Briefing Session on 2013/2014 - HKEAA

Briefing Session on 2013/2014Independent Enquiry StudyIndependent Enquiry Study
19 October 201319 October 2013
ProgrammeProgramme
9:40 am – 10:15 am Review on 2013 IES
10:15 am – 10:55 am IES Exemplar Illustration
10:55 am – 11: 30 am Administrative Arrangements for 2014 IES
11:30 am – 12:30 pm SC Group Meeting
2
BackgroundBackground
Implementation of 2013 IES IES requirements and marking standards:
¾ Teachers’ seminars ¾ School Coordinators’ group meetings ¾ Authentic samples: http://hkeaa.edu.hk/en/sba
Transitional streamlining arrangements: ¾ Number of assessment stages: 3 to 2 ¾ Number of marks for submission: 6 to 4 ¾ Number of mark submissions: 2 to 1
4
Some Figures of 2013 IESSome Figures of 2013 IES Statistical moderation (based on school exam performance) with checking using sample review Correlation between school exam mean and school raw SBA mean is 0.70 509 participating schools Raw school mean vs. Final moderated school mean
56.8% of the schools were within expectation 20.4% higher than expected 22.8% lower than expected
Compared with last year, more schools were in the “within the expected range” (2012: 53.3%) Teachers have a better understanding of the marking standards
55
IES Sampled Product Review ExerciseIES Sampled Product Review Exercise
Purpose: Outlier Detection: Checking the validity of statistical moderation results on Task Major Features: Re-assessment by external assessors
Discrepancy marking: ≅ 20% Correlation between raw mark and the sample review result is 0.77
Sampling Variation (6 samples selected): School Sample Raw Mean is closely aligned with School Overall Raw Mean in most cases
For some 95% of schools, the differences (between School Sample Raw mean and School Overall Raw Mean) are less than 2 marks (out of full marks = 50) It should be noted that adjustment will be applied due to such kind of sampling variations (ratio estimation method)
Case (i): Sample mean < School mean → Sample review results adjusted↑ Case (ii): Sample mean > School mean → Sample review results adjusted↓
66
Major Features:
Based on the file formats of the submitted Product samples, non-written presentation was estimated to be only about 2%
Comparing sample review result of each school with the corresponding one from statistical moderation, two possible scenarios:
If two sets of results are largely in line, then statistical moderation result will be adopted
OR If two sets of results are prominently different, then statistical moderation result will be adjusted↑↓
77
8
9
Comment on Adjustment Applied to School Mean
Comment on Adjustment Applied to School Spread
R, the ratio is compiled as: = (Moderated spread of Task marks) / (Raw spread of Task marks )
10
An Example: Derivation of a Student’s Final Moderated Mark of a School School A: Raw mean = 30 Moderated mean = 28 Raw spread = 10 Moderated spread = 9 R = 0.9
Student John: Raw mark = 40 Final moderated mark= 28 + (40 – 30) x 0.9
= 37 Student May: Raw mark = 20 Final moderated mark = 28 + (20 -30) x 0.9
= 19
The difference in SBA performance between John and May changes from 20 to 18.
