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3rd Consultation

Public AssessmentNSS Tourism and Hospitality Studies (THS)

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Assessment Objectives

Aligned with:

The curriculum framework

The broad learning outcomes

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Public Exam 70%

School-based Assessment (SBA)

30%

Assessment Design

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Component 1 PartWeightin

gDuration

Public Exam

Paper 1

Section A:Multiple-choice questions (x30)

Section B:Data-based questions (1 out of 2)

30%1¼ hou

rs(1 Hr)

Paper 2

Essay-type questions (3 out of 5)

40% 1¾ hours

Assessment Design (cont’d)

*Subject to continual refinement in the light of feedback

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Component 2 Year Descriptions Weighting

School-basedAssessment (SBA)

S5-S61 x Task on Elective Part

20% (15%)

S52 x Course Assignments on Compulsory Part

10%

Assessment Design (cont’d)

*Subject to continual refinement in the light of feedback

S5 Test/exam# 5%

# deleted

( ) indicates previous weighting

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Multiple-Choice questions

Allow more comprehensive coverage of curriculum

Encourage students to get a detailed grasp of the basic knowledge in the Compulsory Part

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Which of the following is classified as an

economic cost of tourism?

(A) Loss of local ownership of resources

(B) Increased foreign exchange earnings

(C) Stimulus for conservation and preservation

(D) Deterioration of traditional values

Source: Board of Studies NSW 2001

Only one is the key and three others are distracters

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Data-based questions

Require students to perform various skills such as analysis and application of the data provided in the question

Currently adopted in the HKCE exams

*Specimen papers will be provided to schools to illustrate the format of exam and standards at which the questions are pitched

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Samtion

Source: CE T&T 2006

Requires

students to

demonstrate

higher-order

skills like

understanding

analysis, and

application of

knowledge etc.

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Essay-type questions

Allow students to discuss tourism and hospitality issues in depth

Currently adopted in the HKCE exams

*Specimen papers will be provided to schools to illustrate the format of exam and standards at which the questions are pitched

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Requires students to

demonstrate skills

like application of

knowledge, analysis

syntheses and

communications etc.

Source: CE T&T 2005

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Rationale for SBA in THS

Enhance the validity of the overall assessment

Extend it to include the assessment of a range of specific and generic skills – such as skills in communication, customer services, information-processing, critical thinking, creativity & problem-solving

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Rationale for SBA in THS (cont’d)

Reduce dependence on the results of the examsObtain assessment over an extended period of timeDeveloped by their subject teachers who know the students well – provides a more reliable assessment of each students

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Task (20%)Requires students to undertake an in-depth study of a selected topic in the Elective Part

Students can choose eitherto plan and organise a THS-related event*

or

to produce a THS theme-based product

*Real/Imaginary

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Examples of Task

Design and display a booth in school to promote fair trade in the tourism and hospitality industry

Produce an information booklet on ecotourism destinations in South America

Design a webpage to promote MICE activities

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Background: 

You are an Assistant Research Manager with Hong Kong Trade Development Council. The Research Department has completed a research on technology used in tourism and hospitality industry. The findings indicated that there is a need for the local tourism industry practitioners to keep abreast of modern technology. In view of this, Hong Kong Trade Development Council has decided to hold an exhibition. You have appointed Hub & Hub, a specialist in MICE management, to identify vendors of selling appropriate technology and arrange for them to mount an exhibition. Hub & Hub also needs to provide quality supporting facilities and services for delegates of the exhibition.

 

Guiding questions: 

1.How will Hub & Hub divide the various tasks that must be performed for such an event?

2.What needs to be done to ensure the event runs smoothly?

3.What technology is available for the tourism and hospitality industry?

4.What kind of technology should be exhibited? Why?

5.How will you encourage vendors to take part in the exhibition?

 

Knowledge, skills and attitudes: 

• Analyze the development of information technology in the travel and tourism industry;

•Develop an awareness of facilities of information technology such as Global Distribution System in travel agencies, cruise companies and airlines;

•Evaluate the impacts on customers and hospitality industry that are brought about through the development of internet booking, computerized check-in and check-out;

•Investigate suitable venue, facilities, layouts and equipment for hosting the exhibition.

