2 22 2

Nature and Development of LS

Assessment
Curriculum content
and
learning outcomes

Assessment
Skills and approaches (e.g. issue enquiry
(), connecting issues, thinking in
multiple perspectives ())
Knowledge (concepts and ideas)
Position and values (e.g. open-minded (
))
3 33 3
Types of Assessment
Types of Assessment

Traditional
Traditional


(
(
Standardi
Standardi
s
s
ed
ed
)
)
Assessment
Assessment

Authentic
Authentic


(
(
Performance
Performance
)
)
Assessment
Assessment
4 44 4
Nature of LS Assessment
Nature of LS Assessment
--
--
Authentic Assessment
Authentic Assessment
Definition
Definition
A form of assessment in which students are
A form of assessment in which students are
asked to perform
asked to perform
real
real
-
-
world tasks
world tasks
that
that
demonstrate meaningful
demonstrate meaningful
application of
application of
essential knowledge and skills
essential knowledge and skills
(Jon Mueller)
(Jon Mueller)
5 5
Traditional and Authentic
Assessment
Performing a task
Real-life
Construction /
Application of
knowledge
Direct evidence
Student-centred
Selecting a response
Contrived
Recall of knowledge
Indirect evidence
Teacher-structured
Authentic Traditional
6 66 6
Features of Authentic
Features of Authentic
Assessment
Assessment

More than one acceptable solution

More than one acceptable solution

Process involves higher order thinking

Process involves higher order thinking
skills
skills
(
(

7 7
Assessment of LS
Assessment of LS
Learning
Outcomes

Curriculum
Assessment
Objectives

Assessment questions
8 8
Knowledge
Concepts

Values

Skills
9 9
Assessment Objectives of LS
Public Exam
Thinking skills
Issue-based enquiry

Common knowledge
Connection to related issues
Multiple perspectives
Underlying issues/ concepts/
values/ dilemmas /
tension
Drawing upon own experiences
Application
Understanding,
Application
Understanding,
Discussion, Justification
10 10 10 10
Assessment of LS
Assessment of LS
Contemporary Issue
( ) / Problem
/ Incident
Knowledge Application
Discern
views
and
values
(
)
Make
conceptual
( )
observation
Make sound
judgements
and
recognize the
influence
Synthesizing
Viewpoints
( )
Comment
on
different
viewpoints
11 11 11 11
Public Exam Requirements
Public Exam Requirements

Understanding of the question

Understanding of the question

Applying knowledge & concepts

Applying knowledge & concepts

Referring to the data

Referring to the data

Contextual analysis
Contextual analysis

Recognizing the issue, dilemma, tension etc.

Recognizing the issue, dilemma, tension etc.

Observing and analyzing with multiple

Observing and analyzing with multiple
perspectives
perspectives

Supporting arguments with relevant examples

Supporting arguments with relevant examples
12 12 12 12
Use of Knowledge in the LS Public
Examination
Knowledge is used to
identify and understand the nature and complexity of the issue
(controversial/conflicting views ))
Discern the focus of the questions
make sound arguments and decisions with supporting facts
use relevant examples to illustrate viewpoints
draw connection to related issues/perspectives
13 13 13 13
HKDSE LS Assessment Framework
HKDSE LS Assessment Framework

Paper 1:
Paper 1:
Data
Data
-
-
response questions
response questions )
50%
50%
(2 hours)
(2 hours)

Paper 2:
Paper 2:
Extended
Extended
-
-
response question
response question

30%
30%
(1 hour and 15 minutes)
(1 hour and 15 minutes)

Project:
Project:
Independent Enquiry Study
Independent Enquiry Study




20%
20%
14 14
14 14
SBA Assessment Framework
SBA Assessment Framework

SBA
SBA

Independent Enquiry Study

Independent Enquiry Study
Stage
Assessment Items (weighting)
Total
Weighting
Process (50%) Task (50%)
I
Independent
thinking
Communication
Effort
Proposal 25%
II Data Collection 25%
III Product 50%
15 15 15 15
HKDSE LS Public Examination
HKDSE LS Public Examination
Design
Design
Paper One Paper Two
Three compulsory
questions
Two to four sub parts
per question
Around 15-20 marks for
each question
A variety of data used
One out of three
questions
Two sub parts per
question
20 marks for one
question
Data provided as
stimulus materials
16 16 16 16
Dimension of thinking skills being
Dimension of thinking skills being
assessed in the Exam
assessed in the Exam
Paper 1 Paper 2
Macro skills Micro skills
Low Level of difficulty High
Source: http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3crit.htm
Cognitive Strategies

17 17 17 17
Cognitive strategies: Micro skills
Cognitive strategies: Micro skills

Comparing and contrasting ideas
Comparing and contrasting ideas

Describing and explaining patterns or trends
Describing and explaining patterns or trends

Distinguishing relevant from irrelevant facts
Distinguishing relevant from irrelevant facts

Identifying facts and opinions (views)
Identifying facts and opinions (views)

Identifying and evaluating assumptions
Identifying and evaluating assumptions

Making reasonable inferences
Making reasonable inferences

, predictions
, predictions

Exploring implications
Exploring implications

and consequences
and consequences
18 18 18 18
Cognitive strategies: Macro skills
Cognitive strategies: Macro skills

Refining generalizations and avoiding oversimplifications
Refining generalizations and avoiding oversimplifications

Developing one
Developing one

s perspective: belief or arguments

s perspective: belief or arguments

Clarifying issues, conclusions or belief
Clarifying issues, conclusions or belief

Developing criteria for evaluation: values or standards
Developing criteria for evaluation: values or standards

Evaluating the credibility of sources of information
Evaluating the credibility of sources of information

Analyzing or evaluating arguments, interpretations or beliefs
Analyzing or evaluating arguments, interpretations or beliefs

Questioning deeply: pursuing root or significant questions
Questioning deeply: pursuing root or significant questions

Assessing solutions
Assessing solutions

Analyzing or evaluating actions and policies
Analyzing or evaluating actions and policies

Making connections among related perspectives
Making connections among related perspectives
19 19
NSS Sample Questions
3.