11
1212
Performance of ProcessPerformance of Process
¾Some schools developed school-based Process assessment activities that effectively facilitated students’ completion of their Tasks
¾Process assessment activities for enhancing students’ enquiry skills are to be used rather than using drafts of Tasks
1313
Stronger students were:
¾Able to display a high degree of enquiry ability by
¾ Conducting an in-depth study with a sharp and clear focus
¾ Collecting useful data ¾ Analysing the finding from
different perspectives
¾ Define the scope of enquiry with appropriate focus questions
¾ Collect data by using appropriate methods
¾ Establish the relationship between the enquiry findings and the data collected
14
Performance of ProductPerformance of Product Comments based on the assessment criteria
Deployment of tools of data collection Pitfalls observed from students’ Product
¾Relied too much on using questionnaire survey as the tool of data collection ¾Used varied tools inappropriately
For improvements, students should
¾Master the strengths and limitations of various data collection methods
Exemplars illustrating the deployment of different tools of data collection ¾:
¾:
¾Second hand data analysis and Field Research: Exemplar 4 ¾:
1515
Methods of data analysis Pitfalls observed from students’ Product
¾Unable to demonstrate the relationship between the data and the enquiry question
¾Address the demand and focus of the enquiry question in the analysis
Exemplars demonstrating different enquiry qualities on similar topic
¾
¾
Performance of ProductPerformance of Product Comments based on the assessment criteria Perspectives for analysis and relevance to the enquiry questions Pitfalls observed from students’ Product
¾Undertook an enquiry with too broad scope and without a clear focus ¾Failed to make good use of the data in the analysis
¾Analyse the enquiry issue from different perspectives ¾Consolidate the findings from different sources of data
Exemplar illustrating good relevance between the collected data and the enquiry objectives
¾
The expression of ideas, views and arguments Pitfalls observed from students’ Product
¾Failed to acknowledge the sources
¾Use the correct format of quoting and acknowledging references ¾Refer to “HKDSE Information on SBA” http://hkeaa.edu.hk/en/sba
Exemplar illustrating the proper expression of views and arguments
¾Exemplar 10
Performance of ProductPerformance of Product Comments based on the assessment criteria The framework illustrating the enquiry process and results
Pitfalls observed from students’ Product
¾Provided a rough enquiry plan without illustrating the enquiry process and results
¾Establish the enquiry framework and fully display the enquiry process
Exemplars demonstrating an effective enquiry process
¾
Reflections Pitfalls observed from students’ Product
¾Failed to demonstrate insightful reflections on the enquiries
¾Point out the limitations and difficulties of enquiries by reflecting on the process and findings
Exemplar demonstrating a higher level of reflective power
¾Exemplar 10
Non-written Form Pitfalls observed from students’ Product
¾Presentation mainly in text
¾Demonstrate their creativity and enquiry skills through different ways of presentation
Exemplars illustrating Non-written mode of Presentation
¾
¾
Other Observations on theOther Observations on the Performance of ProductPerformance of Product
The suggested length Pitfalls observed Advices for students Illustration of from students’ suggested length of Product the Product
¾Failed to present concisely
¾The key marking criterion of Product is the quality of the enquiry, not the length. ¾The suggested length illustrates the general
¾Most exemplars of stronger students were completed within the suggested word limit
requirement and it should be sufficient for meeting the assessment criteria of the Product
2222
23

Background y No major changes to how SBA is administered at schools y Minor modifications to the procedures, with an aim to strengthen the important message about proper conduct in SBA to students and to adopt a unified approach in handling plagiarism cases y SBA continues to be an integral part of learning and teaching and its spirit upheld for the benefit of students
25

Preventing plagiarism in SBA y Asking students to sign a declaration form (Annex 1) at the beginning of each school year in which SBA is undertaken to declare proper conduct in SBA for ALL subjects y Schools to make necessary arrangement for each student to sign ONE form for ALL subjects. The form is available on the HKEAA website (http://www.hkeaa.edu.hk/en/sba/) y SBA Information Leaflet – to be distributed to all S4, S5 and S6 students via schools in Nov 2013
28

Category Method of handling Serious plagiarism cases (P cases): Serious cases in which nearly the whole or the whole SBA task/assignment is plagiarised, with very little or no contribution from the student.
To be forwarded to the HKEAA for follow up
Other plagiarism cases: Less serious cases, including
-minor infringement identified in students’ SBA work, or
-part of the student’s SBA work copied from source(s) without proper acknowledgement, but the student has made some contribution to the work.
