2222

Nature and Development of LS Assessment

Curriculum content

（（（（課程內容課程內容課程內容課程內容）））） and

learning outcomes

（（（（學習成果學習成果學習成果學習成果））））

Assessment

� Skills and approaches (e.g. issue enquiry

(議題探究), connecting issues, thinking in

multiple perspectives (多角度思維))

� Knowledge (concepts and ideas)

� Position and values (e.g. open-minded (開

放態度))

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Types of AssessmentTypes of Assessment

•• TraditionalTraditional 傳統傳統傳統傳統傳統傳統傳統傳統 ((StandardiStandardisseded) )

AssessmentAssessment

•• AuthenticAuthentic 真實真實真實真實真實真實真實真實 ((PerformancePerformance) )

AssessmentAssessment

4444

Nature of LS AssessmentNature of LS Assessment

----Authentic AssessmentAuthentic Assessment

DefinitionDefinition

A form of assessment in which students are A form of assessment in which students are

asked to perform asked to perform realreal--world tasks world tasks that that

demonstrate meaningful demonstrate meaningful application of application of

essential knowledge and skillsessential knowledge and skills (Jon Mueller)(Jon Mueller)

55

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

6666

Features of Authentic Features of Authentic

AssessmentAssessment

•• More than one acceptable solutionMore than one acceptable solution

•• Process involves higher order thinking Process involves higher order thinking

skills skills ((高階思維能力）高階思維能力）

77

Assessment of LSAssessment of LS

Learning Outcomes（學習成果）

Curriculum

Assessment Objectives（評核目標）

Assessment questions

88

Knowledge （（（（知識知識知識知識））））

Concepts（（（（概念概念概念概念））））

Values

（（（（價值價值價值價值））））

Skills （（（（能力能力能力能力））））

99

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

（（（（議題探究議題探究議題探究議題探究））））–Common knowledge–Connection to related issues–Multiple perspectives–Underlying issues/ concepts/ values/ dilemmas （（（（兩難兩難兩難兩難 ） / tension （（（（張力張力張力張力））））

–Drawing upon own experiences

Application

Understanding,Application

Understanding,Discussion, Justification（判斷）

10101010

Assessment of LSAssessment of LSContemporary Issue (當代議題當代議題當代議題當代議題) / Problem / Incident…

Knowledge Application

Discern views and values

(辨識觀辨識觀辨識觀辨識觀點與價值點與價值點與價值點與價值)

Make conceptual (概念概念概念概念)

observation

Make sound judgements（（（（判斷判斷判斷判斷））））and recognize the influence

Synthesizing Viewpoints(縱合觀點縱合觀點縱合觀點縱合觀點)

Comment on different viewpoints

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Public Exam RequirementsPublic Exam Requirements

•• Understanding of the questionUnderstanding of the question

•• Applying knowledge & conceptsApplying knowledge & concepts

•• Referring to the dataReferring to the data

•• Contextual analysis Contextual analysis （情境分析）（情境分析）

•• Recognizing the issue, dilemma, tension etc.Recognizing the issue, dilemma, tension etc.

•• Observing and analyzing with multiple Observing and analyzing with multiple

perspectivesperspectives

•• Supporting arguments with relevant examplesSupporting arguments with relevant examples

12121212

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 具爭議／矛盾的觀點))

� Discern （辨識） 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

13131313

HKDSE LS Assessment FrameworkHKDSE LS Assessment Framework

•• Paper 1: Paper 1: DataData--response questions response questions （資料回應)

50%50% (2 hours)(2 hours)

•• Paper 2: Paper 2: ExtendedExtended--response question response question

（延伸回應）

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

•• Project: Project: Independent Enquiry Study Independent Enquiry Study

（（（（（（（（獨立專題探究獨立專題探究獨立專題探究獨立專題探究獨立專題探究獨立專題探究獨立專題探究獨立專題探究）））））））） 20%20%

14141414

SBA Assessment FrameworkSBA Assessment Framework

•• SBA SBA –– Independent Enquiry StudyIndependent Enquiry Study

Stage

Assessment Items (weighting) Total

WeightingProcess (50%) Task (50%)

I

� Independent

thinking

� Communication

� Effort

Proposal 25%

II Data Collection 25%

III Product 50%

15151515

HKDSE LS Public Examination HKDSE LS Public Examination

DesignDesign

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

16161616

Dimension of thinking skills being Dimension of thinking skills being

assessed in the Examassessed in the Exam

Paper 1 Paper 2

Macro skillsMicro skills Low Level of difficulty High

Source: http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3crit.htm

Cognitive Strategies（（（（認知策略認知策略認知策略認知策略））））

17171717

Cognitive strategies: Micro skillsCognitive strategies: Micro skills

•• Comparing and contrasting ideasComparing and contrasting ideas

•• Describing and explaining patterns or trendsDescribing and explaining patterns or trends

•• Distinguishing relevant from irrelevant facts Distinguishing relevant from irrelevant facts （事實）（事實）

