HKDSE Technology and Living - HKEAA

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HKDSE Technology and Living HKDSE Technology and Living

Hong Kong Examinations and Hong Kong Examinations and Assessment Authority Assessment Authority

December 2008December 2008

Public Assessment and StandardsPublic Assessment and Standards-- referenced Reportingreferenced Reporting

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Roles of AssessmentRoles of AssessmentAssessment for learning

Formative, provides feedback to improve learning and teaching based on formal or informal assessment of student performance

Assessment of learning Summative, undertaken at the conclusion of a significant period of instruction, e.g. at the end of the year, or at key stage of schooling

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Roles of Assessment Roles of Assessment

In school contextDaily informal and formal assessments provide information that helps promoting learning and monitoring students’ progressTerm tests/exams provide information that help making decision on class promotion

In public exam, Provides information for certification and selection decisions

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Roles of Assessment Roles of Assessment

Internal assessment should be more formative, whereas public assessment tends to be more summative Inclusion of SBA is an attempt to enhance formative assessment within the context of the HKDSE

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Assessment Framework for TLAssessment Framework for TLComponent Description Weighting Duration

Public examination

Paper 1

Compulsory partSection A: Multiple Choice Qs Section B: Design Qs Section C: Structured Qs

30% 1½

hours

Paper 2

Elective partSection A: Short Qs Section B: Data-response Qs Section C: Essay Qs

40% 2 hours

SBA Prescribed task with components of experiment and practical skills

15%

-Project / Design folio on local and global issues on the related strand 15%

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Public ExamPublic Exam

Illustration of Question Types in the Illustration of Question Types in the Public Exam of TLPublic Exam of TL

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TL Paper 1 TL Paper 1 All questions are compulsory Paper 1 total = 70 marks

Section Question Mark

A 15 multiple choice questions 15

B 2 design questions 25

C 3-4 structured questions 30

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TL Paper 2TL Paper 23 sections, each section on one electiveAttempt 2 sessionsEach session carries 40 marks, with 3 types of questionsPaper total: 80 marks

Question type Mark2 short questions 10 marks1-3 data analysis questions 15 marks1 essay question 15 marks

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Sample MC questionsSample MC questions

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Sample MC questionsSample MC questions

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Sample MC questionsSample MC questions

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Sample Design QuestionsSample Design Questions

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Sample Design QuestionsSample Design Questions

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Sample Structured QuestionsSample Structured Questions

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Short QuestionShort Question

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Short QuestionShort Question

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Data Analysis QuestionData Analysis Question

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Data Analysis QuestionData Analysis Question

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Data Analysis QuestionData Analysis Question

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Data Analysis QuestionData Analysis Question

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Essay Question Essay Question

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FeaturesFeatures

Inclusion of various question typessome questions assess foundation knowledge some questions assess higher-order thinking skillssome questions involve unfamiliar contexts

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Download of sample papersDownload of sample papershttp://www.hkeaa.edu.hk/en/HKDSE/Subject_ Information/tnl/index.html

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StandardsStandards--referenced Reporting referenced Reporting for TLfor TL

Illustration on level descriptors and Illustration on level descriptors and exemplars exemplars

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StandardsStandards--referenced Reporting (SRR)referenced Reporting (SRR)

Five levels of performance: 5 (highest) to 1 (threshold) + unclassified 5** (best performance) and 5* (next best group) Standards at levels 5 and 4 are set with reference to grades A-D of current HKALE

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Rationale forRationale for SRRSRR

The standards are held constant The percentage of candidates awarded a given level may vary from year to yearThe standards of performance are more explicit Level descriptors together with samples of performance can illustrate the standards

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Standards settingStandards settingBased on candidate' examination performance and moderated SBA results (if applicable), candidates are awarded a total score for the subject

Determine what are the minimum scores that a candidate must obtain in order to meet various standards (i.e., Levels 1-5)

Cut scores determined by a panel of judges consisting of subject experts and experienced markers and teachers

Statistics and samples of performance provided for reference

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Standards settingStandards setting

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Maintenance of StandardsMaintenance of StandardsSecure monitoring test conducted annually Both student total scores and monitoring test scores obtained are analyzed and calibrated together to a common scale of difficulties / abilitiesThe cut scores determined by the panel of judges are matched to the scale obtained Ensure that standards are held constant and that there is no ‘grade inflation’ over time

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Drafting Level descriptors Drafting Level descriptors Reference to the learning outcomes and assessment objectives to ensure alignment between curriculum and assessment

Describe typical performance at each level

Represent “on-average” statements and may not apply precisely to individuals

Describe what candidates can do, not what they cannot do

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Dimensions used in TLDimensions used in TLKnowledge and understanding Application of knowledgeHigher order skillsCommunication skillsTechnological and practical skills

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Draft Level Descriptors (as of Dec 2008)Draft Level Descriptors (as of Dec 2008)

Level 5demonstrates extensive knowledge and understanding of concepts in the related strand of the TL curriculumdisplays expertise in applying knowledge and understanding to analyse and solve problems in various situationsshows excellent research skills in collecting, selecting, analysing and evaluating informationcommunicates information in a logical and coherent manner with concise use of explicit technical languagedemonstrates expertise in applying theoretical concepts and technological skills to a comprehensive range of practical activities

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Knowledge and UnderstandingKnowledge and UnderstandingLevel Descriptors

5 demonstrates extensive knowledge and understanding of concepts in the related strand of the TL curriculum

4 demonstrates sound knowledge and understanding of concepts in the related strand of the TL curriculum

3 demonstrates general knowledge and understanding of concepts in the related strand of the TL curriculum

2 demonstrates brief knowledge and understanding of concepts in the related strand of the TL curriculum

1 demonstrates simple knowledge of concepts in the related strand of the TL curriculum

