● communicate clearly and accurately in a concise, logical and systematic manner;
(xii)
● make effective use of data to describe, explain and deduce; (xiii) and
● make judgments based on a sound rationale. (xiii)
In each examination question, these abilities are organised into rubrics at different levels.
The number of levels and the content of the marking guidelines are specific to each examination question. The whole of the two examination papers – rather than each question or each paper – reflects an assessment of most if not all of the above abilities. For most questions, there are core question-specific criteria which candidates must meet in order to attain a certain level of performance. These requirements on the design of the questions and marking criteria produce more reliable marking while still maintaining the liberal nature of the subject in the sense that there are no model answers to the questions.
There are clearly different standpoints and conflicts of values on the more controversial issues considered in Liberal Studies. Answers will not be marked down because candidates‘
viewpoints / values differ from those of the markers – marks will be awarded on the basis of how well the arguments are developed, not on the underlying values.
Different types of items will be used to assess students‘ performance in a broad range of skills and abilities. The two papers consist of data-response questions and extended-response questions respectively.
Schools may refer to the live examination papers regarding the format of the examination and the standards at which the questions are pitched.
5.5.4 School-based assessment (SBA)
In the context of public assessment, SBA refers to assessments administered in schools and marked by the students‘ own teachers. The primary rationale for SBA in Liberal Studies is to enhance the validity of the overall assessment and extend it to include the following SBA objectives most of which cannot be easily assessed in written examinations (the numbers in brackets again refer to section 5.3):
● set goals and plans, implement the plans and solve problems (xi)
● develop a sense of exploration, discovery and independent thinking (ii) and (viii)
● demonstrate knowledge and understanding of an issue affecting our society, the nation and/or the world (i)
● understand how social, national and global changes occur in response to competing demands (ii)
● use analytical skills to investigate a contemporary issue from multiple perspectives (viii) and (ix)
● act in an informed way to suggest possible solutions and outcomes (iii) and (viii)
● understand how hypotheses and focusing questions are used to guide the investigation of an issue (xi)
● reflect on and evaluate learning progress (xi)
● present views and ideas (xii)
● show self-initiative (xi)
There are, however, some additional reasons for SBA. For example, it reduces dependence on the results of the examinations, which may not always provide the most reliable indication of the actual abilities of candidates. Conducting assessments based on student performance over an extended period of time, and developed by those who know the students best – their subject teachers – provides a more reliable assessment of each student.
Another reason is to promote a positive ―backwash effect‖ on students, teachers and school staff. Within Liberal Studies, SBA can serve to motivate students by requiring them to engage in meaningful activities that lead to a penetrating assessment of their performance;
and for teachers, it can reinforce curriculum aims and good teaching practice, and provide
structure and significance to an activity they are continuously involved in, namely assessing their own students.
The Independent Enquiry Study (IES) is adopted as the mode of SBA in Liberal Studies.
The IES is an investigative study in which students are required to demonstrate various skills such as problem-solving, data gathering and analysis, and communication. Each IES project should include a certain amount of subject matter based on students‘ reading, research and personal experiences. Students can carry out an enquiry-based project, and the main body of the project can be in written or non-written form. The latter should be accompanied by a short written text explaining the main idea of the project, and showing the student‘s reflections on it.
The IES provides a valuable opportunity for students to carry out a focused enquiry into a contemporary issue of interest with increased independence, and to present their views, ideas, findings, evaluations and personal reflections in a report.
Students should document their investigations in a learning portfolio which illustrates the process of enquiry, the stages in its development, and their ongoing interpretations, analyses and reflections on the knowledge and understanding gained.
Teachers should give some guidance to students on, for example, suitable enquiry methods, the interpretation and evaluation of findings, and appropriate modes of presentation.
Students are expected to submit their project proposals within the required time, finalise their topic areas and refine the topics, consult relevant information for their projects, and design plans for the enquiry.
Teachers need to ensure that the projects are the students‘ own work. For teachers this will involve:
● arranging regular meetings with students at the different stages;
● ensuring that class time is allocated to the project work; and
● examining proposals, data and the final draft of projects.
Starting from 2014/15 at S4, a structured enquiry approach for IES has been adopted. The details of the design and assessment criteria are provided in the Regulations and Assessment
It should be noted that SBA is not an ―add-on‖ element in the curriculum. SBA takes into consideration the wide range of student ability and avoids unduly increasing the workload of both teachers and students. Detailed information on the requirements and implementation of the SBA and samples of assessment tasks are provided to teachers by the HKEAA.
5.5.5 Standards and reporting of results
Standards-referenced reporting (SRR) is adopted for the HKDSE. What this means is that candidates‘ levels of performance are reported with reference to a set of standards as defined by cut scores on the mark scale for a given subject. Standards referencing relates to the way in which results are reported and does not involve any changes in how teachers or examiners mark student work. The set of standards for a given subject can be represented diagrammatically as shown in Figure 5.1.
Figure 5.1 Defining Levels of Perform ance via Cu t Scores on th e M ark Scal e for a Gi ven Su bject
Within the context of the HKDSE there are five cut scores, which are used to distinguish five levels of performance (1–5), with 5 being the highest. A performance below the cut score for Level 1 is labelled as ―Unclassified‖ (U).
For each of the five levels, a set of written descriptors has been developed to describe what the typical candidate performing at this level is able to do. The principle behind these descriptors is that they describe what typical candidates can do, not what they cannot do. In other words, they describe performance in positive rather than negative terms. These descriptors represent ―on-average‖ statements, and may not apply precisely to individuals, whose performance within a subject may be variable and span two or more levels. Samples of students‘ work at various levels of attainment are provided to illustrate the standards expected of them. These samples, when used together with the level descriptors, will clarify the standards expected at the various levels of performance.
5 3
2 1
U 4
Cut scores
Mark scale
In setting standards for the HKDSE, Levels 4 and 5 are set with reference to the standards achieved by students awarded grades A–D in the HKALE. It needs to be stressed, however, that the intention is that the standards will remain constant over time – not the percentages awarded to different levels, as these are free to vary in line with variations in overall student performance. Referencing Levels 4 and 5 to the standards associated with the old grades A–D is important for ensuring a degree of continuity with past practice, for facilitating tertiary selection and for maintaining international recognition. Secure monitoring tests are used to ensure maintenance standards over time.
The overall level awarded to each candidate is made up of results in both the public examination and the SBA. SBA results for Liberal Studies are statistically moderated to adjust for differences among schools in marking standards, while preserving the rank ordering of students as determined by the school.
To provide finer discrimination for selection purposes in public assessment, the Level 5 candidates with the best performance have their results annotated with the symbols ** and the next top group with the symbol *. The HKDSE certificate itself records the Level awarded to each candidate.
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