1 HKDSE Liberal Studies HKDSE Liberal Studies Professional Development Professional Development Assessing Student Learning Assessing Student Learning Analysis of Question Setting Analysis of Question Setting
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HKDSE Liberal StudiesHKDSE Liberal Studies
Professional DevelopmentProfessional Development
Assessing Student LearningAssessing Student Learning
Analysis of Question SettingAnalysis of Question Setting
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LS Public Assessment
Not content based, but not content free
Issue enquiry
議題探究議題探究議題探究議題探究
Knowledge and concepts
Values
Thinking skills 思維方法思維方法思維方法思維方法
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Ability to –
Produce, organize 組織 and express ideas
Integrate 整合 learning in different areas
Connect 連繫 concepts and knowledge
Evaluate 評價 the worth of ideas
Extended response questions
(similar to paper 1 sub-
question (c) and paper 2
questions)
Ability to –
Identify controversy and value positions
Conceptualize / generalize / categorize factors
Compare and contrast different viewpoints
Describe and explain trends manifested in given data
Explain cause-effect relationships
Apply concepts
Present relevant arguments
Formulate valid conclusions
Restricted response questions (data response questions)
[similar to paper 1 sub-
questions (a) & (b)]
Examples of complex learning outcomes that can be measured
Type of test item
Source: Adapted from Educational assessment of students (4th ed.) (p.179) by A.J. Nitko, 2004, Upper Saddle River,
N.J. : Pearson/Merill/Prentice Hall
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� No single answer is considered to be the only answer
� Candidates are free to express one’s own ideas and interrelationships among those ideas
� Candidates are free to choose the way to respond
Stalnaker (1951)
Extended Response Questions - Paper 2
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LS LS -- Setting QuestionsSetting Questions
� Aims of the assessment task
� Issue-driven
� Avoiding emphasis on rote learning materials or too
personalized 個人化個人化個人化個人化
� Allowing higher order thinking skills 高階思維高階思維高階思維高階思維
� Framing coherent有連貫性有連貫性有連貫性有連貫性, logical 合邏輯的合邏輯的合邏輯的合邏輯的 and
focused 聚焦的聚焦的聚焦的聚焦的 questions
� Striking a balance in discriminating between able and
less able students
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Question Setting Question Setting –– Level of EmphasisLevel of Emphasis
Sustainable development, Political participation,
rule of law
Harbour reclamation at Central
Facts
Data: Issue/Incident
Conceptual linkage
Judgement and reasoning:
Attitude/Opinion
Question setting approachLearning and teaching approach
Empirical
驗證
的驗
證的
驗證
的驗
證的
Normative
規範
的規
範的
規範
的規
範的
Co
ncep
tua
l
link
ag
e
Concepts
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Question Setting Question Setting –– Level of Level of EmphasisEmphasis
Cultural Heritage 文化承傳文化承傳文化承傳文化承傳
Development and Preservation 發展與發展與發展與發展與
保育保育保育保育
Queen’s Pier Incident:
history 歷史歷史歷史歷史, viewpoints 觀點觀點觀點觀點, etc.
Concepts
Facts
Data 資料資料資料資料::::Issue/Incident
Conceptual linkage 概念連扣概念連扣概念連扣概念連扣
Judgement and
reasoning 判斷與分判斷與分判斷與分判斷與分析析析析:::: Attitude/Opinion
Question setting approach 試題設計模式試題設計模式試題設計模式試題設計模式
Learning and teaching approach 學習和教學模式學習和教學模式學習和教學模式學習和教學模式
Empiric
al
Normative
Con
ceptu
al lin
kage
概念化
概念化
概念化
概念化
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Question Setting Question Setting –– Levels of EmphasisLevels of Emphasis
Data: Issue, Incident
Conceptual linkage
Judgement and reasoning:
Attitude/Opinion
Micro skills: Technical,
e.g. comparing,
summarizing,
classifying, extracting
Macro skills: Conceptual, e.g.
