NSS Assessing Student Learning Series for the HMSC Curriculum (4) - Designing Internal Assessment

1. NSS Assessing Student Learning Series for the HMSC Curriculum (4) -Designing Internal Assessment Part 2: Basic Question Setting Skills Mr. KWOK Kai-yin, Bill 10 Dec 2010

2. Tools for setting HMSC questions • HMSC Curriculum and Assessment Guide Curriculum Structure and Organization Assessment Objective • SRR Information Package Assessment Framework Level Descriptors Sample papers and Marking Schemes Annotated Exemplars (for illustration of performance standards in various level) • HMSC Resource Kits • References (Websites, News, books, Journals, Publications etc.)

3. What are measured? • demonstrate comprehensive knowledge and understanding of issues, concepts and principles in health and social care across all systems and from all perspectives • apply concepts of health and social care to unfamiliar situations in a wide range of contexts • demonstrate excellent critical thinking and problem solving skills, making inferences, judgements and evaluations when analysing interconnected HMSC issues • effectively communicate ideas in a coherent and logical manner through extensive and sophisticated use of terminology and in an appropriate form • design and conduct creative and focused investigations, synthesise and evaluate data collected, and draw valid conclusions in authentic health/ social care situations Level Descriptors (L5)

4. Paper format and question types Paper 1 • Questions will be set on the compulsory part of the curriculum.

5. Paper format and question types Paper 2 • Questions will be set on both the compulsory and elective parts of the curriculum.

6. Paper 1: Section A Question 6 Short question: Mainly focus on factual recall

7. Paper 1: Section B (1) Question 10 Data response question: Answers should make reference to the raw figures/ trends/ patterns of the data provided.

8. Paper 1: Section B (2) Question 11 Data response question: Answers should make reference to the raw figures/ trends/ patterns of the data provided.

9. Paper 1: Section B (3) Question 13 Data response question: Answers should make reference to the content of the information provided

10. Paper 2: Section A Question 4 Scenario-based : Answers are identified and interpreted from the information provided (the scenario); no mark will be given to answers purely based on factual recall. High quality distractors may be included for this type of question.

11. Paper 2: Section B (1) Question 6 Essays: limited response with suggested answers(accept alternative reasonable answers)

12. Paper 2: Section B (2) Question 8 Marking scheme should include clear assessment guidelines and mark allocation for each areas. Essays: open-end question under pre-set framework

13. Activity One: Classification • Teachers in groups, classify the questions designed by your group members into various sections of the HMSC Papers.

14. Action Verbs in Question Setting (1)

15. Action Verbs in Question Setting (2)

16. Action Verbs in Question Setting (3)

17. Activity Two: Action verbs Teachers in groups, • identify the “action verbs” that are commonly used in question setting of the subject. * Different action/ command words may have different interpretation and cognitive requirements in different contexts

18. Common action/ command words

19. Common question words • ….from various perspectives • As a ….., what is your opinion (authenticity) • Suggest the ways • With reference to …. • ….. the pros and cons of ….. • According to… • Relate your answer to…… • Identify/ describe the role(s) of … • Comment on …. and justify your views….. • To what extent…. • Compare the relative importance… • Comment on the validity of ….

20. In answering HMSC questions • Support viewpoints/ arguments with relevant concepts/ facts/ information. • Analyse and answer the question from various perspectives/ across different levels • Strive hard to prevent factual errors when quoting evidence to support viewpoints • Pay attention to the focus of the question – do not miss the key word(s) of the question • Avoid contradictory assertions • In essays, introductory and concluding paragraphs as well as topic sentences signaling the content of each paragraph are needed.

21. Quality Analysis of HMSC question - Case study (1)

22. Quality Analysis of HMSC question - Case (2)

23. Quality Analysis of HMSC question - Case (3)

24. Quality Analysis of HMSC question - Case (4)

25. Quality Analysis of HMSC question - Case (5)

26. Major Concerns in question setting

27. Poor questions - examples • Try to identify… • Can you ….. • Do you think ….. • All the …. • Based on your personal experience/ own thought,…

28. Activity 4: Proofreading Identify the errors and ambiguities of the following question within 15 minutes.

29. Assessment Partnership Scheme「評核伙伴計劃」 Objectives • Quality audit of INTERNAL examination papers/ test/ quiz from school teachers (On demand) • Provision of extra HMSC questions in form of DVDs and booklets • Provision of professional development programmes on basic question setting skills for HMSC teachers • Sharing of extra HMSC questions and the development of web-based question bank

30. Assessment Partnership Scheme「評核伙伴計劃」 • Working group for setting HMSC questions will be established for this scheme. • A maximum of 10 meetings (3hrs sessions) with 4 members (or equivalent) will be held for question setting and moderation. • The deliverables, including 80 extra HMSC questions and suggested answers for HMSC, will be disseminated to teachers in form of DVDs. • Please contact Mr. Bill KWOK if you are interested. (kykwok@hkeaa.edu.hk)