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

•• Identifying and evaluating assumptions Identifying and evaluating assumptions （假設）（假設）

•• Making reasonable inferences Making reasonable inferences （（推論）推論） , predictions, predictions

•• Exploring implications Exploring implications （（含意含意 ） and consequencesand consequences

18181818

Cognitive strategies: Macro skillsCognitive strategies: Macro skills

•• Refining generalizations and avoiding oversimplificationsRefining generalizations and avoiding oversimplifications

•• Developing oneDeveloping one’’s perspective: belief or argumentss perspective: belief or arguments

•• Clarifying issues, conclusions or beliefClarifying issues, conclusions or belief

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

•• Evaluating the credibility of sources of informationEvaluating the credibility of sources of information

•• Analyzing or evaluating arguments, interpretations or beliefsAnalyzing or evaluating arguments, interpretations or beliefs

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

•• Assessing solutionsAssessing solutions

•• Analyzing or evaluating actions and policiesAnalyzing or evaluating actions and policies

•• Making connections among related perspectivesMaking connections among related perspectives

1919

NSS Sample Questions

3 . 細閱以下資料：

資 料 一

廣 東 省 農 業廳 在 2007年 3月檢 測 蔬 菜樣 本的 農 藥

殘留超標情況，在全省 91個蔬菜生產區（包括供應香

港的菜場）、 27個批發市場等，共抽驗蔬菜樣品 1,680

個。其中蔬菜生產區蔬菜的合格率為 84.4%，批發市

場蔬菜的合格率為 89.1%。

資 料 來 源 ﹕ 廣 東 省 農 業 信 息 網

2020

資 料 二

香 港 特 別 行 政 區 食 物 及 環 境 衛 生 署 負 責 人 員 與

內地有關當局 磋商後 ，要求所有進 口蔬菜 均附有識

別標籤及使用 殺蟲劑 的資料。蔬菜 樣本從 運載的貨

車收集後，會 在文錦 渡食品管制中 心進行 檢驗殘留

殺蟲劑。

現時每日由內地來港的菜車約有 2 0 0輛，該中心

一日抽查 7 0架菜車。 至於未經抽查 的貨車 運來的蔬

菜，菜販表示不懂分辨哪些是內地認可的蔬菜。

資 料 來 源 ﹕ 取 材 自 食 物 及 環 境 衞 生 署 的 資 料 和 刊 於 2 0 0 7年 4月 1 4日

本 地 某 報 章 的 一 篇 報 道

2121

資料三

檢檢檢檢

2222

• (b) 參考資料二及三，試指出及解釋蔬菜檢測安排在哪些方面能處理你在(a)題所指出的問題，哪些方面不能。 (10分)

Data Analysis, use of evidence （運用證據）

Evaluation

Skills

2323

• (b) 參考資料二及三，試指出及解釋蔬菜檢測安排在哪些方面能處理你在(a)題所指出的問題，哪些方面不能。 (10分)

Sampling （抽樣）, chemical tests, cross-boundary collaboration （跨境合作）

Pesticide, food poisoning, health,

Food supply in Hong Kong

Knowledge/ Concepts

2424

• (c)參考資料一、二、三及就你所知，試指出及解釋促使「信譽蔬菜」出現的兩個因素。

(6分

)

Use of evidence

Data analysis

Skills

2525

• (c)參考資料一、二、三及就你所知，試指出及解釋促使「信譽蔬菜」出現的兩個因素。

(6分)

Own knowledge, experiences (e.g. cases of contaminated vegetables)

Government’s role, citizen’s rights （公民

權益） & values, lifestyle, influences of different stakeholders （持份

者） on public health

Knowledge/ concepts

26262626

Use of Data and Question Setting

27272727

Paper 1: DataPaper 1: Data--response response

QuestionsQuestions

(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

美 國 承 認 北 極 熊 面 對 威 脅

有 鑒 於 北 冰 洋 冰 層 厚 度 持 續 減 薄 ， 美 國 建 議 將 北 極 熊 列 為 瀕 危 物

種 。 總 部 設 於 瑞 士 的 北 極 熊 專 家 組 織 預 計 ， 北 極 熊 的 數 目 在 往 後 45 年 間

將 減 少 3 0 % 。 這 是 美 國 首 次 將 全 球 暖 化 與 物 種 受 到 的 威 脅 直 接 連 繫 起

來 。 一 般 人 都 相 信 二 氧 化 碳 是 導 致 全 球 暖 化 的 主 要 溫 室 氣 體 。 但 布 殊 總

統 一 直 拒 絕 對 二 氧 化 碳 排 放 作 出 強 制 性 的 控 制 。

美 國 內 政 部 長 肯 普 索 恩 說 ： 「 我 們 憂 慮 北 極 熊 的 棲 息 地 會 真 的 融

化 。 」他 迴 避 了 有 關 美 國 政 府 對 減 少 溫 室 氣 體 排 放 的 承 擔 問 題 ， 他 指 出

該 問 題 並 非 由 其 部 門 處 理 。 然 而 ， 他 強 調 ， 在 阿 拉 斯 加 進 行 的 離 岸 石 油

及 天 然 氣 開 發 項 目 並 沒 有 導 致 有 關 風 險 。

28282828

Paper 2: ExtendedPaper 2: Extended--response response

QuestionsQuestions

(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

29292929

Major Steps Involved in Preparing LS Questions

Choosing an issue(s)/incident(s) (議題／事件）

Identifying (辨識）

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（証明）;argument, think in multiple perspectives etc.

