HKDSE Health Management and Social Care (HMSC)

Transcription

1 January 2009 HKDSE Health Management and Social Care (HMSC) Briefing Session on Standards-referenced referenced Reporting and Public Assessment Requirements

2 Tentative PD Plan (1) (2) (3) Title of the courses Briefing Session Standards-referenced Reporting and Public Assessment Requirements School-based Assessment (1) (before piloting) School-based Assessment (2) (after piloting) Duration 3 hours 3 hours 6 hours Topics to be covered Paper format and question types Level descriptors Exemplars of performance Assessment criteria Setting of assessment task Administrative procedures Exemplars of performance Marking of assessment tasks Mode Seminar Seminar Workshop Available month(s) Jan 2009 Apr- Jun 2010 Jun-Aug

3 Objectives 1. To explain the underlying principle and mechanism of standards-referenced reporting in HKDSE 2. To describe the paper format and question types of HKDSE HMSC 3. To illustrate the level descriptors of HKDSE HMSC with exemplars 4. To give a brief overview of the public examination and school-based assessment requirements of HMSC 3

4 Programme Approx. Timing 10 mins Rundown Registration 25 mins Standards-referenced Reporting in HKDSE HMSC 35 mins 10 mins Paper format and question types of HKDSE HMSC Break 35 mins Level descriptors and Exemplars of performance 25 mins 40 mins Public examination & SBA Requirements in HKDSE HMSC Open Forum 19 Jan -Professor Albert LEE, Ms LEE TANG Yim-sin, Mr. Bill Kwok 20 Jan -Dr. Emmy Wong, Ms LEE TANG Yim-sin, Mr. Bill Kwok 4

5 Objectives 1. To explain the underlying principle and mechanism of standards-referenced reporting in HKDSE 2. To describe the paper format and question types of HKDSE HMSC 3. To illustrate the level descriptors of HKDSE HMSC with exemplars 4. To give a brief overview of the public examination and school-based assessment requirements of HMSC 5

6 Standards-referenced Reporting Aligned with international practices Standards are explicit - level descriptors together with samples of performance can illustrate the standards Standards are held constant - better able to monitor changes in performance against standards over time Improving the current reporting system - more informative to end users 6

7 Setting the Standards (1) Based on their 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 7

8 Setting the Standards (2) 8

9 Setting the Standards (3) 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 the current HKALE 9

10 Maintaining Standards Secure monitoring tests conducted annually Equating of successive examinations Initial cut scores established empirically Panel of judges to fine-tune cut scores with reference to real performance samples Ensure that standards are held constant and that there is no grade inflation over time 10

11 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 11

12 Level Descriptors - Rationale Learning outcomes Curriculum design Assessment Assessment objectives Pedagogies L & T strategies Dimensions covered: Knowledge and understanding Application of knowledge Higher order thinking skills Communication skills Abilities in designing & conducting investigation 12

13 Level 5 (Tentative) demonstrates extensive knowledge and thorough understanding of the content of the HMSC curriculum displays excellent abilities in applying concepts of health management and social care to different situations in a wide range of contexts demonstrates excellent skills in critical and analytical thinking, making inferences and judgement, evaluation and problem solving in analysing HMSC-related issues effectively communicates ideas in a creative and logical manner through extensive and sophisticated use of terminologies and appropriate forms demonstrates excellent ability in designing and conducting investigations, collecting and organising data as well as drawing reasoned conclusions 13

14 Level 3 (Tentative) demonstrates general knowledge and understanding of the content of the HMSC curriculum displays fair abilities in applying concepts of health management and social care to different situations in a wide range of contexts demonstrates adequate skills in critical and analytical thinking, making inferences and judgement, evaluation and problem solving in analysing HMSC-related issues communicates ideas clearly through a general use of terminologies and appropriate forms demonstrates fair ability in designing and conducting investigations, collecting and organising data as well as drawing reasoned conclusions 14

15 Level 1 (Tentative) demonstrates superficial knowledge and understanding of the content of the HMSC curriculum displays minimal abilities in applying concepts of health management and social care to different situations in a wide range of contexts demonstrates superficial skills in critical and analytical thinking, making inferences and judgement, evaluation and problem solving in analysing HMSC-related issues communicates ideas with occasional and superficial use of terminologies and appropriate forms demonstrates minimal ability in designing and conducting investigations, collecting and organising data as well as drawing reasoned conclusions 15

16 Objectives 1. To explain the underlying principle and mechanism of standards-referenced reporting in HKDSE 2. To describe the paper format and question types of HKDSE HMSC 3. To illustrate the level descriptors of HKDSE HMSC with exemplars 4. To give a brief overview of the public examination and school-based assessment requirements of HMSC 16

17 Assessment Framework Component Weighting Duration Public Examination Paper 1 (80 marks) Compulsory part Paper 2 (60 marks) Both compulsory and elective parts 40% 30% 2 hours 1½ hours School-based Assessment 30% 17