Sample task on Mice

Real workplace scenario

Investigation/case studies

Learning outcomes

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Promoting cultural and heritage tourism through theme parkBackground:

You are a management trainee of a consultancy firm specialized in the development and management of theme park. By the end of next month, you have to submit a proposal for the supervisor on the design and development of a cultural theme park. The proposal should include 4 zones, each representing different elements of culture. You will create a blueprint or 3 dimensional model of the park. The design can be presented on paper, video or computer. This task is designed to develop your knowledge and understanding of different types of theme park, and its roles in promoting culture and heritage tourism.

Guiding questions:

• Is each zone characterized with the relevant architectural design?• Is each zone characterized with a unique ambience such as costumes for staff, music, entertainment and game offer to park’s patrons?• Is the overall design able to stimulate a strong culture and heritage desire among potential visitors?• Is the theme park able to meet visitor needs and expectations?

Knowledge, skills and attitudes:

• involve the development and use of information gathering skills; • develop an awareness of the full range of theme parks and an ability to make use of sources of general and specific information; and • make informed choices about types of theme parks and destinations within the constraints of personal preferences, personal budget and personal time.

Sample Task on Theme Parks & Attractions

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Task

Candidates will be provided:

List of suggested tasksSpecific requirementsMode of deliverySBA Handbook (regulations, assessment criteria and guidelines)

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Assessment Framework for TaskMajor Areas Assessment Criteria Weighting

Data sourcing A number of sub-areas

identified

3 levels of performance with

mark range

Assessment descriptors

40%?Oral

presentation20%?

Written report 40%?

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Descriptors for Written Report (40%)

Outstanding Achievement

(4-5)

Satisfactory Achievement

(2-3)

Needs Improvement

(0-1)

(1) Organization and presentation

...Xxxxxxxxxxxx…

XxxxxxxxxXxxxxxxxxxxxxx..

XxxxxxxxxXxxxxxxxxxxxxx..

(2) Discussion and conclusion

XxxxxxxxxXxxxxxxxxxxxxxx..

XxxxxxxxxXxxxxxxxxxxxx..

XxxxxxxxxXxxxxxxxxxxxxxxx…

Descriptors

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Course Assignments

Each student are required to submit two assignments based on topic areas in the Compulsory Part and delivered in different modes

Essays Reports on visitsNews commentaries

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Planning Course Assignments

When planning course assignments for SBA purposes, teachers need to consider whether the assignment can assess the students effectively in terms of the SBA assessment objectives.

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新聞剪報 (News commentary) 

目的：培養同學對旅遊業的時事觸覺，並將所學知識 / 理論融匯貫通。

 

要求：

1. 選取與旅遊業相關的時事報題及內容

2. 撮寫文章重點 ( 最多 80 字 )

3. 找出相關課題並撰寫與課題有關的感想 ( 最少 50 字 )

 

 

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長題目 (Essay) 

1. 單元三：

假設你是一個導遊，帶領西方遊客到元朗旅遊。試指出並解釋可在元朗找到吸引西方遊客的文化元素。

 

2. 單元二：

試在以下四方面比較商務旅客、經濟旅客及豪華旅客的分別：

(a) 住宿

(b) 交通

(c) 飲食

(d) 購物

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Marking Course Assignments

Teachers refer to the Assessment Criteria and work out which descriptions best fit their students’ level of performance

Three levels of performance and mark ranges: 4-5 marks, 2-3 marks, 0-1 mark

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Outstanding Achievement (5-4)•Demonstrating a high level of understanding and interpretation of the subject matter;

•Concepts and theories of the subject are applied accurately;

•Assignment well organized and fluently written with support from real life situations 

Satisfactory Achievement (2-3)•Demonstrating an adequate level of understanding and interpretation of the subject matter;

•Concepts and theories of the subject are grasped at superficial depth;

•Only basic facts and information are presented;

•Some problems with written expression

Needs Improvement (0-1)•Demonstrating a partial understanding of the subject matter;

•Concepts and theories of the subject are not expressed correctly;

•Lack of basic facts and information;

•Answers are poorly organized;

•Many problems with written expression

Proposed Assessment Descriptors for Course Assignments

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Statistical ModerationTeachers make reliable assessments

To iron out possible difference among schools in marking standards

Moderate SBA marks with reference to public exam results

The rank order of students determined by school will remain changed

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SBA- Year of Implementation

Category B: Subjects having a heavy practical components/a part of the exam assessing similar tasks

Implementation in 2012 HKDSE

SBA marks contribute to the final assessment