evaluation, setting up criteria, drawing conclusions and solving problems
Conceptualization
宏觀能力:例如評價、設定準則、總結、解難等
微觀能力:例如比較、概述分類、揀選等
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Question Setting Question Setting –– Levels of EmphasisLevels of Emphasis
Data: Issue, Incident
Conceptual linkage
Judgement and reasoning:
Attitude/Opinion
Micro skills
Macro skills
Overlapping area
Conceptualization
Pap
er
2
Pap
er
1
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Cognitive strategies: Micro skills Cognitive strategies: Micro skills 微觀能力微觀能力微觀能力微觀能力微觀能力微觀能力微觀能力微觀能力
Comparing and contrasting 比較 ideas
Identifying significant similarities and differences 異同
Identifying and evaluating assumptions 假設
Distinguishing 分辨 relevant 合適的 from irrelevant facts
Making reasonable inferences 推論, predictions
Identifying facts and opinions (views)
Recognising contradictions 矛盾
Describing and explaining patterns 模式 or trends 趨勢
Exploring 查考 implications 含意 and consequences 後果
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Cognitive strategies: Macro skills Cognitive strategies: Macro skills 宏觀能力宏觀能力宏觀能力宏觀能力宏觀能力宏觀能力宏觀能力宏觀能力
Refining generalizations 歸納/推而廣之 and avoiding oversimplifications
Developing one’s perspective 觀點: belief or arguments
Clarifying 釐清 issues, conclusions or belief
Developing criteria 準則 for evaluation: values or standards
Evaluating 衡量 the credibility可靠性of sources of information
Analysing or evaluating arguments, interpretations 詮釋 or beliefs
Questioning deeply: pursuing root 追本溯源 or significant questions
Assessing 評估 solutions
Analysing 分析 or evaluating actions and policies
Making connections among related perspectives
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Sample Q2 in Paper 1Sample Q2 in Paper 1
Facts 事實事實事實事實:
Figures in table form
Opinion 意見意見意見意見:
Text form, newspaper extract
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Use of Data in Paper 1Use of Data in Paper 1
Source 1: Table on a concept Source 1: Table on a concept Source 1: Table on a concept Source 1: Table on a concept ---- ‘‘‘‘national identitynational identitynational identitynational identity’’’’Source 2: Comment on another concept Source 2: Comment on another concept Source 2: Comment on another concept Source 2: Comment on another concept ‘‘‘‘one country, two one country, two one country, two one country, two systemssystemssystemssystems’’’’ –––– some background informationsome background informationsome background informationsome background information
Note on data usage:
More given data and facts
Systematically guide candidates to think: direction and depth
Questions:
(a)(a) Directly related to the data (Simple/ short and explicit) Directly related to the data (Simple/ short and explicit)
(b)(b) Data related (More difficult than (a)) Data related (More difficult than (a))
(c)(c) Extended but within the scope of the given dataExtended but within the scope of the given data
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Questions in Paper 1Questions in Paper 1
No. 2a) According to Source 1, what have the changes been in the national
identity of Hong Kong people since China resumed the exercise of sovereignty over Hong Kong?
b) In the light of Sources 1 and 2, are the changes in the national identity of Hong Kong people as shown in Source 1 in line with the spirit of ‘one country, two systems’? Explain.
NOTE:Graded questions, which closely relate to the data Questions guiding candidates step by step to deal with the two concepts and leading to answers
found in the table & related to one
concept
Relation between the two concepts
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What is the Way Forward for China’s Energy Development?
During the meetings of the National People’s Congress and the
Chinese People’s Political Consultative Conference, Premier
Wen Jiabao emphasiszed the importance of conserving the
environment in the course of economic development. He called
for the use of pollution-free or low-pollution energy sources
when possible. For example, the reliance on coal as the major
energy source will result in many pollution and mine safety
problems, therefore it should be replaced with renewable
energy sources aimed at reducing pollution.
Why does the data mention Wen and why the NPC & CPPCC?
A scope /
scenery
Relationship between using energy and environment
Reference points 參考要點參考要點參考要點參考要點for answer
Sample Paper: Paper 2
1. Study the following information adapted from a report in a local
newspaper dated 12 March 2007:
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Questions in Paper 2Questions in Paper 2Questions in Paper 2Questions in Paper 2Questions in Paper 2Questions in Paper 2Questions in Paper 2Questions in Paper 2(a) Referring to the above information, whywhywhywhy did
Premier Wen Jiabao propose ‘low-pollution, high-safety’ as the way in which energy should be developed? Explain.
(b) … how feasiblehow feasiblehow feasiblehow feasible is the viewpoint of Premier Wen on the direction of energy development of China?