To be handled by schools
29

Procedures in Handling P cases y Schools should submit a report on the P cases identified, together
with the plagiarised work, to the HKEAA for followup AFTER the completion of mark submission in S6
y Both the report and the plagiarised work should be submitted to the SBA Team of the HKEAA, but NOT through the online mark submission system
y The report should record details of the case and be submitted with relevant documents. Report template (Annex 2) is available on the HKEAA website (http://www.hkeaa.edu.hk/en/sba/)
y When submitting the SBA marks to the HKEAA, schools should indicate “P” in the relevant task mark for the student concerned

Procedures in Handling P cases y These P cases will be deliberated by the HKEAA’s Standing Committee
y For proven cases, a recommendation will be made to the Public Examinations Board (PEB) for their consideration
y The PEB will decide on the penalty to be imposed in accordance with the Board’s guidelines on handling examination irregularities
32

Procedures in Handling P cases y The levels of penalty to be imposed for proven P cases are as follows: y Zero marks will be given to the task in which serious plagiarism is proven. In addition, a penalty of downgrade by one level will be imposed in the subject concerned
y For extreme cases, e.g. repeated offence of plagiarism, candidates may be subject to disqualification from the subject(s) concerned or the whole examination
33

Procedures in Handling Other Plagiarism Cases y Other less serious cases are to be dealt with by the school y These cases need not be reported to the HKEAA for followup. However, schools should keep a proper record of such cases y In marking students’ work, any proven plagiarised material should be disregarded and any marks awarded should be based on the students’ own work only
34

Procedures in Handling Other Plagiarism Cases y For proven cases, schools should impose appropriate penalty in accordance with the school regulations and the HKEAA guidelines, taking into consideration the seriousness of the offence. This may include: y Issuing a warning letter to the students (e.g. for minor offence due to negligence or committed at the initial stage of the assessment) y Deducting marks for the task concerned
y Awarding zero marks for the task concerned
35

Procedures in Handling Other Plagiarism Cases y The following reference documents will be uploaded to the HKEAA website for schools’ reference in November 2013 1. A template for schools to record the less serious cases,
which may be adapted for internal record keeping
2. Some typical examples of suspected plagiarism cases and how they should be handled
36

Plagiarism Cases Identified by the HKEAA y Suspected plagiarism cases identified during moderation of SBA marks and review of samples of student work will be handled in a consistent manner as those identified by schools y Schools will be required to follow up on any suspected cases identified. Both P cases and other less serious cases will be handled following similar procedures as stipulated above
37
References and Supporting Documents (http://www.hkeaa.edu.hk/en/sba/)
y Revised Handbook for School Leaders on SBA: hardcopy to be distributed to schools in Nov 2013
y SBA Teachers’ Handbooks for 2014 and 2015 exam: available on the HKEAA website
y SBA Information Leaflet: hardcopy to be distributed to schools in Nov 2013
y Student Declaration Form
y Report Template for P cases y Template for recording less serious cases and examples of
suspected plagiarism cases: available by Nov 2013
39
Students with SpecialStudents with Special Educational Needs (SEN)Educational Needs (SEN)
Students with special educational needs should not be deprived of their right to IES.
Schools have the autonomy to provide special arrangements for SEN students depending on the nature and types of their needs.
40
Students with SpecialStudents with Special Educational Needs (SEN)Educational Needs (SEN)
Process Assessment Teachers may devise Process assessment activities in regard to the students with special needs and provide guidance to these students to design appropriate enquiry plans
Process assessment activities should allow equal opportunities for all, students with special needs are able to participate and be assessed. In some cases, the assessment modes can be designed to cater for students with special needs.
41
Task The number of draft submissions could also be adjusted so as to suit the needs of students with special educational needs.
42
4343
Administrative Arrangements
Project Proposal
Independent Thinking
2014 IES Assessment Framework
•• Starting from the 2014 exam, schools areStarting from the 2014 exam, schools are NOTNOT required to submit therequired to submit the ‘‘ProcessProcess’’ assessment records of the Project Proposalassessment records of the Project Proposal and Product Stages to the HKEAA.and Product Stages to the HKEAA.
•• These assessment records should beThese assessment records should be properly kept by schools and upon request,properly kept by schools and upon request, be submitted to the HKEAA for inspection.be submitted to the HKEAA for inspection.
• Design of the Process Assessment activities • Rubrics of the Process Assessment activities • One sample of high performance and one of low
performance with marks/grades 4545
4646
Mark Submission Requirements for IES inMark Submission Requirements for IES in 20142014
Assessmen t Item
Process Task Mark
No. of marks to be submitted
Project proposal
Jan at S6 1Product
*Note : The S5 ‘Task’ mark of Project Proposal Stage should be properly kept by the school and submitted in Jan of S6
One-off Submission of IES Marks
•• Submit all the S5 and S6 IES marks to the HKEAA in oneSubmit all the S5 and S6 IES marks to the HKEAA in one go in S6 starting from the 2014 HKDSE Examination.go in S6 starting from the 2014 HKDSE Examination.
