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NSS Biology Proposed Public Assessment
Framework
• First Consultation – directions
• Second Consultation – outline of proposed assessment framework
• Third Consultation – formal consultation on proposed assessment framework
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Alignment with the aims and objectives of the curriculum:
StronglyAgree /Agree
Stronglydisagree /disagree
No Opinion/ No
responseBio 93.3% 2.8% 3.9%Chem 91.7% 2.7% 5.6%Phy 92.8% 3.6% 3.6%Sci(Int) 85.6% 4.4% 10.0%Sci(com) 93.0% 3.5% 3.5%
Result of 2nd Consultation (assessment)
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Proposed item types for the public exam:
Strongly agree / agree
Strongly disagree/ disagree
No opinion / No response
Bio 86.4% 3.1% 10.6%
Chem 84.1% 3.5% 12.3%
Phy 86.9% 5.0% 8.1%
Sci (int) 72.2% 5.6% 16.7%
Sci (com) 86.9% 1.8% 11.4%
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StronglyAgree /Agree
Stronglydisagree /disagree
No Opinion/ No
responseBio 81.1% 8.4% 10.6%Chem 84.7% 5.1% 10.2%Phy 82.2% 9.7% 8.1%Sci(Int) 75.6% 7.8% 16.7%Sci(com) 81.6% 8.8% 9.6%
Aims and assessment objectives of SBA:
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Weighting of SBA (20%):
StronglyAgree /Agree
Stronglydisagree /disagree
No Opinion/ No
responseBio 78.6% 16.7% 4.7%Chem 82.0% 10.5% 7.5%Phy 71.9% 20.6% 7.5%Sci(Int) 63.3% 15.6% 21.1%Sci(com) 71.1% 13.2% 15.8%
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Mode of SBA:
StronglyAgree /Agree
Stronglydisagree /disagree
No Opinion/ No
responseBio 67.4% 18.4% 14.2%Chem 71.8% 12.4% 15.9%Phy 72.8% 16.1% 11.1%Sci(Int) 63.3% 11.1% 25.6%Sci(com) 68.4% 14.0% 17.5%
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NSS Biology Proposed Public Assessment
Framework
• Public examination (80%)– Paper 1 (Compulsory Part): 60%
– Paper 2 (Elective Part): 20%
• School-based assessment (20%)
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Public Examination (Bio)
Paper Description Weighting Duration
1
Section A: MCQ (36 marks) 18%
2 hours
30 min
Section B:
Short Qs (30 marks)
Structured Qs, essay (54 marks)
42%
Changes since 2nd consultation:
• exam time reduced from 3 h to 2½ h
• weighting of sections A and B modified from 24% : 36% to 18% : 42%
All questions are compulsory.
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Paper Description Weighting Duration
2Structured questions
(20 marks per elective)
20% 1 hour
•Attempt questions from 2 selected electives
•2 questions in each elective
Public Examination (Bio)
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Sample Short Questions• 5-7 short questions in paper 1 section B
• Each question carries 2-7 marks
• Total 30 marks
• Test basic knowledge and understanding
• E.g.
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Sample Structured Questions
• 3-5 structured questions in paper 1 section B
• Each question carries 7-12 marks
• Test understanding and application of knowledge, handling and analysis of data, making deductions and inferences
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Sample Essay Question
• 1 essay in paper 1 section B
• 10-12 marks(incl. 3 marks on communication)
• Test in-depth discussion and evaluation of issues, integration of knowledge, organization and coherent communication
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NSS Combined Science
• 3 possible combinations:
– Combined Science (Physics & Chemistry)
– Combined Science (Chemistry & Biology)
– Combined Science (Physics & Biology)
• Aims to complement a third science subject
• NOT to be taken together with Integrated Science
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• Public examination (40%)– Paper 1 (whole Biology Part of Combined
Science Curriculum)
– some questions common with Bio Paper 1
• School-based assessment (10%)
NSS Combined Science (Biology part) Proposed Public Assessment
Framework
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Public Examination (Combined Sci – Bio)
Paper Description Weighting Duration
1
Section A: MCQ (24 marks) 12%
1 hour
40 min
Section B:
Short Qs (20 marks)
Structured Qs, essay (36 marks)
28%
Changes since 2nd consultation:
• exam time reduced from 2 h to 1 h 40 min
• weighting of sections A and B modified from 15% : 25% to 12% : 28%
All questions are compulsory.
