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Health Management and

Social Care

Third Consultation

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 Curriculum & Assessment Guide

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Chapter 5 Assessment

5.1 The Roles of Assessment5.2 Formative and Summative Assessment5.3 Internal Assessment5.4 Public Assessment

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Curriculum & Assessment Guide

http://www.emb.gov.hk

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Assessment objectives

Students of this subject will be assessed ontheir ability to: demonstrate knowledge, understanding of

the concepts, principles and terminology appropriate to the subject content;

apply knowledge, understanding and skills to address health and social issues/ problems;

plan and carry out investigations and tasks in which they analyze HMSC-related issues and problems;

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collect, extract and record evidence and information from appropriate source;

analyze information and draw reasoned conclusions from data;

present and justify opinions on HMSC-related issues and problems;

communicate and evaluate information, and present findings and conclusions in appropriate forms;

take charge of their own learning and development.

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“There is research evidence on the

beneficial effects of formative

assessment when used for refining

instructional decision-making in

teaching and generating feedback to

improve learning…

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Assessment framework: Rationale

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…For this reason, [it is ] recommended that there should be a change in assessment practices, with schools placing due emphasis on formative assessment to make assessment for learning an integral part of classroom teaching.”

(Curriculum & Assessment Guide, p. 68)

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Assessment practices:

Chapter 5 Internal assessment (Section 5.3)

Public assessment (Section 5.4)

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Internal assessment: Principles

Alignment with learning objectives Catering for the range of student ability Tracking progress over time Timely and quality feedback with

encouragement Making reference to the school’s context Making reference to current progress in

student learning Feedback from peers and from the students

themselves

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Public assessment: Design

Written examination (70%)- Paper 1: compulsory part of the

curriculum- Paper 2: both compulsory and elective

parts of the curriculum School-based Assessment (30%)

- Field learning Task（實地學習課業） - Project for Electives （選修部分的專題研習）

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PaperPaper 1 (40%)1 (40%)

Duration: 2 hours Consists of two parts

Part 1: Short questions (compulsory)

Part 2: Structured questions (choice of questions

provided)

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Paper 1Paper 1Part 1 Short questions: ExamplePart 1 Short questions: Example

Mainly focus on factual recall; Only simple and direct

answers are needed

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Paper 1Paper 1Part 2 Structured questions: ExamplePart 2 Structured questions: Example

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Data analysis:(Data in forms of

charts, tables, curves will be

used.)

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Paper 1Paper 1Part 2 Structured questions: Part 2 Structured questions: Example(Cont’n)Example(Cont’n)

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Focusing on assessing critical thinking skills and reasoning when

explaining the trends/ patterns/ phenomenon

of the issue.

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Duration: 1.5 hours Consists of two parts

Part 1: Short questions (compulsory)

Part 2: Issue-based questions

(choice of questions provided)

PaperPaper 2 (30%)2 (30%)

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Scenario-based

Paper 2Paper 2Part 1 Short questions: ExamplePart 1 Short questions: Example

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Paper 2Paper 2Part 1 Short questions: Example (Cont’n)Part 1 Short questions: Example (Cont’n)

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Application of knowledge for

problem-solving in authentic

situations.

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Paper 2Paper 2Part 2 Issue-based questions: ExamplePart 2 Issue-based questions: Example

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Case Study

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Paper 2Paper 2Part 2 Issue-based questions: Example Part 2 Issue-based questions: Example (Cont’n)(Cont’n)

•Focus on case analysis

• require to assemble knowledge from different topics

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School-based Assessment

(SBA):

What is it? It is: part of the public assessment administered in schools and marked by

the students’ own teachers to include a more extensive range of

learning outcomes which cannot be possibly assessed in written exam

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SBA: Rationale

Aligning assessment with learning and teaching Providing a more balanced and reliable picture

of students’ performance Enabling students to understand their strengths

and weaknesses through evidence-based feedback

Motivating students to learn Promoting self-learning in students Providing a more natural environment for

students to achieve their personal best

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SBA in HMSC (30%)

SBA 1: Field learning Task （實地學習課業） 10% of total assessment result To be conducted in S5

SBA 2: Project for Electives

（選修部分的專題研習） 20% of total assessment result to be conducted in S5 and S6

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SBA 1 Field learning Task : Aims (實地學習課業 )

By observing and studying health/social care services in authentic context, students plan, apply and evaluate their learning within the context of the organization in related to Health/Social Care issues.