18 Paper format and question types Paper 1 Questions will be set on the compulsory part of the curriculum. Part Marks Remarks Paper 1 Section A 32 marks Short Questions (Compulsory) (2 hrs) Max. marks: 80 Content-based. Mainly focus on factual recall; Simple and direct answers are needed. Section B 48 marks Structured Questions Data-response questions. Data analysis is required. Data may be presented in the form of figures, tables, charts etc. Focused on assessing critical thinking and reasoning skills when interpreting phenomenon/ trends/ patterns of issues. Higher cognitive level is required. 18

19 Paper format and question types Paper 2 Questions will be set on both the compulsory and elective parts of the curriculum. Part Marks Remarks Paper 2 Section A 24 marks Short Questions (Compulsory) (1 1 / 2 hrs) Max. marks: 60 Scenario-based. Focused on assessing the students ability on the application of knowledge in authentic situation. Section B 36 marks Issue-based Questions (2 out of 3) 2 Case study questions. Focused on studying HMSC related case from different perspectives and/ or across different levels. Assembling knowledge from different topics is required. Problem solving and evaluation skills are assessed. 1 Essay type question. Focused on a health/ social care issue. 19

20 Paper 1: Section A (1) Question 2 20

21 Paper 1: Section A (2) Question 6 21

22 Paper 1: Section B (1) Question 10 22

23 Paper 1: Section B (2) Question 10 23

24 Paper 1: Section B (3) Question 11 24

25 Paper 1: Section B (4) Question 11 25

26 Paper 1: Section B (5) Question 13 26

27 Paper 2: Section A Question 4 27

28 Paper 2: Section B (1) Question 6 28

29 Paper 2: Section B (2) Question 8 29

30 Public Examination Sample Paper 30

31 Objectives 1. To explain the underlying principle and mechanism of standards-referenced reporting in HKDSE 2. To describe the paper format and question types of HKDSE HMSC 3. To illustrate the level descriptors of HKDSE HMSC with exemplars 4. To give a brief overview of the public examination and school-based assessment requirements of HMSC 31

32 Exemplars Selected from samples of students work in the pilot tests Annotated to help illustrate the typical performance at each level Tentative in nature Samples of live performance in the 2012 HKDSE examination to be provided at a later stage 32

33 Exemplars Paper 1B Q(10) 33

34 Exemplars Paper 1B (Level 1) Annotation: Demonstrates superficial skills in critical and analytical thinking, making inferences and judgement in analysing HMSC-related issue. Displays little understanding towards subject-related terminologies. 34

35 Exemplars Paper 1B (Level 3) Annotation: Demonstrates adequate skills in critical and analytical thinking, making inferences and judgement in analysing HMSC-related issue. Displays fair abilities in applying concepts of HMSC to the given context. 35

36 Exemplars Paper 1B (Level 5) Annotation: Demonstrates excellent skills in critical and analytical thinking, making inferences and judgement in analysing HMSC-related issue. Displays excellent abilities in applying concepts of HMSC to the given context. 36

37 Exemplars Paper 2A Q(4) 37

38 Exemplars Paper 2A (Level 1) Annotation: Answers mainly repeat the information provided in the case without demonstrating much knowledge and understanding of the content of the curriculum. Terminologies and appropriate forms of the concept (professional ethics) is limited. Displays minimal abilities in applying concepts of HMSC to the given case of study. 38

39 Exemplars Paper 2A (Level 3) Annotation: Answers demonstrate general knowledge and understanding of the content of the curriculum. Terminologies and appropriate forms of the concept (professional ethics) is observed. Displays fair abilities in applying concepts of HMSC to the given case of study. However, answers are not clearly elaborated and explained. 39

40 Exemplars Paper 2A (Level 5) Annotation: Answers reflect thorough knowledge and understanding of the content of the curriculum. Communicates ideas with extensive and sophisticated use of relevant terminologies. Displays excellent abilities in applying concepts of HMSC to the given case of study. Answers are clearly elaborated. 40

41 Exemplars Paper 2B Q(7) 41

42 Exemplars Paper 2B (Level 2) a. 試討論這次禁錮經歷對娜塔沙在生理 智力 情緒及社交發展方面的影響 Annotation: Demonstrates basic grasp of knowledge and understanding of the content. The candidate demonstrates limited abilities in applying HMSC concepts to analyze the effect of kidnapping on the girl from different perspectives. Ideas are communicated with a limited use of subject-related terminologies. 42

43 Exemplars Paper 2B (Level 4-1) a. 試討論這次禁錮經歷對娜塔沙在生理 智力 情緒及社交發展方面的影響 Exemplars Paper 2B (Level 1) 43

44 Exemplars Paper 2B (Level 4-2) Annotation: Demonstrates sound knowledge and understanding of the content. The candidate demonstrates high abilities in applying HMSC concepts to analyze the effect of kidnapping on the girl from different perspectives. Ideas are communicated with proficient and accurate use of subject-related terminologies. 44