•• A new online submission systemA new online submission system •• Frequently asked questions atFrequently asked questions at
www.hkdse.hkeaa.edu.hkwww.hkdse.hkeaa.edu.hk > SBA> SBA--FAQsFAQs
Calendar of Events (2014)Calendar of Events (2014) Submission of all S5 and S6 IES marks in one go
S4 Preparation works: Already done S5 Project Proposal Stage: Already done
S6
Oct 2013 Briefing session on IES and group meeting for school coordinators
Nov 2013 - Jan 2014
Students to submit the Product Task to their IES teachers by November 2013 Teachers to hold within school standardisation meeting(s) and mark the Product Task from November 2013 to December 2013 Schools to submit S6 students’ ‘Process’ mark and ‘Tasks’ marks of Project Proposal and Product Stage to the HKEAA from 2 – 24 Jan 2014 Schools to submit the Product Stage Tasks for sample review to the HKEAA in January 2014
*End of Sept- Mid December 2013—Downloading moderation reports of 2013 4848
Submission ofSubmission of Sampled Product forSampled Product for S6S6
•• When to submit?When to submit? -- Jan 2014Jan 2014
•• How to submit?How to submit? –– Online submissionOnline submission –– The work of an individual studThe work of an individual student should be submitted in aent should be submitted in a
single filesingle file
EAA_UCM/path/Contribution%EAA_UCM/path/Contribution%20Folders/web/Public/videos20Folders/web/Public/videos /demokit/demo.html/demokit/demo.html
Category Support File format
Compressed files zip
Scanned files jpg, tif Mutli-Media files avi, mp3, mp4, mpg, wmv
Office Document files
5151
•• The recommended word length/ viewing timeThe recommended word length/ viewing time –– 1,5001,500--4,000 words/ 20 minutes should be sufficient4,000 words/ 20 minutes should be sufficient
for meeting the assessment criteria of the Productfor meeting the assessment criteria of the Product –– Schools may formulate schoolSchools may formulate school--based policiesbased policies
forfor handling caseshandling cases in which the length ofin which the length of thethe ProductProduct is below or above the recommended wordis below or above the recommended word range or viewing timerange or viewing time, late submissions and other, late submissions and other irregularity cases upon the needs of schools andirregularity cases upon the needs of schools and studentsstudents
–– The key marking criterion of Product is the qualityThe key marking criterion of Product is the quality of the enquiry, not the lengthof the enquiry, not the length
–– Lengthier Products will not necessarily score higherLengthier Products will not necessarily score higher marksmarks
Updates of 2014 IES Handbook and FAQs
•• HandbookHandbook –– Schedule of Mark SubSchedule of Mark Submmissionission –– Submission of IES MarksSubmission of IES Marks –– Calendar of EvenCalendar of Eventsts
•• Chi:Chi: http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/SBAhandbookhttp://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/SBAhandbook-- 20142014--LSLS--CC--0413.pdf0413.pdf
•• Eng:Eng: http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/SBAhandbookhttp://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/SBAhandbook-- 20142014--LSLS--EE--0413.pdf0413.pdf
School Repeaters and TransferSchool Repeaters and Transfer Students in S6Students in S6
–– Schools are required to submit S6 IES marks (for ProcessSchools are required to submit S6 IES marks (for Process and Product) to the HKEAA in one go in S6and Product) to the HKEAA in one go in S6
–– The submitted marks will be proportionally adjusted toThe submitted marks will be proportionally adjusted to 20% of the total weighting20% of the total weighting
–– Schools should devise process assessment activities of theSchools should devise process assessment activities of the same or similar nature and complexity as that for studentssame or similar nature and complexity as that for students in the same cohort so that fairness of assessment of thein the same cohort so that fairness of assessment of the IES is achievedIES is achieved
–– Students are advised to keep improving their Product whileStudents are advised to keep improving their Product while their studies in S6their studies in S6 •• Enrich the literature reviewEnrich the literature review •• Supplement the data/ informationSupplement the data/ information •• Polish the parts of discussion and conclusionPolish the parts of discussion and conclusion
Conflict of Interest in ConductingConflict of Interest in Conducting the Assessment of IESthe Assessment of IES
•• Teachers conducting IES have to declare whether theTeachers conducting IES have to declare whether the students they are assessing are their relativesstudents they are assessing are their relatives
•• The declaration record will be submitted through theThe declaration record will be submitted through the SchoolSchool--based Assessment Systembased Assessment System
•• Schools should take appropriate actions to mitigate theSchools should take appropriate actions to mitigate the declared conflict ( ie: redeclared conflict ( ie: re--deployment of teachers)deployment of teachers)
5454

11 Briefing Session on 2013/2014Briefing Session on 2013/2014 DSE Liberal StudiesDSE Liberal Studies Independent Enquiry StudyIndependent Enquiry Study 19 October 201319 October 2013
ProgrammeProgramme.