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SBA 1: The Task

After participating in some form of a service in a HMSC-related organization, students write a reflective journal on such experience

Length of journal: 500-800 words Individual work (10%) Minimum 18 hours of service To be conducted in S5 Results sent to HKEAA in the beginning of

S6

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Field learning Task: Assessment focus

The journal should include: knowledge and understanding of the

organization (e.g. client’s profile, organization of services, roles of people, etc.)

evaluation of the organization (e.g. how the health/social care value underpins work, client’s needs clearly identified, etc.)

applying theories learnt in HMSC to the field-learning experience

…..

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Field learning Task: Assessment focus

The journal should also demonstrate: candidates’ ability to reason and present

conclusions on what they learnt and know from such experience

Detailed criteria for each level of

performance will be provided by HKEAA

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Field learning Task: Submission

Documents/work to be submitted: Assessment score of each student Reflective journal Supporting documents (e.g. field-learning

notes, NGO instructor’s attendance record, etc.)

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SBA 2 Project for Electives: Aims(選修部分的專題研習 )

By choosing a theme/topic of interest, students conduct an in-depth study on the investigation of a health and/or social care issue.

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Project for Electives : Assessment outline

The report should: identify a research question (RQ) explain why the chosen topic is relevant and

significant to the study of HMSC describe procedures of conducting the study tell how the information collected is being used and

interpreted discuss issues related to health and/or social care demonstrate efforts to answer the RQ

Detailed criteria for each level of performance will be provided by HKEAA

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SBA 2: The Project

After conducting the study, students:

I) write a report

II) do an audio-visual task and give an oral presentation

Length of report: 800-1000 words Individual work (20%) To be conducted in S5 and S6 Results sent to HKEAA before written exam

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Project for Electives : Submission

Documents/work to be submitted: Assessment score of each student Research report Supporting documents e.g. sample of

questionnaire, interview notes/tapes, relevant literature, observation notes, field learning notes (if SBA 2 grows out of SBA 1) etc.

Audio-visual task

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Moderation of SBA results

To iron out possible differences among schools in marking standards

By means of either statistical method or trained moderators

Rank order determined by teachers will remain unchanged

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Supervision: basic principles

Teachers are expected to supervise and guide students in the process of preparing for SBA projects

Degree of teacher guidance will vary according to students’ ability and the kind of work undertaken

Students are required to reach their own judgments and conclusions

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Supervision: guidelines

When supervising students, teachers are expected to:

- offer students advice about how best to approach their tasks

- exercise continuing supervision of work in order to monitor progress and to prevent plagiarism

- ensure the work is completed in accordance with the specification requirements and procedures

…..

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SBA work may be undertaken outside the study site and in the course of normal curriculum time

As with all internally assessed work, the teacher must be satisfied that the work submitted for assessment is the candidate’s own work

Group work (particularly in the the initial stages) is allowed, but it is important to ensure that the individual work of a candidate is identified separately

…..

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Assessment Criteria should be made salient to students. Throughout the course, teachers should encourage students to focus on achieving the criteria listed in the Assessment Evidence Grid

Teachers may set internal deadlines for students

Once the mark has been submitted to HKEAA, no further amendment may take place

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Support to teachers

Assessment Handbook (including Assessment Criteria, Guidance for Teachers, sample of Assignment Recording Sheet and Assessment Evidence Grid etc.)

Examples of work Training workshops on SBA work

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Standards and reporting of results

Standards-referencing Results represented by 5 levels of performance Written descriptors which explain what the

candidates can do at a certain level will be developed

Standards of work expected will be illustrated by samples of students work

5321U 4

Cut scores

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Health Management and

Social Care

Q & A