SBA Arrangements for 2021, 2022 & 2023 Exam

Technology and Living (Food Science and Technology)

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Downloading the Moderation Reports for 2020 Exam

• Circular: DSE/SBA/GEN 20/1 (dated: 9 Sept 2020) (https://www.hkeaa.edu.hk/DocLi brary/Circulars/HKDSE/2021HKDS E-SBA-Schedule-200909.pdf)

Available starting from 25 September 2020

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2021 Exam- SBA CANCELLED (https://www.hkeaa.edu.hk/DocLibrary/Circulars/HKDSE/2020_21_Cir_No2_Rev ised_Exam_Timetable_and_Assessment_Frameworks_2021HKDSE_E.pdf)

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SBA Requirements for 2022 ExamsTask No. of assessment Weighting

Prescribed task 1 10% Project / Design Folio • Proposal • Realisation and evaluation

1 20%

Task Assessment Areas

Assessment Criteria Mark Total Mark

Prescribed task

Experimental work ‧ conducting of experiment and recording of observations

10 20

Report writing ‧ interpretation of data and report writing 10

Project / Design Folio

Proposal ‧ development of the project outline / design brief and study item / design specification

10

40 ‧ development of study items /design ideas 10

Realisation and evaluation

‧ realisation of the study item /design idea 15 ‧ communication and presentation 5

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2022 and 2023: (E) http://www.hkeaa.edu.hk/en/sba/sba_hkdse_elective/dse_subject.html?23&2 (C) http://www.hkeaa.edu.hk/tc/sba/sba_hkdse_elective/dse_subject.html?23&2

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SBA for 2022 & 2023 Exams

Assessment Planning

• Completed Assessment Planning Form should be emailed to the DC on or before 15 Dec 2020

• Make a practical assessment plan for submitting the marks in January 2022 – Preferably all assessment completed by end of Oct 2021

– All marking of prescribed task and project completed by end of Nov 2021

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EXAMPLE

Foam stability 2 Feb 2021

2 May 2021 1 June 2021 12 Oct 2021 31 Oct 2021

EXAMPLE

Foam stability 2 Feb 2021

2 May 2021 1 June 2021 12 Oct 2021 31 Oct 2021

Assessment Planning

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• Progress in assessment (Prescribed Task and Proposal) to be reported by email to DCs in June 2021

completed

completed

FEEDBACK ON SBA FOR 2020 EXAM SBA Supervisor

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Overview

• No. of schools = 16 • No. of students = 160

Moderation results:

‘within the expected range’ 93.8%

‘higher than expected’ 6.2%

The vast majority of the teachers have a good understanding of the SBA requirements and the marking standards are appropriate.

Overview

Full Prescribed Task (PT) marks = 20

Mean raw PT marks (range) 12.6 (4.0 – 20.0)

Mean SD of raw PT marks (range) 2.4 (0.8 – 4.5)

Full Project Proposal (P) marks = 20

Mean raw P marks (range) 13.3 (2.0 – 20.0)

Mean SD of raw P marks (range) 2.8 (1.7 – 5.9)

Full Project Realisation (RE) marks = 20

Mean raw RE marks (range) 12.9 (1.0 – 20.0)

Mean SD of raw RE marks (range) 2.8 (1.3 – 5.7)

The tasks chosen were generally able to differentiate the required abilities of the students

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General Observations

Smooth and effective assessment process on the whole• SBA marks were submitted on time • Projects chosen for assessment fulfilled the assessment requirements of SBA

• Moderation of marking was smoothly conducted

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Prescribed Tasks Observations

Task No. of schools used 1 薑汁撞奶 —薑汁和奶的比例 2 2 Factors Affecting the Rising of Bread Dough - Temperature 影響麵包粉糰脹起的因素 - 溫度

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3 Factors Affecting the Rising of Bread Dough - Ingredient 影響麵包粉糰脹起的因素 - 材料

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4 探究不同添加物對蛋白泡沫穩定性的影響 Effects of additives on foam stability

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5 探究防止酶促褐變的方法 Investigating Ways to Prevent Enzymatic Browning

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All schools used the sample prescribed tasks developed for SBA assessment .

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Prescribed Tasks – Observations at the higher end

Performance at the higher end was very good on the whole, with

• scientific principles behind the experiments well illustrated,

• application of experiment findings thoroughly discussed and interpreted Presentation of report in an organized manner, and

• clearly stipulated conclusions.

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Prescribed Tasks – Observations at the medium and the lower end

and suggestions for future improvement

Common weaknesses found at the data interpretation aspect :

• Students’ work revealed a rather superficial understanding of the science of food preparation processes.

• Discussion of the results was found to be either brief or superficial, and not well supported with relevant or accurate scientific concepts.

• In some cases, there was no discussion of the results at all.14

Prescribed Tasks – Observations at the medium and the lower end

and suggestions for future improvement

Common weaknesses found in the data interpretation aspect :

• When the results obtained in an experiment were not as expected, students should have tried to explain the results with a view to state the reasons behind the failure, citing food scientific principles.

• Suggestions could be made on how to improve the resultswith an appropriate choice of experimental conditions.

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Prescribed Tasks – Observations at the medium and the lower end

and suggestions for future improvement

Common weaknesses found in the application aspect :

• Students were generally weak at applying findings in the experiments in food preparation.

• In some cases, the application was not well defined and in other cases, an illustrative dish for application was not properly chosen.

• Some students find it difficult to suggest further investigations for similar investigations, others were not able to write a brief outline of the procedures for the suggested investigations.

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Prescribed Tasks – Observations at the medium and the lower end

and suggestions for future improvement

Common weaknesses found in the conclusion aspect :

• Students were found to be rather weak at writing up conclusions.

• In many cases the conclusions were ambiguous or lengthy but not to the point.

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Project Proposal – Observations at the medium and the lower end

and suggestions for future improvement

The literature review and idea generation aspect :

• Students in general were able to provide evidences in reading some relevant literature and generating ideas to work out a proposal,

• Yet more could have been attempted by students to extend the scope of their reading in order to acquire a wider perspective on the theme to support the generation of sufficient and relevant ideas.

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Project Proposal – Observations at the medium and the lower end

and suggestions for future improvement

The formulation of specifications aspect :

• Some students were weak at formulating specifications with reference to outcomes from their literature review.

• A clearly defined list of specifications which complies with the theme selected is imperative to inform students in generating ideas and working out a final product.

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Project Proposal – Observations at the medium and the lower end

and suggestions for future improvement The recipe modification aspect :

• Some students were not able to highlight characteristics of the selected food culture, and others lacked creativity in modifying traditional recipes.

• To be in line with the goals of the project, students should try to modify recipes references pertaining to the selected food culture and application contexts in the progress of proposal development.

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Realisation and Evaluation of the Study Item – Observations at the medium and the lower end and

suggestions for future improvement

The procedural and sensory evaluation aspect :

• Procedural and sensory evaluation were often superficiallyconducted or sometimes omitted.

• Yet such evaluation processes are important in the realisation process for the successful production of a final product.

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Realisation and Evaluation of the Study Item – Observations at the medium and the lower end and

suggestions for future improvement

The presentation of the production procedures aspect :

• More efforts were needed in the presentation of theproduction procedures.

• These should comprise a tidily written ingredient list and aclear description on the steps completed with photoillustrations, not just contents directly lifted from webreferences.

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Let’s work hand in hand to make SBA a worthy learning experience for the students!

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Thank you for your hard work!It is not easy,

but it’ll be worth it!

Thank you for your hard work! It is not easy,

but it’ll be worth it!