2007 3
91
271,680
84.4%
89.1%

20 20







200
70

200 7 414

21 21

22 22
(b)
(a)
(10)
Data Analysis,
use of evidence

Evaluation
Skills
23 23
(b)
(a)
(10)
Sampling
,
chemical tests,
cross-
boundary
collaboration

Pesticide, food poisoning, health,

Food supply in Hong Kong
Knowledge/ Concepts
24 24
(c)

(6
)
Use of evidence
Data analysis
Skills
25 25
(c)

(6)
Own knowledge,
experiences (e.g.
cases of
contaminated
vegetables)
Governments role,
citizens rights
& values,
lifestyle, influences
of different
stakeholders
on public health
Knowledge/ concepts
26 26 26 26
Use of Data and
Question Setting
27 27
27 27
Paper 1: Data
Paper 1: Data
-
-
response
response
Questions
Questions
(a) (a) Directly related to the data (Simple, explicit and short ) Directly related to the data (Simple, explicit and short ) (2 (2- - 4 4
marks) marks)
(b) (b) Data related (More difficult than (a)) Data related (More difficult than (a)) (4 (4- -6 marks) 6 marks)
(c) (c) Extended but within the scope of the data Extended but within the scope of the data (7 (7- -12 marks) 12 marks)
http://www.guardian.co.uk/environment/2007/jun/19/china.usnews/print

45
30%

28 28 28 28
Paper 2: Extended
Paper 2: Extended
-
-
response
response
Questions
Questions
(a) (a) Extended but related to the scope provided by the Extended but related to the scope provided by the
data data (8 (8- -10 marks) 10 marks)
(b) (b) Beyond the data Beyond the data (10 (10- -12 marks) 12 marks)
http://i.treehugger.com/files
/th_images/ethanol2.gif
29 29 29 29
Major Steps Involved in Preparing
LS Questions
Choosing an
issue(s)/incident(s)
(
Identifying (
relevant concepts
Finding relevant data
Organize, re-write,
and present the data
Draft questions by
which students
can (a) apply
concepts,
knowledge and
basic thinking
skills; (b) justify
;
argument, think in
multiple
perspectives etc.
30 30
Question Setting Level of Emphasis
Facts Data:
Issue/Incident
Conceptual
linkage
Judgement and
reasoning:
Attitude/Opinion
Question setting approach Learning and teaching approach
E
m
p
i
r
i
c
a
l

N
o
r
m
a
t
i
v
e

C
o
n
c
e
p
t
u
a
l

l
i
n
k
a
g
e
Concepts
31 31
Question Setting Levels of Emphasis
Data: Issue,
Incident
Conceptual
linkage
Judgement and
reasoning:
Attitude/Opinion
Micro skills:
Macro skills:
Overlapping area
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
P
a
p
e
r

2
P
a
p
e
r

1
32 32
Functions of Data
(e.g.)
One Key
message
Setting the
scene
Paths for
advancing

Real-life,
representative
33 33
Data may be about:
Conflicting,
contrasting
views
,
Development
process
Facts ,
concepts ,
values
and attitude

Comparison,
recommendations,
ideas
34 34
Use of Knowledge, Concept, Value and
Examples
Supporting Examples
Judgement , choice Value
Basis for understanding and
value building
Concept
Basic information, social
knowledge, thinking skills
Knowledge
35 35
Sample Question 1 in Paper 1

36 36
Points to be considered when
setting questions
Issue-driven
The aims of the assessment task (issues, knowledge and
concepts, etc)
Not requiring too much, too subject specific knowledge,
nor too personalized ?
Relevant and suitable data for asking the question Relevant and suitable data for asking the question?
Not comprehension like?
Asking evaluative questions, allowing the demonstration
of higher order thinking skills
37 37
Points to be considered when
setting questions

Not allowing and/or requiring negative value

Not allowing and/or requiring negative value
judgements
judgements
Possible bias / logical fallacy / ?
Coherent , logical and
focused questions (suitable exam.
key words) ?
Catering for a wide range of abilities of students
(various way(s) to tackle the question, various
expected responses) (graded questions) ?
38 38
An example of modification to the
source
Source
39 39
Refer to Source Bidentify one possible
factor contributing to the level of socio-
political participation exhibited in the cartoon
towards the drug testing scheme.
Can candidates make use of the source
to answer?
40 40
Design of Marking Guidelines
41 41
Importance of Marking Guidelines
Clarifying expectations
Estimating students performance
Demonstrating standards for marking
42 42
Features of LS Exam Marking
Guidelines
Indicate the initial criteria
Allow for less predictable responses
Indicate aspects (e.g skills, concepts) specifically
related to the question
http://www.curriculumsupport.education.nsw.gov.au/secondary/hsie/assets/assessstage6/markguides.htm
43 43
Design of Marking Guidelines (1)
Question specific and level-wise (progressive
)
A typical candidate can do (mainly positive
descriptions )
Mark allocation
44 44
Content standard
statements describe what students should
know or be able to do within the content
of curriculum (knowledge, concepts)
Process standard
statements describe generic skills,
possible approaches and perspectives,
etc. that students use to tackle the
question
Effective Communication
Design of Marking Guidelines (2)
45 45
Question Specific Marking Guidelines in NSS LS
Exam An example
1. (a) (ii)




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