Part 2Assessment Planning

Purposes of Assessment

Purposes of Assessment(Gronlund, 2006)

• Motivating students• Assigning grades• Certifying mastery of

district and course objectives

• Diagnosing learning difficulties or giftedness

• Placing students• Providing career

guidance• Evaluating programs

and institutions• Improving instruction • Assessing teacher

effectiveness

What do you think?

2nd Important

3rd Important

Most Important

School Assessment Review

Can you share with us your school

assessment policy?

Normal School Assessment PolicyShort tests Uniform

testsExaminations

No. per year Not fixed –Normally after each topic or several topics

2 2

Date Not fixed Early November

January

Early March June

Mark allocation

10% 10% 80%

HKDSE Timeline

• 12 January 2012

Delivery Date of Practice

Paper

• 2 May 2012Date of 1st

Examination

• 20 July 2012Result

Release

Assessment Objectives of BAFS1. Demonstrate knowledge and understanding of

different areas of business;2. Apply such knowledge and understanding to

familiar and novel situations;3. Analyse, synthesise and evaluate information

in the context of business decisions, taking into account the integrated and dynamic nature of business problems; and

4. Communicate facts, opinions, and suggestions in an effective manner.

Level Descriptors

Mode of Assessment

Paper 1

Compulsory Part (40%)

Paper 2Elective Part

Accounting (60%)

Business Management

(60%)

OR

CurriculumAssessment

Proportion

Time Allocation (Suggested in C&A Guide)

• (A) Multiple Choice (60 marks)• (B) Short Questions (40 marks)

Paper 1Compulsory

• (A) Short Questions (30 marks)• (B) Application Problems (50 marks)• (C) Case/theory Questions (20 marks)

Paper 2Accounting

• (A) Short Questions (30 marks)• (B) Case studies (50 marks)• (C) Essay Questions (20 marks)

Paper 2Business

Management

Can you share with us the setting of

your school examination papers?

School Examination(A sample school case)

09/10 S4 Exam Paper

10/11 S5 Exam Paper

HKDSEExamination

No. of paper 1 1 2 (Paper 1 & Paper 2A*)

Duration 1 hour 30 minutes

2 hours (P1) 1hours 30minutes(P2) 2 hours 30minutes

Types of Questions

15 MC5 ShortQuestions

5 Short Questions/Application Problems

A: MCB: Short QuestionsA: Short QuestionsB: Application ProblemsC: Case/ Theory Questions

More examplesAB

Level Descriptors• CD containing samples of student performance (BAFS

Standards-referenced Reporting Information Package)

• The exemplars are taken from Questions of Sample Papers. Page references for the respective questions and marking guidelines of the exemplars in the Information Booklet are provided.

• Exemplars are presented by question, from Level 5 (if available) to Level 1. Where certain questions or levels fall short of samples, readers are encouraged to refer to the Chinese version for additional information.

Strategies Used in Schools

Strategies used in schools

1. Set up Question Bank– Collection of different topics

• Multiple choice questions• Short questions• Long questions• Challenging questions

– Sources– Electronic version

<For more able students>

Question Bank (School Example)

1st

Round (School Year)

1 challenging question

20 minutes A total of 12 questions a year

2nd Round (Summer Vacation)

1 challenging question

40 minutes A total of 10 questions during vacation

1st round: Discuss in tutorial lessons 2nd round: Discuss through internet forum

<For less able students>• Tutorial lesson (most of the time)• Complete questions, each with 3 levels

(easy, median, hard) • Assistance (more able students/teachers)

Question Bank (School Example)

Strategies used in schools

2. Topic-wise questions • Questions in different grades (I – V)• Scheme:

(i) Assign student a grade (through a short test)(ii) Students are required to complete all

questions in his/her grade(iii) After completion, students can achieve

questions in one higher grade

Strategies used in schools

• Mapping between topics of compulsory part to topics of elective part– Questions type: Easy/ foundation (compulsory

part)– Questions type: Difficult/in-depth and specific

(elective part)

Strategies used in schools

Level 1 • 1a, 1b, 1c, 1d, 1e, 1f, 1g, etc

Level 2 • 2a, 2b, 2c, 2d, 2e, 2f, 2g, etc

Level 3 • 3a, 3b, 3c, 3d, 3e, 3f, 3g, etcVertical extension refers to questions in the increase of difficulty in terms of contents covered under each topic

Horizontal extension is the extension of questions for each level and increase in level of difficulties (‘a’ represents the easiest ones in the extension).

Strategies used in schools

3. Statistical analysis of students’ performance– Using students’ results in quizzes and

examinations to analyse and monitor the effectiveness of teacher’s teaching as well as student learning

– Adjust teaching strategies and schedule to cater for needs of students

Strategies used in schools

4. Essay-type questions– Students need to finish

at least one question during lesson

– One essay question is assigned in weekend

– One more question to be finished by volunteer

Strategies used in schools

5. Different mode of assessment to cater for learner diversity– Format of assessment – Number of questions– Supports/ Hints

What kind of assessment

strategies are you using now?

Preparation for Public Assessment

SBA Implementation schedule2009/10 S4 2012 Submit SBA marks ()

2010/11 S4 2013 Submit SBA marks ()

2011/12 S4 2014 Submit SBA marks () HKEAA feedback

2012/13 S4 2015 Submit SBA marks () HKEAA feedback

2013/14 S4 2016 Submit SBA marks () 15% of final subject results

Preparation for assessmentSBA in Schools

• One school had started trying out SBA activities in 2008/09 school year, even earlier than the publication of SBA Teachers’ Handbook and Sample Task.

• The school designed a ‘project-learning’ activity focusing on ‘decision making’, taking his S6 class of students as the targets in his try-out exercise.

Preparation for assessmentSBA in Schools

• In 2009/10, the school selected Task 8 suggested in the Handbook and requested the S4 Accounting students to work out the task.

• Students’ performance in the activity was assessed and marks were counted in the school examination results.

Preparation for assessmentSBA in Schools

• In this second trial, students were divided into groups and were required to write up a business plan for starting up a business and to conduct an oral presentation to explain their plans to audience

• Students' performance in their final oral presentation was assessed with the assessment rubrics introduced in the SBA Handbook.

Preparation for assessmentSBA in Schools

• Teacher also invited the S3 students to be the audience of the oral presentation with a view to give the S3 students a general idea of what they would have to do when they were promoted to S5 taking BAFS as one of their elective subjects.

Preparation for Public Assessment

<HKEAA>1. Sample paper2. Level descriptor3. Practice paper4. PDPs organized by HKEAA

OPINIONS ON ASSESSMENT

THANK YOU