Hong Kong Examinations and Assessment Authority · Hong Kong Examinations and Assessment Authority Briefing Session for Hong Kong Diploma of Secondary Education (HKDSE) Literature

Hong Kong Examinations and Assessment Authority

Briefing Session for Hong Kong Diploma of Secondary Education (HKDSE)

Literature in English

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Programme RundownProgramme Rundown

� 9:30 – 9:45 Admission � 9:45 – 10:45 Standards-referenced

Reporting; SampleQuestions & Exemplars

� 10:45 – 11:00 Break � 11:00 – 11:45 SBA & Set texts� 11:45 – 12:30 Q & A Session

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Programme RundownProgramme Rundown

� 2:00 – 2:15 Admission � 2:15 – 3:15 Standards-referenced

Reporting; Sample Questions & Exemplars

� 3:15 – 3:30 Break � 3:30 – 4:15 SBA & Set texts � 4:15 – 5:00 Q & A Session

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PUBLIC ASSESSMENT & STANDARDS REFERENCE REPORTING

Paper 1Appreciation

Paper 2Essay writing

20% Portfolio (2012 & 2013) School-based Assessment (2014 onwards for school candidates only)

2½ hours

3 hours

30%

50%

Public examination

DurationWeightingComponent

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� Paper 1 (30%)− critical analysis of seen passages from

set texts of prose fiction or drama − comparison of set poems− questions on an unseen poem

� Paper 2 (50%)− essay writing based on set texts:

questions on a single text/writer and discussion of more than one text/writer

Written Examination

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ASSESSMENT OBJECTIVESASSESSMENT OBJECTIVES

� The overall aim is to evaluate candidates’achievement of the learning targets and objectives of the curriculum detailed in the New Senior Secondary Curriculum and Assessment Guide for Literature in English (Secondary 4 to 6)

� The assessment objectives are the same as the broad learning outcomes as stated in Chapter 2 of the C & A Guide

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STANDARDSSTANDARDS--REFERENCED REPORTINGREFERENCED REPORTING

� Levels 1-5, with Level 5 being the highest and Level 1 the lowest

� Levels 5* and 5** will be awarded to provide finer discrimination at the top end

� Descriptors spell out the standards required for different levels of performance

� Examples of questions and samples of typical performance provided to illustrate the requirements of different levels

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STANDARDSSTANDARDS--REFERENCED REPORTINGREFERENCED REPORTING

� Cutting scores for each level set by a panel of subject experts with reference to level descriptors and samples of candidates’ responses

� Information on standards derived from a general abilities monitoring test to be developed so as to ensure consistency of standards across years

� Number of candidates awarded a particular level depends on the actual performance in that year

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� Levels 4 and 5 set with reference to the standards achieved by students awarded grades A-D in the HKALE

� Standards remain constant over time, percentages vary with respect to overall student performance

� SBA results moderated through inspection of students work by external moderators

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Level Descriptors for Literature in EnglishLevel Descriptors for Literature in English

� �Sources

� learning objectives� marking schemes

Features

� ‘can-do’ statements� ‘on-average’

descriptions

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SAMPLE QUESTIONS & EXEMPLARS

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Part II

Answer ONE question from this part. You must write about those texts in the syllabus which you have not covered in Part I.

Discuss how the characters in Muriel’s Weddingand Song of Solomon reach a greater level of

understanding.

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THINGS FALL APARTTHINGS FALL APART

(i) Imagine that Mr Brown returns to Umuofiashortly after the events which take place in Part Three of the novel. After hearing all about what has happened, he goes to see Mr Smith. Write a dialogue between them. (22 marks)

(ii) Who do you sympathize with more, Mr Brown or Mr Smith? Give reasons. (11 marks)

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THE OXFORD BOOK OF ENGLISH SHORT STORIESTHE OXFORD BOOK OF ENGLISH SHORT STORIES

A lack of emotion in the main characters is the cause of what happens in the stories.’ Do you agree with this statement? Refer to two of the following stories in your answer:

A Mere InterludeThe DestructorsThe Waterfall

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MacbethMacbeth

Suppose that, a few days before she dies, Lady Macbeth has a dream that disturbs her greatly.