ProgrammeProgramme.
Time
Time
Time
Event
11:30 am – 12:30 pm
11:30 am – 12:30 pm
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
Some Figures of 2013 IESSome Figures of 2013 IES
L
LI
Lbl
Figure
LI
Lbl
Figure
Correlation between school exam mean and school raw SBA mean is 0.70
LI
Lbl
Figure
56.8% of the schools were within expectation
Figure
Figure
LI
Lbl
Figure
Compared with last year, more schools were in the “within the expected range” (2012: 53.3%)
LI
Lbl
Figure
Purpose:
Major Features:
Correlation between raw mark and the sample review result is
0.77
Sampling Variation (6 samples selected): School Sample Raw Mean isclosely aligned with School Overall Raw Mean in most cases
For some 95% of schools, the differences (between SchoolSample Raw mean and School Overall Raw Mean) are less than 2 marks (out of full marks = 50)
Figure
It should be noted that adjustment will be applied due to suchkind of sampling variations (ratio estimation method)
Figure
L
LI
Lbl
Figure
Case (i): Sample mean < School mean → Sample review results adjusted↑
LI
Lbl
Figure
Case (ii): Sample mean > School mean → Sample review results adjusted↓
IES Sampled Product Review ExerciseIES Sampled Product Review Exercise.
IES Sampled Product Review ExerciseIES Sampled Product Review Exercise.
Major Features:
Based on the file formats of the submitted Product samples,non-written presentation was estimated to be only about 2%
L
LI
Lbl
Figure
Comparing sample review result of each school with the corresponding one from statistical moderation, two possiblescenarios:
L
L
LI
Lbl
Figure
If two sets of results are largely in line, then statisticalmoderation result will be adopted
OR
LI
Lbl
Figure
If two sets of results are prominently different, thenstatistical moderation result will be adjusted↑↓
8 School Feedback Letter Comment on adjustment applied to mean Comment on adjustment applied to spread
9 Comment on Adjustment Applied to School Mean
Comment on Adjustment Applied to .School Spread.
R, the ratio is compiled as: = (Moderated spread of Task marks) / (Raw spread of Task marks )
Figure
An Example: Derivation of a Student’s Final Moderated Mark of a School
School A: Raw mean = 30 Moderated mean = 28 Raw spread = 10 Moderated spread = 9 R = 0.9
Student John: Raw mark = 40 Final moderated mark= 28 + (40 – 30) x 0.9
= 37
= 19
The difference in SBA performance between John and May changes from20 to 18.
Figure
¾
¾
¾
¾
¾
Process assessment activities for enhancingstudents’ enquiry skills are to be used rather thanusing drafts of Tasks
Performance of ProductPerformance of Product.
General Comments
Stronger students were:
¾Able to display a high degree of enquiry ability by
¾
¾
¾
¾
Conducting an in-depth study with a sharp and clear focus
¾
¾
¾
Weaker students were:
¾Unable to
¾
¾
¾
¾
¾
¾
Establish the relationship between the enquiry findings and the data collected
Comments based on the assessment criteria.
