Internal Assessment

This section presents the guiding principles that can be used as the basis for designing internal assessment and some common assessment practices for Liberal Studies for use in schools. Some of these principles are common to both internal and public assessment.

5.4.1 Guiding principles

Internal assessment practices should be aligned with curriculum planning, teaching progression, student abilities and the local school context. The information collected will help to motivate, promote and monitor student learning, and will also help teachers to find ways of promoting more effective learning and teaching.

(a) Alignment with the learning objectives

A range of assessment practices should be used to assess comprehensively the achievement of different learning objectives for whole person development. These include those listed in 5.4.2. The weighting given to different areas in assessment should be discussed and agreed among teachers. The assessment purposes and criteria should also be discussed, agreed and made known to students, so that they can have a full understanding of what is expected of them.

(b) Catering for the range of student ability

Assessment with different levels of difficulty and in diverse modes should be used to cater for students with different aptitudes and abilities. This helps to ensure that the more able students are challenged to develop their full potential and the less able ones are encouraged to sustain their interest and pursue with a sense of success in learning.

(c) Tracking progress over time

As internal assessment should not be a one-off exercise, schools are encouraged to use practices that can track learning progress over time (e.g. learning portfolios). Assessment practices of this kind allow students to set their own incremental targets and manage their pace of learning, which will have a positive impact on their commitment to learn.

(d) Timely and encouraging feedback

Teachers should provide timely and encouraging feedback through a variety of means, such as constructive verbal comments during classroom activities and written remarks on assignments. Such feedback helps students to sustain their momentum in learning, and helps them to identify their strengths and weaknesses.

(e) Making reference to the school’s context

As learning is more meaningful when the content or process is linked to a setting which is familiar to students, schools are encouraged to design assessment tasks that make reference to the school‘s own context (e.g. its location, relationship with the community, and mission).

(f) Making reference to current progress in student learning

Internal assessment tasks should be designed with reference to students‘ current progress, as this helps to overcome obstacles that may have a cumulative negative impact on learning.

Teachers should be mindful in particular of concepts and skills which form the basis for further development in learning.

(g) Encouraging peer assessment and self-assessment

In addition to giving their feedback, teachers should also provide opportunities for peer assessment and self-assessment in student learning. The former enables students to learn among themselves, and the latter promotes reflective thinking which is important in lifelong learning.

(h) Appropriate use of assessment information to provide feedback

Internal assessment provides a rich source of data for providing evidence-based feedback on learning in a formative manner.

5.4.2 Internal assessment practices

A range of assessment practices, including but not limited to those in Table 5.2 below, should be used to promote the attainment of the various learning outcomes in Liberal Studies. However, teachers should note that these practices should be an integral part of learning and teaching, not ―add-on‖ activities.

Table 5.2 Assessment practices related to learning outcomes

Learning outcome (from section 1.5) Example of assessment practice¹ (a) develop the capacity to construct

knowledge through enquiring into contemporary issues which affect

themselves, their society, their nation, the human world and the physical

environment (see section 1.5 for details in (i) – (vi))

Following a discussion/video/study of excerpts from newspaper articles about an issue under consideration, students are asked to make generalisations, first verbally (facilitated by questioning from the teacher) and later in writing. (In a test situation, only written generalisations will be involved.) (b) understand the interconnectedness of

personal, local, national and global issues, and the interdependence of the physical environment and society, and appraise issues of human concern accordingly

Students are asked to demonstrate such understanding by producing mind maps, debating a theme from personal and global perspectives, and writing personal

reflections on relevant current news topics of human concern.

(c) reflect on the development of their own multiple identities, value systems and worldviews with respect to personal experiences, social and cultural contexts and the impact of developments in science, technology and globalization

In their learning journals, students are asked to write (or draw) their reflections on their personal experiences (inside or outside the classroom) related to the values explored in formal lessons.

(d) identify the values underlying different views and judgments on personal and social issues, and apply critical thinking skills, creativity and different perspectives in making decisions and judgments on issues and problems at both personal and social levels

Students in groups read texts about an issue written from different perspectives. Then, through discussion, they have to formulate a written position on the issue as seen from an assigned role, and to anticipate other

positions on the issue. A role-play is then conducted with contributions from all groups, each playing a distinctive role.

(e) present arguments clearly and demonstrate respect for evidence, open-mindedness and tolerance towards the views and values held by other people

Before engaging themselves in a group discussion about a ―hot‖ current topic, students look for relevant facts and opinions in the media. They then present their views to group members who assess each other based on pre-explained criteria of

open-mindedness and tolerance. After listening to his/her peers‘ views, each student writes up his/her perspective on the topic, with supporting arguments, modified as necessary in the light of the discussion.

(f) develop skills related to enquiry learning, including self-management skills,

problem-solving skills, communication skills, information processing skills and skills in using information and

communication technology (ICT)

In the IES, the teacher informs students about the relevant learning objectives and the operational descriptions of various levels of competencies, helps students to develop such skills, and provides

continuous feedback at appropriate

(g) carry out self-directed learning which includes the processes of setting goals, making and implementing plans, solving problems, analysing data, drawing conclusions, reporting findings and conducting evaluations

intervals. Students keep records of their skills levels as they move towards meeting the objectives.

(h) demonstrate an appreciation for the values of their own and other cultures, and for universal values, and be committed to becoming responsible and conscientious citizens

Teachers assess such affective qualities in students as demonstrated in external visits, data collection work in IES that involves external people/communities, and the ways in which they behave in the school

community.