NOTE:
More demanding in thinking skillsMore demanding in thinking skillsMore demanding in thinking skillsMore demanding in thinking skills
only reference
points could be found in data
Asking for judgment 判判判判
斷斷斷斷 and evaluation: notdirectly found in the
speech
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Use of data: Paper 2Use of data: Paper 2
The only data The only data The only data The only data ---- Wen Wen Wen Wen JiabaoJiabaoJiabaoJiabao’’’’ssss speech speech speech speech Serving as stimulation, giving the scene, reminder of the case Serving as stimulation, giving the scene, reminder of the case Serving as stimulation, giving the scene, reminder of the case Serving as stimulation, giving the scene, reminder of the case and/or giving some reference points for the answerand/or giving some reference points for the answerand/or giving some reference points for the answerand/or giving some reference points for the answer
NOTE:
Data in Paper 2: comparatively less / shorter in length, less fact files and sometimes loose-structured
Questions:
(a)(a) Beyond the data Beyond the data
(b)(b) Extended but related to the scope provided by the data Extended but related to the scope provided by the data (Total 20 marks)(Total 20 marks)
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Characteristics of Paper 2 Characteristics of Paper 2
questionsquestions
Data is usually loose-structured. Sometimes, only the background information of an issue is presented.
Questions require 要求 candidates to judge and to demonstrate their higher-order thinking skills 高階思維能力. The questions allow candidates’ answers from different perspectives and will not penalize candidates due to their stance.
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Differences between the Questions of Differences between the Questions of
Paper 1 and Paper 2Paper 1 and Paper 2
Less obvious from the data and sub-questions
More obviously shown in the data and sub-questions
Controversy
Not obviously stated in the data and question
More obviously appear in the data and questionConcept
Question: usually 2 sub-questions, related, but asking
different aspects of the same issue
Question: more sub-questions, graded, one
leading to the others
Data to provide the background, scene and
reference points of the issue only
Data in different forms / grades / domains, e.g.
facts, opinions, specific plans or measures, etc
Structure
Paper 2Paper 1
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Characteristics of LS AssessmentCharacteristics of LS Assessment
� Questions require candidates to judge and to demonstrate their higher-order thinking skills.
� The questions allow candidates to give answers from different perspectives and will not penalize
candidates due to their stance.
� Candidates need to use examples / evidence to
support and analyse their answers. They must show
the relationships between different concepts. So, they have to organize and present their ideas
systematically有層次地. It thus emphasizes 着重
writing skills.
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Candidates have to put forward their own arguments and support their own judgments. They have their own responses.
Candidates’ responses can be different, such as:
Standpoints and values positions
Approaches of tackling 處理處理處理處理 questions
Organization of responses
Use of conceptual knowledge and their interrelationships
Use of examples or contextual knowledge
Reliability 可靠性可靠性可靠性可靠性 is a major concern. The design of marking guidelines 評卷參考評卷參考評卷參考評卷參考 is very important to take care of the diversity 多樣性多樣性多樣性多樣性 of different responses.
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Teachers’queries on
Paper 2
How Paper 2 is different from
Paper 1?
Are figures, graphs
and cartoons 漫畫漫畫漫畫漫畫suitable for setting
Paper 2 questions ?
Is cross-modular跨單元跨單元跨單元跨單元top prioritized consideration in setting
Paper 2 questions ?
Is Paper 2
more difficult than Paper 1?
Is it advisable to
train S4 students to do more extended
questions?
Does Paper emphasize on
factual recall?