Deployment of tools of data collection
Pitfalls observed from students’ Product ¾Relied too much on using questionnaire survey as the tool of data collection ¾Used varied tools inappropriately
For improvements, students should ¾Master the strengths and limitations of various data collection methods
Exemplars illustrating the deployment of different tools of data collection ¾: ¾: ¾Second hand data analysis and Field Research: Exemplar 4 ¾:
Performance of ProductPerformance of Product
Methods of data analysis
Pitfalls observed from students’ Product ¾Unable to demonstrate the relationship between the data and the enquiry question
For improvements, students should ¾Address the demand and focus of the enquiry question in the analysis
Exemplars demonstrating different enquiry qualities on similar topic ¾ ¾
Perspectives for analysis and relevance to the enquiry questions
Pitfalls observed from students’ Product ¾Undertook an enquiry with too broad scope and without a clear focus ¾Failed to make good use of the data in the analysis
For improvements, students should ¾Analyse the enquiry issue from different perspectives ¾Consolidate the findings from different sources of data
Exemplar illustrating good relevance between the collected data and the enquiry objectives ¾
Comments based on the assessment criteria
The expression of ideas, views and arguments
Pitfalls observed from students’ Product ¾Failed to acknowledge the sources
For improvements, students should ¾Use the correct format of quoting and acknowledging references ¾Refer to “HKDSE Information on SBA” http://hkeaa.edu.hk/en/sba
Exemplar illustrating the proper expression of views and arguments ¾Exemplar 10
Comments based on the assessment criteria
The framework illustrating the enquiry process and results
Pitfalls observed from students’ Product ¾Provided a rough enquiry plan without illustrating the enquiry process and results
For improvements, students should ¾Establish the enquiry framework and fully display the enquiry process
Exemplars demonstrating an effective enquiry process ¾ ¾Exemplar 10
Reflections
Pitfalls observed from students’ Product ¾Failed to demonstrate insightful reflections on the enquiries
For improvements, students should ¾Point out the limitations and difficulties of enquiries by reflecting on the process and findings
Exemplar demonstrating a higher level of reflective power ¾Exemplar 10
Other Observations on theOther Observations on the
Other Observations on theOther Observations on the
Non-written Form
Pitfalls observed from students’ Product ¾Presentation mainly in text
For improvements, students should ¾Demonstrate their creativity and enquiry skills through different ways of presentation
Exemplars illustrating Non-written mode of Presentation ¾ ¾
Other Observations on theOther Observations on the .
Other Observations on theOther Observations on the .
The suggested length
¾The key marking criterion of Product is the quality of the enquiry, not the length. ¾The suggested length illustrates the general
¾Most exemplars of stronger students were completed within the suggested word limit
TR
TR
TR
Product
IES Product Exemplar Illustration IES Supervisor: Mr Cheung Yui fai 23
Figure
No major changes to how SBA is administered at schools
y
y
y
Minor modifications to the procedures, with an aim to strengthen the important message about proper conduct in SBA to students and to adopt a unified approach in handling plagiarism cases
y
y
y
SBA continues to be an integral part of learning and teaching and its spirit upheld for the benefit of students
25.
Figure
y
y
y
y
Asking students to sign a declaration form (Annex 1) at the beginning of each school year in which SBA is undertaken to declare proper conduct in SBA for ALL subjects
y
y
y
Schools to make necessary arrangement for each student to sign ONE form for ALL subjects. The form is available on the HKEAA website (/)
http://www.hkeaa.edu.hk/en/sba
y
y
y
SBA Information Leaflet –to be distributed to all S4, S5 and S6 students via schools in Nov 2013
26.
28.
Category Method of handling Serious plagiarism cases (P cases): Serious cases in which nearly the whole or the whole SBA task/assignment is plagiarised, with very little or no contribution from the student. To be forwarded to the HKEAA for follow up Other plagiarism cases: Less serious cases, including -minor infringement identified in students’ SBA work, or -part of the student’s SBA work copied from source(s) without proper acknowledgement, but the student has made some contribution to the work. To be han
29.
