HKDSE English Language School-based Assessment Briefing ...
Transcript of HKDSE English Language School-based Assessment Briefing ...
HKDSEHKDSE English LanguageEnglish Language SchoolSchool--based Assessmentbased Assessment
Briefing SessionBriefing Session
Oct 200Oct 20099
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Implementation Timetable of HKDSEImplementation Timetable of HKDSE
2009/10 2010/11 2011/12 2012/13
NSS F.6
NSS F.5
First Cohort of NSS
students First HKDSE Examination
Last cohort for HKCEE
CurrentCurrent AcademicAcademic StructureStructure
NewNew AcademicAcademic StructureStructure
HKDSE ENGLISH LANGUAGE EXAMINATIONHKDSE ENGLISH LANGUAGE EXAMINATION
Component Weighting Duration
Public exam Paper 1 Reading
Paper 2 Writing
Paper 3 Listening & Integrated Skills
Paper 4 Speaking
20%
25%
30%
10%
1 ½ hours
2 hours
About 2 hours
20 minutes
School-based assessment 15%
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SBA COMPONENTSBA COMPONENT *for school candidates only*for school candidates only
Part A This will consist of a reading/viewing programme where
students will need to : z read/view at least FOUR texts over the course of three
years (at least one each from the four categories: printfiction, print non-fiction, non-print fiction and non-printnon-fiction)
z write up some comments and personal reflections z take part in discussions with classmates on what they
have read/viewed z make individual presentations and take part in group
discussions on the texts they have read/viewed andrespond to their teacher’s questions
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SBA COMPONENTSBA COMPONENT *for school candidates only*for school candidates only
Part A z Assessment based on students’ oral
performance z Teachers need to conduct TWO assessments
in S5 and S6 and report TWO marks for this part
z At least one mark based on group interaction AND one on individual presentation
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SBA COMPONENTSBA COMPONENT *for school candidates only*for school candidates only
Part B z Group interaction or individual presentation
based on modules in the Elective Part z Focuses on students’ ability to reflect on,
make use of and speak about the knowledge,skills and experience gained in the ElectiveModule(s)
z Assessment based on students’ oral performance
z Teachers need to report one mark for this part at the end of S6 6
SBA COMPONENTSBA COMPONENT (Part A)(Part A) *for school candidates only*for school candidates only
Two tasks, one on group interaction and one on individual presentation, each on a text from a different category
One task, group interaction or individual presentation, to be undertaken anytime during S6
One task, group interaction or individual presentation, to be undertaken during the second term of S5
Two marks for Part A, one to be submitted at the end of S5, and one at the end of S6 (10% of total English mark)
Four texts, one each from the following four categories (print fiction, print non-fiction, non-print fiction, non-print non-fiction)
One or Two texts
One or Two texts
One or Two texts
Number and timing of assessment tasks to be undertaken
Mark Submission
RequirementsS6S5S4Number and type of texts to be read / viewed
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SBA COMPONENTSBA COMPONENT (Part B)(Part B) *for school candidates only*for school candidates only
S4 S5 S6 Requirements Mark Submission
Number and timing of assessment tasks to be undertaken
One task, group interaction or individual presentation, to be undertaken during the second term of S5 and anytime during S6
One task, based on the elective module taught
One mark for Part B submitted at end of S6 (5% of total English mark)
† The assessment task for Part B can be based on an individual Elective Module or a combination of Elective Modules taught.