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Public Examination (Combined Sci – Bio)
Section A 24 multiple-choice questions24
marks
Section B
4-6 short questionseach question carries 2-7 marks
20 marks
2-4 structured questionseach question carries 7-12 marks
36 marks
1 essay8-10 marks
(incl. 3 marks on communication)
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School-based assessment
• Implement for 2012 exam
• Rationale of SBA:
• validity
• reliability
• feedback for learning and teaching
• Change assessment culture
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• Broaden the scope of assessment
• Recognize students’ abilities and achievements in different aspects in the learning of Biology
• Closely integrate curriculum, learning and teaching, and assessment
• Motivate and support student learning
• Appropriate framework for implementation
Guiding Principles in SBA Design
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School-Based Assessment (Bio)Minimum number of assessments
Min. no. of practical related tasks for learning and teaching
Practical-related tasks (60%)
Non-practical related tasks (40%)
Practical skills (30%)
Report (30%)
Assignment
S6 13
12
12 8
S5 1 1 1
S4
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School-Based Assessment (Combined Sci – Bio)
Minimum number of assessments
Min. no. of practical related tasks for learning and teaching
Practical-related tasks (30%)
Non-practical related tasks (20%)
Practical skills (15%)
Report (15%)
Assignment
S6 12 1 1 4
S5 1
S4
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Practical related tasksTasks done in laboratory or field work. Examples:
(a) investigative practical work or non-investigative practical work G1
(b)microscopic examination
(c) dissection of animal / animal organs
(d)ecology fieldwork G1
• (b)-(d) are optional; no more than 1 assessment should come from each.
• G1 : Group work allowed. Teachers assess the practical skills of individual students within each group.
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Practical related tasks
Assessment Area Abilities assessed
Practical skills
(Ability area A)
Ability to organize and perform practical work
Ability to make accurate observations and measurements
Investigation report
(Ability area B)
Identification of problem and formulation of hypothesis, if applicable
Design and method of investigation Presentation of results Interpretation and discussion of
results and conclusion
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Practical skills Investigation report
Estimated in-class time (per task)
80 min. 60 min.
Estimated out-of-school time (per task)
0 min. 60 min.
Means of assessmentAssess practical skills
during practical sessions
Mark investigation reports
% in SBA Bio(30%) / CS (15%) Bio(30%) / CS (15%)
Suggested means of authentication
Practical work being done within class time under teacher’s supervision
Hand in preliminary design proposal / raw data sheet during class time
Practical related tasks
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Non-practical related tasks
Each assignment should cover:
Curriculum emphasis (at least one)
Generic skills
(at least two) Scientific inquiry Science-Technology-
Society- Environment Connections
Nature and history of Biology
• Creativity• Critical thinking skills• Communication skills• Problem-solving
skills
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Abilities assessed in assignments G2:
to understand the issues/problems under study
to apply and integrate their biological knowledge
to analyse or critically evaluate issues being investigated
to generate solutions to the problems, or to develop methods for accomplishing certain tasks
to produce work that is both novel and appropriate
to present their work with coherence and organization in written or oral format, using the language of science, for communicating their ideas clearly and logically
G2: Where necessary, group work followed by presentation / oral-questioning by teacher is accepted.
Non-practical related tasks
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Examples of assignments:
• Read about the works of some biologists and write a report / review in connection with the understanding of the nature of science
• Conduct a simple survey to study the diet of teenagers in Hong Kong
• Design a poster / pamphlet / web page advising on ways in which people can reduce the chance of developing cancer
• Report on a visit to a sewage treatment plant / an ecological study
Non-practical related tasks
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Non-practical related tasks
Estimated in-class time (per task)
4 hours
Estimated out-of-school time (per task)
3 hours
Means of assessmentMark assignments and / or
presentations
Percentage in SBA Bio (40%) / CS (20%)
Suggested means of authentication
Presentation / oral-questioning, detection of plagiarism using software,
etc.
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Teachers’ concern in SBA
• Class size and workload– Reduce minimum no. of assessment– Reduce administrative procedure– Flexible grouping to lower the no. of students per
group
• Resources and support
• Fairness
• Inclusion of test & exam
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SBA Resource Development
• Exemplars from CDI & HKEAA• Adaptations from investigative work in
existing TAS• References from publishers• Resources and experience sharing of
teachers• Web• Others…
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SBA: Quality Assurance• Developmental Stage
– Guidelines & assessment criteria in SBA handbooks
– Exemplars of tasks and students’ work– Teacher training
• Implementation Stage– Coordinators to support schools & monitor the
implementation– Communication & experience sharing among
teachers
• Post-exam Stage– Moderation of marks
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SBA: Mark Moderation
• To iron out possible differences among schools in marking standard
• Involve statistical method using public exam results as reference; plus scrutiny of work of outliers
• Rank order of students determined by teachers will remain unchanged
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• Standards-referenced– Report students’ performance relative to fixed
standards
• 5 levels of performance; with 5* and 5** to denote highest performers (for selection purpose)
• Written descriptors to explain what typical candidates can do at a certain level
• Illustrated with samples of students’ work
Standards and reporting of results
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Key stages ahead• End of 3rd consultation (return of
questionnaire by 7 Nov 2006)• Develop sample papers & sample SBA tasks
(now – 2008)• Pilot sample papers and draft level descriptors
(2007-2008); try out SBA tasks (2006-2008)• Disseminate sample papers and level
descriptors to schools (2008-2009)• Teacher training and resource development
(2006-2010)