Figure
y
y
y
y
Schools should submit a report on the P cases identified, together with the plagiarised work, to the HKEAA for followup AFTER the completion of mark submission in S6
y
y
y
Both the report and the plagiarised work should be submitted to the SBA Team of the HKEAA, but NOT through the online mark submission system
y
y
y
The report should record details of the case and be submitted with relevant documents. Report template (Annex 2) is available on the
HKEAA website (http://www.hkeaa.edu.hk/en/sba/)
y
y
y
When submitting the SBA marks to the HKEAA, schools should indicate “P” in the relevant task mark for the student concerned
30.
y
y
y
y
These P cases will be deliberated by the HKEAA’s Standing Committee
y
y
y
For proven cases, a recommendation will be made to. the Public Examinations Board (PEB) for their. consideration.
y
y
y
The PEB will decide on the penalty to be imposed in accordance with the Board’s guidelines on handling examination irregularities
32.
Figure
Procedures in Handling P cases.
The levels of penalty to be imposed for proven P. cases are as follows:.
y
y
y
y
y
Zero marks will be given to the task in which serious plagiarism is proven. In addition, a penalty of downgrade by one level will be imposed in the subject concerned
y
y
y
For extreme cases, e.g. repeated offence of plagiarism, candidates may be subject to disqualification from the subject(s) concerned or the whole examination
33.
y
y
y
y
Other less serious cases are to be dealt with by the. school.
y
y
y
These cases need not be reported to the HKEAA for followup. However, schools should keep a proper record of such cases
y
y
y
In marking students’ work, any proven plagiarised material should be disregarded and any marks awarded should be based on the students’ own work only
34.
Plagiarism Cases
For proven cases, schools should impose appropriate penalty in accordance with the school regulations and the HKEAA guidelines, taking into consideration the seriousness of the offence. This may include:
y
y
y
y
y
Issuing a warning letter to the students (e.g. for minor offence due to negligence or committed at the initial stage of the assessment)
y
y
y
y
y
y
35.
Plagiarism Cases
The following reference documents will be uploaded. to the HKEAA website for schools’ reference in. November 2013.
y
1.
1.
1.
A template for schools to record the less serious cases,. which may be adapted for internal record keeping.
2..
2..
Some typical examples of suspected plagiarism cases and how they should be handled
36.
HKEAA
y
y
y
y
Suspected plagiarism cases identified during moderation of SBA marks and review of samples of student work will be handled in a consistent manner as those identified by schools
y
y
y
Schools will be required to follow up on any suspected cases identified. Both P cases and other less serious cases will be handled following similar procedures as stipulated above
37.
http://www.hkeaa.edu.hk/en/sba
y
y
y
y
Revised Handbook for School Leaders on SBA: hardcopy to be distributed to schools in Nov 2013
y
y
y
SBA Teachers’ Handbooks for 2014 and 2015 exam: available on the HKEAA website
y
y
y
SBA Information Leaflet: hardcopy to be distributed to schools in Nov 2013
y
y
y
y
y
y
Template for recording less serious cases and examples of suspected plagiarism cases: available by Nov 2013
38.
Reminder for Handling Special Educational Needs Cases in IES 39
Students with SpecialStudents with Special
Educational Needs (SEN)Educational Needs (SEN)
L
LI
Lbl
Figure
Students with special educational needs should not be deprived of their right to IES.
LI
Lbl
Figure
Schools have the autonomy to provide special arrangements for SEN students depending on the nature and types of their needs.
Educational Needs (SEN)Educational Needs (SEN)
L
L
LI
Lbl
Figure
Process Assessment
Teachers may devise Process assessment activities in regard to the students with special needs and provide guidance to these students to design appropriate enquiry plans
Figure
LI
Lbl
Figure
Process assessment activities should allow equal opportunities for all, students with special needs are able to participate and be assessed. In some cases, the assessment modes can be designed to cater for students with special needs.
Task The number of draft submissions could also be adjusted so as to suit the needs of students with special educational needs. 42
4343 HKDSE Liberal Studies 2013 IES Briefing cum Group Meeting for SCs Administrative Arrangements
2014 IES Assessment Framework.
••
••
••
••
Starting from the 2014 exam, schools areStarting from the 2014 exam, schools are
NOTNOT
‘‘
assessment records of the Project Proposalassessment records of the Project Proposal
••
••
••
These assessment records should beThese assessment records should be
properly kept by schools and upon request,properly kept by schools and upon request,
be submitted to the HKEAA for inspection.
be submitted to the HKEAA for inspection.