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(a) 評論此海報所提倡的自願計劃對社會的價評論此海報所提倡的自願計劃對社會的價評論此海報所提倡的自願計劃對社會的價評論此海報所提倡的自願計劃對社會的價值值值值。。。。
(b) 有人提議應為香港的女性青少年引進一項有人提議應為香港的女性青少年引進一項有人提議應為香港的女性青少年引進一項有人提議應為香港的女性青少年引進一項免費免費免費免費免費免費免費免費
且且且且帶帶帶帶强强强强制性制性制性制性帶帶帶帶强强强强制性制性制性制性的疫苗計劃的疫苗計劃的疫苗計劃的疫苗計劃。。。。討論在決定應否實施該討論在決定應否實施該討論在決定應否實施該討論在決定應否實施該
計劃時計劃時計劃時計劃時,,,,應當考慮那些因素應當考慮那些因素應當考慮那些因素應當考慮那些因素。。。。
Consider different perspectives / stances ( e.g. agree / disagree, long term / short term, etc.) and take stance and value
Stress the important words for easier understanding of the question
Conceptualize and generalize to some factors (e.g. fairness, allocation of resources, human rights, freedom, legislation, risks, cause effectiveness, etc.) , explain what the factors are and illustrate with examples
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建議評卷參考建議評卷參考 ( a ( a 部份部份))
((((表現最好的考生表現最好的考生表現最好的考生表現最好的考生) ) ) ) 考生能考生能考生能考生能::::
符合要求的一個例子符合要求的一個例子符合要求的一個例子符合要求的一個例子:立場:對社會很有價值
理由:
及早預防子宮頸癌 (頭號癌症之一),保障婦女健康(短期影響)
減少婦女的憂慮 (短期影響)
減少公共醫療開支 (考慮成本效益),減少社會負擔(長期影響)
增加社會生產力 (能及早治療,婦女能投入社會工作)
(長期影響)
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另一個也符合要求的例子另一個也符合要求的例子另一個也符合要求的例子另一個也符合要求的例子立場:對社會價值不大
理由:
不是針對適當的對象 (如 25 歲以下青少年)
沒有針對問題的源頭,如性濫交問題
只是自願性,自願參加的人數可能不多
海報的宣傳作用有限
參加者沒有能力 /不願意支付檢查費用
組織方法組織方法組織方法組織方法:第一段先有立場,以後每段解釋一個理由,可分為短期及長期的影響,最後一段總結
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((((考生尚能考生尚能考生尚能考生尚能明白題目明白題目明白題目明白題目) ) ) ) 考生能考生能考生能考生能::::
表達立場,並提出相關理由,但不能多角度分析問題,例如:
立場:對社會很有價值理由:只能從個人健康角度分析,沒有考慮公共醫療開支、社會生產力等因素
立場:對社會價值不大理由:只能從計劃的自願性、海報的吸引力或參加者的經濟能力分析
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6. 細閱以下資料:
在中國共產黨領導下多黨合作的政治協商制度,是中國一
項基本政治制度,應當長期堅持,不斷完善。中國人民政治
協商會議是中國特有的民主形式中國特有的民主形式中國特有的民主形式中國特有的民主形式,不同民族、宗教、派別、
階層的政協委員都可以在其中充分表達意見。這些意見經
過協商達成共識後,最終將反映在中國政府的政策中。中國
沒有西方式的「在野黨」或「反對黨」。執政的共產黨與參政
的八個民主黨派實行的,是共產黨領導的多黨合作和政治
協商制度,並將長期共存及互相監督。
One - party system: Leadership of CPC in the state in practice
� Some features of western competitive party system
� Candidates must know the western style of democracy
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(a) 參考以上資料,討論討論討論討論中國多黨合作的政治協商制度的利弊利弊利弊利弊。 (10分)
Not much information about the system or
the background
Evaluation skills
Expression of ideas and opinions
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(b) 你在什麼程度上認為你在什麼程度上認為你在什麼程度上認為你在什麼程度上認為中國能夠推行西方的競爭性政黨政治?解釋你的答案。 (10分)
Skills of:
Application of knowledge,
Comparison, Evaluation,
Making judgment
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Data used in LS Paper 2Data used in LS Paper 2
Loosely structured
Less fact files: providing background information
Existence of dilemma / conflicts / controversy
Serving as stimulation 刺激思考, giving the scene 情境, reminder of the case, and providing some reference points for answers
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Questions in LS Paper 2Questions in LS Paper 2
Two sub-questions with a total of 20 marks
(a) beyond the data
(b) Extended but related to the scope
Allowing different approaches /
perspectives / different stances 取態 in
responses – NOT taking single answer as
correct answer
More demanding in thinking skills
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政府擬於政府擬於0909年底於大埔試行校園驗毒年底於大埔試行校園驗毒
計劃。救世軍於計劃。救世軍於0909年年88月底做了一項調月底做了一項調
查,發現有很多學生查,發現有很多學生表明不願參與,表明不願參與,
甚至逃學以避開檢驗。若被驗出吸甚至逃學以避開檢驗。若被驗出吸
毒,中學生最關注毒,中學生最關注會否被檢控會否被檢控、結果、結果
的保密程度的保密程度、、和校方是否要求同學退學和校方是否要求同學退學
等。等。
Data from news extract:
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政府擬於政府擬於0909年底於大埔試行校園驗毒計年底於大埔試行校園驗毒計
劃。救世軍劃。救世軍於於0909年年88月底做了一項調月底做了一項調
查,發現有很多學生查,發現有很多學生表明不願參與,甚表明不願參與,甚
至逃學以避開檢驗。若被驗出吸毒,中至逃學以避開檢驗。若被驗出吸毒,中
學生最關注學生最關注會否被歧視會否被歧視、、結果的保密程結果的保密程
度度、、和校方是否要求同學退學。和校方是否要求同學退學。
Amendment to the data: real life data
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Current Issues : Time Constraint 時限時限時限時限
Social Phenomenon 社會現象:
more stable
Policies / Events:Drastic Changes
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But … …
Cartoons, graphs/charts, or statistics can be used as data in Paper 2 according to the needs of the questions.
