1 NSS Biology Public Assessment (3 rd Consultation) 10-11 October 2006 HKEAA.

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NSS Biology Public Assessment (3rd Consultation)

10-11 October 2006

HKEAA

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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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No Opinion/ No


Aims and assessment objectives of SBA:

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Weighting of SBA (20%):



No Opinion/ No


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Mode of SBA:



No Opinion/ No


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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

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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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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 Short Questions

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Sample Short Questions

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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)


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.


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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


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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)

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Thank You

1 NSS Biology Public Assessment (3 rd Consultation) 10-11 October 2006 HKEAA.

Documents

consultation assessment

hkeaa slide

sample short questions

sample structured questions

integrated science slide

marks section b

questions common

nss biology public assessment