•.
•.
•.
•.
•.
•.
•.
One sample of high performance and one of low performance with marks/grades
4646 Mark Submission Requirements for IES inMark Submission Requirements for IES in 20142014 Assessmen t Item Process Task Mark submission*No. of marks to be submitted No. of marks to be submitted Project proposal 1 1 Jan at S6 1Product *Note : The S5 ‘Task’ mark of Project Proposal Stage should be properly kept by the school and submitted in Jan of S6
One-off Submission of IES Marks.
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Submit all the S5 and S6 IES marks to the HKEAA in oneSubmit all the S5 and S6 IES marks to the HKEAA in one .
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www.hkdse.hkeaa.edu.hkwww.hkdse.hkeaa.edu.hk
www.hkdse.hkeaa.edu.hkwww.hkdse.hkeaa.edu.hk
Calendar of Events (2014)Calendar of Events (2014).
Calendar of Events (2014)Calendar of Events (2014).
Submission of all S5 and S6 IES marks in one go
S4 Preparation works: Already done S5 Project Proposal Stage: Already done S6 Oct 2013 Briefing session on IES and group meeting for school coordinators Nov 2013 -Jan 2014 Students to submit the Product Task to their IES teachers by November 2013 Teachers to hold within school standardisation meeting(s) and mark the Product Task from November 2013 to December 2013 Schools to submit S6 students’ ‘Process’ mark and ‘Tasks’ marks of Project Proposal and Product Stage to the HKEAA from 2 – 24 Jan 2014 Schools t
*End of Sept-Mid December 2013—Downloading moderation reports of .2013
4848.
S6S6
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The work of an individual studThe work of an individual stud
ent should be submitted in aent should be submitted in a
single filesingle file
More information: Handbook for SBA S6 SubmissionsMore information: Handbook for SBA S6 Submissions
(English):(English):
20Folders/web/Public/videos20Folders/web/Public/videos
/demokit/demo.html/demokit/demo.html
Figure
5050 File Format for Sample SubmissionFile Format for Sample Submission Category Support File format Compressed files zip Scanned files jpg, tif Mutli-Media files avi, mp3, mp4, mpg, wmv Office Document files pdf doc, docx, rtf csv, xls, xlsx ppt, pptx
5151 Clarification of IES Requirements •• The recommended word length/ viewing timeThe recommended word length/ viewing time –– 1,5001,500--4,000 words/ 20 minutes should be sufficient4,000 words/ 20 minutes should be sufficient for meeting the assessment criteria of the Productfor meeting the assessment criteria of the Product –– Schools may formulate schoolSchools may formulate school--based policiesbased policies forfor handling caseshandling cases in which the length ofin which the length of thethe Prod
Updates of 2014 IES Handbook and FAQs
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issionission
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tsts
Eng:Eng:
http://www.hkeaa.edu.hk/en/sbhttp://www.hkeaa.edu.hk/en/sb
http://www.hkeaa.edu.hk/en/sbhttp://www.hkeaa.edu.hk/en/sb
a/sba_hkdse/FAQ_index.htmla/sba_hkdse/FAQ_index.html
5353 School Repeaters and TransferSchool Repeaters and Transfer Students in S6Students in S6 –– Schools are required to submit S6 IES marks (for ProcessSchools are required to submit S6 IES marks (for Process and Product) to the HKEAA in one go in S6and Product) to the HKEAA in one go in S6 –– The submitted marks will be proportionally adjusted toThe submitted marks will be proportionally adjusted to 20% of the total weighting20% of the total weighting –– Schools should devise process assessment activities
Conflict of Interest in ConductingConflict of Interest in Conducting
Conflict of Interest in ConductingConflict of Interest in Conducting
the Assessment of IESthe Assessment of IES
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The declaration record will be submitted through theThe declaration record will be submitted through the
SchoolSchool
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Schools should take appropriate actions to mitigate theSchools should take appropriate actions to mitigate the
declared conflict ( ie: redeclared conflict ( ie: re
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