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RATIONALERATIONALE FORFOR INTRODUCINGINTRODUCING SBASBA
z Less reliance on a ‘one-off’ public oral exam z Improves validity of oral English assessment z Improve reliability of oral English assessment z Beneficial backwash on teaching and learning z Professional development for teachers which
empowers them to become part of the assessment process
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Rationale for conducting actual assessment inRationale for conducting actual assessment in the second term of S5 and/or S6the second term of S5 and/or S6
z HKDSE is a three-year course, z Assessment should only be conducted
after sufficient teaching z Assessing students too early is unfair to
students
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MANDATORY ASSESSMENTMANDATORY ASSESSMENT CONDITIONS (1)CONDITIONS (1)
z Type of assessment task and type of text must befamiliar to students
z Specific background knowledge and non-language skillsnot assessed
z Assessment must be conducted by the English subjectteacher, with fellow students as audience
z Individual presentation tasks must allow students toproduce a performance of at least 3-5 minutes
z Group interaction tasks must provide students withmultiple opportunities to demonstrate interaction skillsand make a balanced contribution
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MANDATORY ASSESSMENTMANDATORY ASSESSMENT CONDITIONS (2)CONDITIONS (2)
z Students must not read aloud or take notes during theassessment but can refer to brief notes on a note card
z Students can be given more than one assessment ayear, but are not allowed to repeat the same assessmenttask or engage in extensive rehearsal
z The teacher-assessor may interact with individualstudents during an assessment to ask questions toclarify and/or extend the student’s ideas and to probe therange and depth of their oral language skills
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Assessment CriteriaAssessment Criteria
Four domains of assessment: z Pronunciation & Delivery
phonology & intonation, voice projection & fluency
z Communication Strategies body language, timing, asking/responding to questions
z Vocabulary & Language Patterns vocabulary, language patterns, & self-correction / reformulation
z Ideas & Organisation expressing information and ideas, elaboration on appropriate aspects oftopic, organisation, questioning & responding to questions
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Rationale for using the existing set ofRationale for using the existing set of Assessment CriteriaAssessment Criteria z All teachers are familiar with the current Assessment
Criteria, which have been used since 2005 z The six levels can reflect typical Hong Kong students’
performances in school context z Few students consistently get 6 marks, i.e. 72 marks (24
marks x 3) in four domains in all assessment tasks z The six-level Assessment Criteria can cater for the range
of students’ performances in a school z Oral Examiners (Paper 4) will be trained to use the
assessment guidelines for Paper 4, with a cohort of about100,000 candidates, and a wider performance range
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Using the same set of AssessmentUsing the same set of Assessment Criteria for both Parts A and B of SBACriteria for both Parts A and B of SBA z The task must not expect students to take on the role of
an unfamiliar character, act out a role in a story or play,read aloud poems or short stories, engage in formalstage debates, sport commentary, job interviewsetc, i.e. specific background knowledge and skills indrama, poem or debating, etc are not to be included inthe assessment.
z However, such activities are very useful learning andteaching activities, e.g. to develop intonation and voiceprojection. Formal SBA assessments need to beconstructed with the aim of eliciting natural andauthentic spoken language which conforms to the broadtask-types of group interaction and individualpresentation. (P. 7 SBA Handbook)
Principles for setting assessment tasks for Part BPrinciples for setting assessment tasks for Part B
z Mode of Assessment: Individual presentation or Group Interaction
z Assessment tasks should be based on the teaching of the Electives Modules
z Teachers should NOT conduct the assessment without prior teaching
z Students should NOT use the texts which have been used in Part A of the SBA component
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Provision of Information to StudentsProvision of Information to Students
Students should be informed clearly at thebeginning of the course of the variousrequirements and regulations of the SBAcomponent, including: z task requirements and assessment criteria z schedule of assessment and critical deadlines z the school’s regulations and administrative
procedures for conducting SBA z record-keeping requirements
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Guidance in Assessment ProcessGuidance in Assessment Process
z Conduct self and peer assessment in informalsituations
z Use these criteria for informal assessment z Be flexible with the preparation time, assessment
time and grouping z Create a supportive and low-stress environment z Assessment Record signed by the student and
the teacher to certify that the oral text produced isthe student’s own work and complies with all theconditions listed
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Giving Feedback to studentsGiving Feedback to students
After the completion of the marking, teachers should provide feedback to students, z their marks or grades on individual assessment tasks z students’ strengths and weaknesses as revealed in
the assessments z advice on how improvements can be made z ask students to reflect on their performance