3030

Question Setting – Level of Emphasis

Facts Data:

Issue/Incident

Conceptual

linkage

Judgement and

reasoning:

Attitude/Opinion

Question setting approachLearning and teaching approach

Empirical

驗證

的驗

證的

驗證

的驗

證的

Normative

規範

的規

範的

規範

的規

範的

Co

ncep

tua

l

link

ag

e

Concepts

3131

Question Setting – Levels of Emphasis

Data: Issue, Incident

Conceptual linkage

Judgement and reasoning:

Attitude/Opinion

Micro skills:

Macro skills:

Overlapping area

Conceptualization

Paper

2

Paper

1

3232

Functions of Data （（（（資料的功能資料的功能資料的功能資料的功能））））

(e.g.)One Key

messageSetting the

scene

Paths for

advancing （推展）

Real-life,

representative

3333

Data may be about: Conflicting,contrasting views有衝突有衝突有衝突有衝突／／／／

矛盾的矛盾的矛盾的矛盾的,

Development process

Facts 事實事實事實事實, concepts 概念概念概念概念, values 價值觀價值觀價值觀價值觀and attitude 態態態態

度度度度

Comparison, recommendations,

ideas

3434

Use of Knowledge, Concept, Value and Examples

SupportingExamples

Judgement （判斷）, choiceValue

Basis for understanding and value building

Concept

Basic information, social knowledge, thinking skills

Knowledge

3535

Sample Question 1 in Paper 1十六歲的靜儀已戴了六個耳環，現準備再穿舌環，並與同學阿玉討論她的計劃。

阿玉： 你瘋了？都穿了六個耳環了，還要穿舌頭？你還要不要命啊？

靜儀： 會沒命？你太誇張了吧！

阿玉： 你的常識哪兒去了？舌頭裏邊血管多的是，它被刺穿後傷口被一件金屬物體撐着，能長好嗎？

靜儀： 我的耳朵也是這樣穿，都也沒什麽。

阿玉： 口腔內的細菌比耳朵上的細菌多很多倍！有一個少女穿了舌環，傷口嚴重感染，舌頭腫脹，不能說話。後來感染蔓延到胃部，引起潰爛化膿，留院一個星期，才救回一命。

靜儀： 嘩，這麽恐怖 !她運氣真差，我不至於這樣不幸吧。而且這是我男朋友的要求，我別無選擇！

阿玉： 你細心想想，男朋友這樣的要求重要，還是自己的生命重要？他這麽喜歡人家穿舌環，叫他自己去穿吧！

靜儀： 他已穿了！他說，穿了舌環，覺得很帥，又突出野性的一面，而

且他還是健康如常的。他還說如果我要配得上他，就必須也穿

一個，不然其他女孩子就會乘虛而入了！

3636

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 （個人化）?

�� Relevant and suitable data for asking the questionRelevant and suitable data for asking the question?

� Not comprehension like?

� Asking evaluative questions, allowing the demonstration of higher order thinking skills

3737

Points to be considered when setting questions

��Not allowing and/or requiring negative value Not allowing and/or requiring negative value

judgementsjudgements

�Possible bias / logical fallacy / ?

�Coherent （連貫一致的 ）, logical （邏輯的） and focused （焦點明確的） 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) ?

3838

An example of modification to the source

Source ＢＢＢＢ

3939

Refer to Source B，identify 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?

4040

Design of Marking Guidelines

4141

Importance of Marking Guidelines

• Clarifying expectations• Estimating students’ performance

• Demonstrating standards for marking

4242

Features of LS Exam Marking Guidelines

• Indicate the initial criteria （初步的標準）

• 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

4343

Design of Marking Guidelines (1)

� Question specific and level-wise (progressive 漸進)

� A typical candidate can do (mainly positive descriptions 正面描述)

� Mark allocation

4444

Content standard （內容標準） –statements describe what students should know or be able to do within the content of curriculum (knowledge, concepts)

� Process standard （過程標準）–statements describe generic skills, possible approaches and perspectives, etc. that students use to tackle the question

� Effective Communication （有效傳意）

Design of Marking Guidelines (2)

4545

Question Specific Marking Guidelines in NSS LS Exam－－－－An example

1. (a) (ii)

建議評改準則 分數

• 能準確和直接舉出阿玉的立場所反映的一個價值取向，例如重視生命或健

康

• 能正確舉出價值取向，例如不能將健康常識這一事例當作價值取向

2

� 含糊地舉出阿玉的立場所反映的一個價值取向 1

� 錯誤地舉出價值取向 0