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Seminar for Teacher Assistants LS Public Assessment

Seminar for Teacher Assistants LS Public Assessment. Hong Kong Examinations and Assessment Authority. For Improvement. Uses of Assessment. Assessment for Learning Giving feedbacks Review for remedy Revealing the learning capability of students Assessment of Learning Certification

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Seminar for Teacher Assistants LS Public Assessment

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  1. Seminar for Teacher Assistants LS Public Assessment Hong Kong Examinations and Assessment Authority

  2. For Improvement Uses of Assessment • Assessment for Learning • Giving feedbacks • Review for remedy • Revealing the learning capability of students • Assessment of Learning • Certification • Selection

  3. Types of Assessment • Traditional (Standardised) Assessment • Authentic(Performance) Assessment

  4. Authentic Assessment 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)

  5. Features of Authentic Assessment • Performing a task • Real-life cases • Construction / Application of knowledge • Direct evidence • Student-structured responses

  6. Sample Question of HKDSE LS Exam

  7. Sample Question of HKDSE LS Exam

  8. Evaluation Sample Question of HKDSE LS Exam • Identify and explain the problems in relation to Hong Kong as revealed in Source 1. (3 marks) • 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) • 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)

  9. Design of Marking Guidelines

  10. Not content-based, nor content free Features 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

  11. Liberal Studies通識教育Standards-referenced Reporting Information Package水平參照成績匯報資料套

  12. 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

  13. 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)

  14. Assessment Framework (3) • SBA – Independent Enquiry Study • http://www.hkeaa.edu.hk/en/sba/sba_hkdse_core/subject.html?29&2

  15. Curriculum Aims Learning outcomes Assessment Objectives

  16. Understanding Application Understanding, Discussion, Justification Assessment Objectives of LS Application • 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

  17. Assessment Requirements (Written Exam) Skill / knowledge / concept application • 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

  18. Features of Questions in Paper 1 • Data-response • Different forms of data • Graded questions • Catering for a wide range of abilities of students

  19. Features of Questions in Paper 2 • Stimulus material • Require higher-order thinking skills

  20. Assessment Requirements (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 1 Stage 2 Stage 3

  21. Stage I Schedule of Work (2010-12)

  22. Stage II Schedule of Work (2010-12)

  23. Stage III Schedule of Work (2010-12)

  24. Assessment Development in School • Working in team (teaching & assessment)

  25. Thank you!

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