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Proposed SBA Mark Submission CoordinationProposed SBA Mark Submission Coordination across subjects in 2012 HKDSE and HKALEacross subjects in 2012 HKDSE and HKALE
1. 2011 (S5 for HKDSE and S6 for HKALE)
Mid May Early June
LS – Stage 1 DAT
ICT
HKDSE
Mid June
Biology
Chemistry
Physics
Combined Science
Late June
Chi Lang
Integrated Science
Early July Mid July
History Chi History
Visual Arts Eng Lang
Late June
Chemistry
HKALE
Early July
Chinese Lang &
Culture
Chi Lit
2. 2012 (S6 for HKDSE and S7 for HKALE)
HKDSE HKALE
Mid Oct Mid Jan Early Feb Mid Feb Late Feb Early Mar Late Mar Early Mar Mid Mar Late Mar
LS Visual Arts
Electronics Chi Lang &
Computer Culture
Applications Chi Lit
Computer
Studies
LS – Stage 2 LS – Stage 3 History
DAT
Visual Arts
Physics
Chemistry
Biology
Combined
Science
ICT
Chi History
Integrated
Science
Chi Lang Eng Lang Physics
Chemistry
Biology
GPA
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HowHow cacan schools plan for SBA Implementationn schools plan for SBA Implementation
z Conduct SBA as an integral part of teaching and learning and not treat it as an “add-on”
z Set up school’s own assessment plan, specify the no of assessment activities to be conducted for individual subjects
z Coordinate the conduct of the SBA across subjects so that students’ work will not be concentrated into one or two critical months
z Incorporate SBA as a part of schools’ internal assessment programme and replace some of the current assessmentactivities, e.g. assignments, tests etc
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RECORDRECORD--KEEPINGKEEPING
Three kinds of records need to be kept: z Assessment record (signed by students and
teachers) z Class record (authenticated by SBA coordinator
and principal) z Audio or video recordings of a range of sample
oral assessments - for teaching and learning as well as for professional sharing and standardisation
- video preferred, audio acceptable
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ADMINISTRATIVE ARRANGEMENTSADMINISTRATIVE ARRANGEMENTS
z Private candidates z Transfer students
� In S5 – Take part in all the assessments � In S6 – Take part in assessment as required in S6
z Special need students z Plagiarism and disqualification z Declaration requirement z Information needed from schools
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Handling Enquiries / IrregularitiesHandling Enquiries / Irregularities
z Schools to use existing procedures for handling internalassessment results for any queries from their studentsregarding SBA
z Schools to consider setting up a panel to handle thosequeries that cannot be resolved by the subject teacher
z Schools to resolve students’ queries before submitting SBAmarks to the HKEAA
z Candidates may submit an application to the HKEAA forrechecking of results, including the SBA component
z However, they cannot appeal for a re-assessment of theirperformance in SBA.
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INTERNALINTERNAL STANDARDISATIONSTANDARDISATION
z View training CDRs as a group z Discuss and score Anchor Sets with reference to
assessment criteria z Review and score school performance samples
and standardise marks z School SBA coordinator to conduct at least one
formal within-school standardisation meetingwith S5 teachers in June 2011
z Ensure accurate rank ordering within school
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STANDARDISATIONSTANDARDISATION ACROSSACROSS SCHOOLSCHOOLSS
z Group Coordinator to conduct inter-schoolmeeting in July 2011 for S5 teachers
z View samples of performance fromdifferent schools for professional sharing
z May adjust marks within school ifnecessary before submission of S5 marksto HKEAA by end of July 2011
z Statistical moderation of SBA marks based on 2012 HKDSE English Language examresults
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Support to teachersSupport to teachers
z SBA Handbook for teachers’ use �z NEW Introductory DVD and booklet z Group Coordinators z Assessment Training Sessions (Nov 2010) z Inter-school sharing sessions (Jul 2011, Mar
2012)
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Support to teachersSupport to teachers
z Sample assessment tasks for school teachers
z PD courses z 6-hour PD course for assessing Part B z 15-hour PD course consisting of the existing
PD and the 6-hour programme
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SBA SUPPORT MATERIALSSBA SUPPORT MATERIALS
z List of recommended texts, text selection guidelines, and notes on copyright and end-user agreement
z FAQs z SBA Teachers’ Handbook z Training CDRs z HKEAA website: www.hkeaa.edu.hk/en z HKU website on SBA: http://web.hku.hk/~sbapro z HKedCity SBA platform: http://ec.hkedcity.net/sba
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SBA SUPPORT STRUCTURESBA SUPPORT STRUCTURE
z S4 English teachers (~2000) z School SBA coordinators (~550) z District Coordinators each in charge of 15-20
schools (30) z SBA Supervisor z HKEAA managers and officers z Advisory Committee comprising SBA
consultants, CDI officers and HKEAA officers
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SBA TRAININGSBA TRAINING
PD courses: z Oct 09 – Feb 10 z Run by HKU and HKIED z Registration in Oct 09
The Hong Kong Institute of Education
The University of Hong Kong
Contact Person:
Miss Queenie Chiu Miss Claudia Chan
Tel: 2948 7896 2219 4853
Email: [email protected] [email protected]
Website: http://www.cle.ied.edu.hk/ http://web.hku.hk/~sbapro
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SBA SYSTEM (SBAS) FOR ONLINESBA SYSTEM (SBAS) FOR ONLINE SUBMISSION OF MARKSSUBMISSION OF MARKS
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Thank You