authenticity of IES reports can be
checked through a discussion with students
and one or more of the following :
the exploration and formulation of topics
The performance of process learning activities
the drafts of chapters/ parts in different steps
the footnotes, references and/or bibliography for
the report
the writing style
plagiarism detection tools
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Further Readings
Brigid Barron, Linda Darling-Hammond, Powerful Learning: Studies Show
Deep Understanding Derives from Collaborative Methods
http://www.edutopia.org/inquiry-project-learning-research
Heather Banchi and Randy Bell, Many Levels of Enquiry
http://learningcenter.nsta.org/files/sc0810_26.pdf
Inquiry-based learning http://edutechwiki.unige.ch/en/Inquiry-based_learning
Guided Inquiry Process http://www.miseagrant.umich.edu/lessons/teacher-
tools/guided-inquiry-process/
Randy L. Bell, Lara Smetana,and Ian Binns, Simplifying Enquiry Instruction
http://www.mun.ca/educ/undergrad/scied/files/bell_simplifying-
inquiry_2005.pdf
Charles Eick, Lee Meadows, and Rebecca Balkcom, Breaking into Enquiry
http://www.brown.edu/ce/adult/arise/resources/docs/Breaking%20into%20In
quiry.pdf
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Further Readings
Dr W Hutchings, Enquiry-Based Learning: Definitions and Rationale
http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_d
efiningebl.pdf
Peter Kahn and Karen O’Rourke, Guide to Enquiry-Based Learning,
University of Manchester
http://www.ceebl.manchester.ac.uk/resources/guides/kahn_2004.pdf
The United Nations Educational, Scientific and Cultural Organization,
Enquiry Learning www.unesco.org/education/tlsf/docs/module_23.doc
Integrated Learning through Inquiry: A Guided Planning Model
http://www.edu.gov.mb.ca/k12/docs/support/multilevel/chap6.pdf
Carol Collier Kuhlthau, “Guided Inquiry: School Libraries in the 21st
Century”, School Libraries Worldwide, January 2010, Vol. 16 No. 1, pp.
17-28 https://comminfo.rutgers.edu/~kuhlthau/docs/GI-School-
Librarians-in-the-21-Century.pdf
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IES is an Integral Part of the
Curriculum
63 IES
Assessment
Learning Teaching
Thank You
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