(i) Imagine that you are lady Macbeth. In your diary, describe what happened in the dream. (14 marks)

(ii) Why did you (the candidate) think Lady Macbeth would have such a dream? What does it tell us about her? (19 marks)

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THE OXFORD BOOK OF ENGLISH SHORT STORIESTHE OXFORD BOOK OF ENGLISH SHORT STORIES

The theme of social class is common to the short stories. How do the writers express this theme and how important do you think it is?

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REBECCAREBECCA

Imagine the ghost of Rebecca returns to watch the second Mrs. de Winter’s days at Manderley. Write down some of Rebecca’s thoughts.

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TWELFTH NIGHTTWELFTH NIGHT

One critic says that the play shows us a ‘party-time world where sadness inevitably emerges’. How far do you agree with this assessment?

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SILAS MARNERSILAS MARNER

Near the time of Eppie’s wedding, Silas visits the Rainbow for an evening drink. The conversation turns to the best way of bringing up children. Silas explains his views and one or two other people respond. Write the conversation.

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THE OXFORD BOOK OF ENGLISH SHORT STORIESTHE OXFORD BOOK OF ENGLISH SHORT STORIES

In the stories each of the following four characters suffer in some way. Compare how they suffer and say which character you feel deserves the most sympathy. Give reasons for your choice.

Charles (A Mere Interlude)John (Solid Objects)Mr. Thomas (The Destructors)Johnson (Dream Cargoes)

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� 20% of subject weighting

� Covers a more extensive range of learning outcomes through employing a wider range of assessment modes that are not all possible in external examinations

� Gives more comprehensive picture of student performance throughout the period of study

� Comprises works produced by students over SS4 to SS6

� Is not an “add-on” element but an integral part of the curriculum

� Marked by teachers

School-based Assessment (SBA) – Portfolio

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Portfolio/SBAPortfolio/SBA

An independent study / an extended essay on a theme / work / writer of 1,500 to 2,000 words (12%)

A review of a film / play / performance of about 600 words

ORA piece of creative work (a short film / story / play, a collection of poems, or an adaptation of literary work) (8%)

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� Although candidates may wish to use the set texts as an inspiration for their portfolio work, they should not include detailed analysis of those works.

� Should be ‘arts-related’, i.e. referring to activities such as literature, cinema, television, music, painting and dance, which people can take part in for the purposes of enjoyment, or to create various impressions and/or meanings.

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ReviewsReviews

� these are generally short in length, so more than one review may be needed, or a commentary on how the chosen text(s) was/were critically received by the media.

� Study/Essay – candidates could develop on, or explore, a subject or theme addressed by any of the set texts.

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Creative workCreative work

� candidates may wish to adapt part of one of the set texts for a different medium, write an alternative ending or additional scenes, or produce entirely original work.

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Not allowed!Not allowed!

Work that deals exclusively with such subjects as history, sociology, psychology, scientific or liberal studies.

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Not advisedNot advised

� Encouraging students in the same class/school to study different issues arising from the same text

� Portfolio work on texts not written or made in English

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How How schools can plan for SBA Implementationschools can plan for SBA Implementation

� Conduct SBA as an integral part of teaching and learning and not treat it as an “add-on”

� Set up school’s own assessment plan, specify the no of assessment activities to be conducted for individual subjects

� Coordinate the conduct of the SBA across subjects so that students’ work will not be concentrated into one or two critical months

� Incorporate SBA as a part of schools’ internal assessment program and replace some of the current assessment activities, e.g. assignments, tests etc

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TASKS AHEADTASKS AHEAD

� Further sessions on Paper 1 and Portfolio

� Finalizing Subject descriptors

� Sample Papers (Papers 1 and 2)

� Handbook for School-based Assessment Component

� International benchmarking of standards

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Set 1Set 1

� Film The Painted Veil

� Novel Lord of the Flies / In the Pond /To Kill a Mockingbird

� Play The Taming of the Shrew / Othello

� Short Stories* (no. of stories depends on the length of stories)10 short stories from A Pocket Anthology (may overlap with Set 2)

� Poetry *18 poems from The Rattle Bag

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Set 2Set 2

� Film Chinatown

� Novel The Year of Living Dangerously / A Pale View of Hills

� Play The Glass Menagerie / The Crucible

� Short stories* (no. of stories depends on the length of stories)10 short stories from A Pocket Anthology (may overlap with Set 1)

� Poetry* 18 poems from 100 Great Poets of the English Language

� * Texts selected from anthologies will be updated when new editions are published.

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Thank you

Questions?