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Hilly terrain /
natural lanscape
area
57%
Village settlements/
cemeteries
11%
Farmland/
flat land
20%
Wetland
10%
Others
2%其他
2%
鄉村落/
墳地
11%
農地/平地
20%
山丘地帶/
自然景觀地區
57%
濕地
10%
5. 香港自1951年起禁止公進入邊境禁區。邊境禁區包括具有重要文化遺產、生態及景觀價值的地方,數十年來未受干擾。政府在2008年1月宣布,將把大約2 400公頃位於邊境禁區的土地開放作發展用途。
下圖顯示現時邊境禁區內各類土地利用的比例﹕
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a) 在開放邊境禁區作土地發展時,可能出現哪些不同類型的衝突衝突衝突衝突?討論導致這些衝突的理由。 (10 分)
b) 你會向政府提出什麽建議建議建議建議,以減低及處理這些衝突? (10 分)
The data does not show direct answer to this question. Candidates may have their own inspiration and insight on land uses. As long as there are sufficient supporting reasons or evidence, their answers are acceptable
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(b)以下的觀點正愈來愈受到認同:應該提高用水的可持續性及效率,而非開採更多的河水及地下水。
可以怎樣實現由這觀點所引申的目怎樣實現由這觀點所引申的目怎樣實現由這觀點所引申的目怎樣實現由這觀點所引申的目標標標標?當中會涉及哪些困難哪些困難哪些困難哪些困難? (12 分)
Opinion
• Free response question requiring candidates to develop their own ideas with supporting evidence or real life experience / knowledge
• Candidates’ knowledge about sustainable development on this situation
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香港政府香港政府香港政府香港政府
香港市民香港市民香港市民香港市民
H1N1
Questions may cover the following:
how the Hong Kong SAR Government can deal with Human Swine Flu or the different opinions on measures in tackling Human Swine Flu, etc.
小狼小狼小狼小狼啫啫啫啫!!!! 唔使唔使唔使唔使咁緊張咁緊張咁緊張咁緊張 … …
狼狼狼狼
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香港政府香港政府香港政府香港政府
香港市民香港市民香港市民香港市民
H1N1
If the question concerns comparison between different government policies in dealing with the Human Swine Flu, a brief description of policies / measures must be added to the bubble ‘The wolf comes …’.
小狼小狼小狼小狼啫啫啫啫!!!! 唔使唔使唔使唔使咁緊張咁緊張咁緊張咁緊張 … …
狼狼狼狼
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H1N1
香港市民香港市民香港市民香港市民
香港政府香港政府香港政府香港政府
小狼小狼小狼小狼啫啫啫啫!!!! 唔唔唔唔使咁緊使咁緊使咁緊使咁緊
張張張張 … …
狼狼狼狼
狼來了狼來了狼來了狼來了!!!!小羊不要走出境小羊不要走出境小羊不要走出境小羊不要走出境外外外外,,,,世世世世衞衞衞衞話疫情一旦爆發話疫情一旦爆發話疫情一旦爆發話疫情一旦爆發,,,,你們有你們有你們有你們有三成會中招三成會中招三成會中招三成會中招。。。。快來打快來打快來打快來打針針針針… …
Words in the bubbles may include conflicts for discussion / different perspectives / cross-modular concerns, etc.
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CrossCross--modular modular 跨單元跨單元??
Different perspectives Different perspectives 多角度多角度??
Authentic assessment / Issue-based question itself already achieves the ‘cross-
modular’ purpose either when arranging the data and/or when setting the questions.
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Rule of Law法治法治法治法治
Industrial Globalization
全球化全球化全球化全球化
Food Safety食物安全食物安全食物安全食物安全
Rights權利權利權利權利
Milk Contamination
In China中國污染奶品中國污染奶品中國污染奶品中國污染奶品
Multiple perspectives 多角度思維多角度思維多角度思維多角度思維
Conceptual Linkage 概念連扣概念連扣概念連扣概念連扣
Multiple perspectives & Cross-modular
nature
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Rule of Law法治法治法治法治
IndustrialGlobalization
全球化全球化全球化全球化
Public Health公共公共公共公共衞衞衞衞生生生生
Rights權利權利權利權利
Human Swine Flu人類人類人類人類豬豬豬豬型型型型流感流感流感流感
Multiple perspectives 多角度思維多角度思維多角度思維多角度思維
Conceptual Linkage概念連扣概念連扣概念連扣概念連扣
Multiple perspectives & Cross-modular
nature
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Scope of the issue 範圍範圍範圍範圍
No. of stakeholders 持份者持份者持份者持份者 and
perspectives
Analytical intensity 深度深度深度深度 and extensity
廣廣廣廣度度度度
Students’ own experiences 經驗經驗經驗經驗
Factors Determining the
Level of Difficulty of a Question