HKDSE Geography Question setting and marking CHAN Ka wai September 2008
HKDSE HKCEE HKALE Geography compared Examination duration Type of questions Assessment criteria Learning and teaching strategy
Paper 1 Paper 2 SBA HKCEE 3 structured questions 50 M.C. questions 1.75 hour (65%) 1 hour (35%) HKALE 5 structured questions 4 essay questions 3 hour (50%) 3 hour (50%) HKDSE 40 M.C. questions (20%) 2 structured questions (30%) 1 essay question (10%) 1 structured question (15%) 1 essay question (10%) Field work 2.5 hour (60%) 1 hour (25%) 15% (from 2014)
ALE & HKDSE essay questions examples 1. Although irrigation and drainage schemes help farmers overcome constraints of water supply, they often bring negative ecological impacts. Improving the sustainability of agriculture provides an alternative means to solve the problem of world hunger. Describe how irrigation and drainage schemes affect farm outputs. Explain the negative impacts of such schemes on the ecological environment. With reference to appropriate examples, discuss how far sustainable farming methods provide an alternative to improve food supply in the less developed world. (ALGeog 2 2007) 2. Using a farming region you have studied, explain how physical factors have influenced the agricultural characteristics of the region. To what extent do you think technology is becoming more important in affecting the agricultural activities in the region? (HKDSE Geog sample 2008)
ALE essay questions 1. Although irrigation and drainage schemes help farmers overcome constraints of water supply, they often bring negative ecological impacts. Improving the sustainability of agriculture provides an alternative means to solve the problem of world hunger. Describe how irrigation and drainage schemes affect farm outputs. Explain the negative impacts of such schemes on the ecological environment. With reference to appropriate examples, discuss how far sustainable farming methods provide an alternative to improve food supply in the less developed world. (ALGeog 2 2007) 3 learning levels describe, explain, discuss & examples Key knowledge & concepts: Farming as (a) an ecological system (b) an economic system : (i) physical, social and economic components, interactions, flows (ii) effects on crops and/or livestock selection and production
HKDSE essay questions 2. Using a farming region you have studied, explain how physical factors have influenced the agricultural characteristics of the region. To what extent do you think technology is becoming more important in affecting the agricultural activities in the region? (HKDSE Geog sample 2008) Knowledge and Concepts Physical, economic, social and 2 learning levels political factors affecting explain Directive terms agriculture The growing importance of discuss human factors, especially example technology, in influencing agriculture Sahel / Southern California
Question moderation Using a farming region you have studied, explain how physical factors have influenced the agricultural characteristics of the region. To what extent do you think technology is becoming more important in affecting the agricultural activities in the region? Biotechnology / irrigation Climatic / rainfall technology / information conditions / global technology warming Sahel / S. California Issues: food crisis, biofuels, GM food, organic farming, food safety
Setting essay-type questions Closely follow curriculum content and assessment objectives Key geographical skills or concepts examined vs LS approach Two levels of learning description, explanation / application, discussion, evaluation / assessment, & examples Approximately equal marks allocated to different parts of question
Setting essay-type questions Rote-learning not encouraged but some marks to be awarded for basic understanding of key concepts or knowledge Part of questions to include test for higher level problem-solving or analytical skills to stream the minority of high achievers
Setting essay-type questions Avoid asking for ambiguous and repetitive answers Avoid penalizing the general candidate by difficult terminology or overly specific issues or concepts Linkage between different parts of question Uniform level of difficulty between questions
Marking essay-type questions No marks for irrelevant answers Bonus (unexpected qualities, clear and logical presentation) vs penalties (poor referencing, stereo-type answers) Looking for geographical knowledge / values Use of concept map in setting question and marking
Use of concept map in question setting and marking
Sample script 1
Sample script 1 Total marks = 3 + 0 + 0 = 3 Level = 2
Sample script 2
Sample script 2 Total marks = 6 +3 + 1 = 10 Level = 5* displays comprehensive understanding of their geographical studies by being able to evaluate the potential and limitations of geographical concepts and principles and their relevance to particular contexts.
Sample script 3
Sample script 3
Sample script 3 Total marks = 2 + 2 + 1 = 5 Level = 3 displays general understanding of their geographical studies by being able to apply their knowledge to different geographical contexts; AND evaluate the geographical concepts and principles.
Common weaknesses and Recommendations Poor knowledge of geographical and general vocabulary Inadequate knowledge on core geographical concepts and theories Spell and define key geographical terminology Learn concepts and theories well before going into generalized situations
Common weaknesses and Recommendations Overlooking or misinterpreting key / directive terms Reciting of materials irrelevant to the question Study question carefully and mark all key and directive terms Refer to question from time to time during answering
Common weaknesses and Recommendations Unclear spatial and temporal concepts (e.g. city country, urban rural, global regional, arid semiarid, current recent decades) Learn and compare geography concepts at situations of different spatial and temporal scales
Common weaknesses and Recommendations Learning themes and issues at a discrete manner Vague mentioning of place names rather than providing descriptions of examples Too restricted to Hong Kong / China experience and stereotyped or outdated textbook case studies
Common weaknesses and Recommendations Develop understanding of relationship between different concepts and application to issues Need to learn from various forms of media to update geographical knowledge and awareness of current issues Fieldworks, classroom discussions and project work to enhance thinking skills and empower first-hand knowledge
Common weaknesses and Recommendations Poor time management, incomplete or imbalanced answer Not treating question as a whole piecemeal, repetitive, contradictory and evasive answers Lack of logical sequencing and integration of ideas Learn and practice the skills and steps in essay-writing Plan the draft of answer and line of reasoning in explanation / discussion
Common weaknesses and Recommendations Reproducing textbook type answers in explanation, linear reasoning Weak at discussion, lacking evaluation or assessment skills More training in thinking and reasoning skills
Training students to write good essays Read into each question thoroughly Look for key words / directive terms Avoid answering any question that they have doubts on Make a draft of the answer in outline / diagram form Divide answer clearly in sections or paragraphs according to topics asked Do not waste time in writing beautiful introductions and lengthy conclusions
Training students to write good essays Spell geographical terms or places correctly No need to worry about perfect grammar and sentence structure Write neatly and logically Highlight main idea clearly at the beginning of each paragraph State their viewpoints explicitly before elaborating on their supporting reasons
Training students to write good essays Relevant examples and labelled diagrams often win credit points Outline the key points / reasons
You comments & opinions are welcome kawaichan@edb.gov.hk