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Application of knowledgeApplication of knowledgeLevel Descriptors

5 displays expertise in applying knowledge and understanding to analyse and solve problems in various situations

4 displays competence in applying knowledge and understanding to analyse and solve problems in various situations

3 displays skills in applying knowledge and understanding to analyse and solve problems in some unfamiliar situations

2 displays skills in applying knowledge and understanding to analyse and solve problems in familiar situations

1 displays minimal skills in applying knowledge and understanding to solve routine problems in familiar situations

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Higher order skillsHigher order skillsLevel Descriptors

5 shows excellent research skills in collecting, selecting, analysing and evaluating information

4 shows competent research skills in collecting, selecting, analysing and evaluating information

3 shows research skills in collecting, selecting and analysing information

2 shows skills in collecting and selecting information

1 shows minimal skills in handling of information

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Communication skillsCommunication skillsLevel Descriptors

5 communicates information in a logical and coherent manner with concise use of explicit technical language

4 communicates information in a well-structured manner with proficient use of explicit technical language

3 communicates information in a structured manner with the use of some technical language

2 communicates information with limited use of technical language

1 communicates information with the use of simple terminology and explanation

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Technological and practical skillsTechnological and practical skillsLevel Descriptors

5 demonstrates expertise in applying theoretical concepts and technological skills to a comprehensive range of practical activities

4 demonstrates competence in applying theoretical concepts and technological skills to a range of practical activities

3 demonstrates skills in applying theoretical concepts and technological skills to a range of practical activities

2 demonstrates skills in applying theoretical concepts and technological skills to a few practical activities.

1 applies simple facts and technological skills to a few practical activities

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Exemplars Exemplars Selected from sample of students’ work in the pilot testAnnotated to help illustrate the typical performance at each levelTentative in nature Sample live performance in the 2012 HKDSE examination to be provided at a later stage

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Exemplars for Q.3Exemplars for Q.3

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Level 4Level 4

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Level 3Level 3

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Level 2Level 2

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Level 2Level 2

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Level 1Level 1

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Level 1Level 1

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Exemplars for Q.8Exemplars for Q.8

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SRR Information PackageSRR Information Package (available tentatively in June 2009)(available tentatively in June 2009)

Assessment framework (already on HKEAA website) Sample papers (available for download after 19/12)Pilot test papersSuggested answers Level descriptors Annotated sample of students’ work

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SBA component for TLSBA component for TL

SBA tasks and ImplementationSBA tasks and Implementation

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SBA tasks for TL SBA tasks for TL

Task Weighting Submission of mark

Prescribed task 50% S5

Project / Design FolioProposalRealization and Evaluation

10%40%

S5S6

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Assessment areas for Prescribed TaskAssessment areas for Prescribed Task

Experimental work Report writing Action planPractical skills

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Assessment areas for Project / Design FolioAssessment areas for Project / Design Folio

Proposal Identifying and defining the scope of study Developing specification

Realization and ReportingFormulating design ideasSelecting and using appropriate materials, equipment and processes Communicate effectively in the form of written report

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Implementation of SBAImplementation of SBATo allow time for the smooth implementation of SBA, the following strategy for phasing it in will be adopted.

Year of examination Implementation of SBA

2012 Schools are not required to submit SBA marks. Public examination results constitute 100% of the final subject results.

2013 Schools are not required to submit SBA marks. Public examination results constitute 100% of the final subject results.

2014 and thereafter

All schools have to submit SBA marks contributing 30% to the final subject results.

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Proposed SBA Mark Submission Coordination across Proposed SBA Mark Submission Coordination across subjects in 2012 HKDSE and HKALE (Draft as of Osubjects in 2012 HKDSE and HKALE (Draft as of Occt 08)t 08)

1. 2011 (S5 for HKDSE and S6 for HKALE)

HKDSE HKALE

Mid May Early June Mid June Late June Early July Mid July Late June Early July

LS – Stage 1 DAT

ICT

Biology

Chemistry

Physics

Combined Science

Chi Lang

Integrated Science

History

Visual Arts

Chi History

Eng Lang

Chemistry Chinese Lang &

Culture

Chi Lit

2. 2012 (S6 for HKDSE and S7 for HKALE)

HKDSE HKALE

Mid Oct Mid Jan Early Feb Mid Feb Late Feb Early Mar Late Mar Early Mar Mid Mar Late Mar

LS – Stage 2 LS – Stage 3 History

DAT

Visual Arts

Physics

Chemistry

Biology

Combined

Science

ICT

Chi History

Integrated

Science

Chi Lang Eng Lang LS

Electronics

Computer

Applications

Computer

Studies

Physics

Chemistry

Biology

GPA

Visual Arts

Chi Lang &

Culture

Chi Lit

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Implementation TimelineImplementation TimelineSchool YearSchool Year HKDSEHKDSE HKCEEHKCEE

09-10 S4(1st Cohort)

S5(Last Cohort)

10-11 S5 S4(2nd Cohort)

11-12 S6(2012 Exam)

S5 S4(3rd Cohort)

12-13 S6(2013 Exam)

S5 (SBA starts)

13-14 S6(2014 Exam)

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How How cacan schools plan for SBA Implementationn schools plan for SBA Implementation

Conduct SBA as an integral part of teaching and learning and not treat it as an “add-on”Set up school’s own assessment plan, specify the no of assessment activities to be conducted for individual subjectsCoordinate the conduct of the SBA across subjects so that students’ work will not be concentrated into one or two critical monthsIncorporate SBA as a part of schools’ internal assessment program and replace some of the current assessment activities, e.g. assignments, tests etc

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Coming events Coming events

PD Training on SRR (1-3/09)Trial Marking and Question Setting

PD Training on SBA (8/09)Trials on SBA tasks (09-10)