45 Exemplars Paper 2B (Level 5-1) a. 試討論這次禁錮經歷對娜塔沙在生理 智力 情緒及社交發展方面的影響 45

46 Exemplars Paper 2B (Level 5-2) 46

47 Exemplars Paper 2B (Level 5-3) Annotation: Demonstrates excellent knowledge and understanding of the content. The candidate demonstrates excellent abilities in applying HMSC concepts to analyze the effects of kidnapping on the girl from different perspectives. Ideas are communicated with extensive and sophisticated use of subject-related terminologies. Effects of kidnapping are clearly explained and elaborated. 47

48 Objectives 1.To explain the underlying principle and mechanism of standards-referenced reporting in HKDSE 2.To describe the paper format and question types of HKDSE HMSC 3.To illustrate the level descriptors of HKDSE HMSC with exemplars 4.To give a brief overview of the public examination and school-based assessment requirements of HMSC 48

49 Assessment Framework Component Weighting Duration Public Examination Paper 1 Compulsory part Paper 2 Both compulsory and elective parts 40% 30% 2 hours 1½ hours School-based Assessment 30% 49

50 Implementation Schedule of HMSC Chinese Lang, English Lang, Liberal Studies, Chinese History, Design & Applied Technology, History, Information & Communication Technology, Visual Arts Biology, Chemistry, Physics, Science Chinese Literature, Economics, Ethics & Religious Studies, Geography, Health Management & Social Care, Technology & Living, Tourism & Hospitality Studies, Care Literature in Eng, Physical Education Music Health Management and Social Business, Accounting & Financial Studies 2012 Implementation Part implementation (laboratory work) Deferred implementation Deferred implementation Deferred implementation 2013 Implementation Part implementation (laboratory work) Deferred implementation Deferred implementation Deferred implementation 2014 Implementation Implementation Implementation School trial School trial 2015 Implementation Implementation Implementation Implementation School trial 2016 Implementation Implementation Implementation Implementation Implementation 50

51 Phase-in strategy 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 Schools are not required to submit SBA marks. Public examination results constitute 100% of the final subject results. Starting from 2014, all schools have to submit SBA marks contributing 30% to the final subject results. 51

52 Assessment Framework 2012 Component Weighting Duration Public Examination Paper 1 Compulsory part Paper 2 Both compulsory and elective parts 57% 43% 2 hours 1½ hours School-based Assessment -- 52

53 SBA Requirements Tentative SBA 30% Task 1 Field learning task (18 hrs field work) 10% *1A. Field work Experience *1B. Field Notes 1C. Reflective Journal ( words) Task 2 20% 2A. Report ( words) Project for electives 2B. Audio-visual task 2C Oral presentation task (below 5 min) * Marks will be granted if field notes are submitted/ service is completed. 53

54 SBA Task 1 - Field Learning Task <Key Activities> Identifying a learning theme Consulted with & approved by teacher Process Identifying the need of work placement (NGOs/ school) Implementation & monitoring Completion of field learning [1C Reflective Journal] [1A Field Learning Experience] [1B Field Notes] 54

55 SBA Task 2 - Project for electives (1) <Key Activities> Identifying a learning theme Setting up a study question Process Define aims and objectives Choosing the appropriate method to collect evidence Implementation & monitoring [2A. Report] Data may be come from the field learning task 55

56 SBA Task 2 Project for electives (2) <Key Activities> Identifying a HMSC-related issue Define learning aims & objectives Process Choosing an appropriate format of audio/ visual task Implementation & monitoring Completion of [2B. audio/ visual task] [2C. Oral Presentation] 56

57 Standard Forms (Tentative) 57

58 Assessment Rubrics (Reflective Journal) Tentative 58

59 Assessment Rubrics (Report) 59 Tentative Tentative

60 Assessment Rubrics (Audio-visual task) Tentative 60

61 Addressing SBA Workload Issue HKEAA Clear guidelines on how to conduct the assessment (e.g. work schedule) Specify the type and number of assessment tasks (e.g. Assessment framework & SBA handbook) Reduce administrative work (e.g. standard forms, template assessment rubrics) Across subject coordination (e.g. mark submission) Schools Integrate assessment with classroom learning (Integrate SBA tasks with the elective modules of HMSC) Use and/or replace existing assessment activities. (e.g. SBA task 1 as service learning activities of OLE ) Develop subject-based assessment plan & further school level plan Coordinate assessment schedule across different subjects 61

62 Proposed SBA Mark Submission Coordination across subjects in 2012 HKDSE and HKALE (Draft as of Oct 08) (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 (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 62

63 Further Developments Tentative Schedule SRR Information Package Mid 2009 SBA Handbook Mid 2009 SBA sample tasks PD Courses on SBA Practice Paper End 2009 Apr-Jun 2010 Jun-Aug

64 Thank You! 64