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Seminar for Teacher Assistants Liberal Studies Public Assessment

Seminar for Teacher Assistants Liberal Studies Public Assessment. 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 Assessment.

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Seminar for Teacher Assistants Liberal Studies Public Assessment

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  1. Seminar for Teacher Assistants Liberal Studies Public Assessment

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

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

  4. 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)

  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. 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 explainthe 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 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

  10. 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-centered • Justified argumentation from multiple perspectives Not content-based, nor content free

  11. Liberal StudiesStandards-referenced Reporting Information Package

  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)

  15. Curriculum Aims Learning outcomes Assessment Objectives

  16. 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

  17. Assessment Requirements (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

  18. Features of Questions Paper 1 • Data-response • Different forms of data • Graded questions • Catering for a wide range of abilities of students Paper 2 • Stimulus material • Require higher-order thinking skills

  19. 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 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

  20. Stage I Schedule of Work (S5)

  21. Stage II Schedule of Work (S6)

  22. Stage III Schedule of Work (S6)

  23. Role of TA in Liberal Studies Public Assessment (e.g.) • 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)

  24. Assessment Development in School Working in team (teaching & assessment) ~ Thank you ~

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