• 沒有找到結果。

Health Management and Social Care

Chapter 5 Assessment

5.5 Public Assessment

Field learning

Field learning provides opportunities for students to observe, explore or study health and social care services in an authentic context. They can then be required to prepare field learning notes or reflect on their understanding of related issues by writing reflective journals.

Standards-referencing

The reporting system is “standards-referenced”, i.e. student performance is matched against standards, which indicate what students have to know and be able to do to merit a certain level of performance.

Informativeness

The HKDSE qualification and the associated assessment and examinations system provide useful information to all parties. First, it provides feedback to students on their performance and to teachers and schools on the quality of the teaching provided. Secondly, it communicates to parents, tertiary institutions, employers and the public at large what it is that students know and are able to do, in terms of how their performance matches the standards. Thirdly, it facilitates selection decisions that are fair and defensible.

5.5.2 Assessment design

The tables below show the outline of the assessment design of HMSC with effect from the 2016 HKDSE Examination. The assessment design is subject to continual refinement in the light of feedback from live examinations. Full details are provided in the Regulations and Assessment Frameworks for the year of the examination and other supplementary documents, which are available on the HKEAA website

(www.hkeaa.edu.hk/en/hkdse/assessment/assessment_framework/).

2016 to 2018 HKDSE Examinations

Component Part Weighting Duration

Public Examination Paper 1 Paper 2

Compulsory part Both compulsory and elective parts

57%

43%

2 hours 1 3/4 hours

With effect from the 2019 HKDSE Examination

Component Part Weighting Duration

Public Examination Paper 1 Paper 2

Compulsory part Both compulsory and elective parts

46%

34%

2 hours 13/4 hours School-based

Assessment (SBA)

One Field Learning Task 20%

5.5.3 Public examinations

Two papers will be set in this examination: Paper 1 will focus on the Compulsory Part of the curriculum and Paper 2 on both the Compulsory and the Elective Parts. Different types of items are used to assess students’ performance in a broad range of skills and abilities. The item types include short questions, case studies / data-response questions and essays.

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 student’s own teachers. The primary rationale for SBA in HMSC is to enhance the validity of the assessment by including a wider range of learning outcomes through employing assessment modes that are not possible in written examinations.

There are, however, some additional reasons for SBA in HMSC. For example, it reduces dependence on the results of public examinations, which may not always provide the most reliable indication of the actual abilities of candidates. 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 for including SBA is to promote a positive “backwash effect” on students, teachers and school staff. Within HMSC, SBA can serve to motivate students by requiring them to engage in meaningful activities and for teachers, it can reinforce curriculum aims and good teaching practice, and provide structure and significance to an activity they are in any case involved in on a daily basis, namely assessing their own students.

Details of School-based Assessment of Health Management and Social Care are as follows:

SBA task

Task Purpose and Format Student Work

Requirements Field Learning

Task (20%)

Purpose

– authentic and meaningful learning Format

This could be carried out in various forms, for example: community service, organising / participating school / public events related to HMSC, visits / tours to health / social care organisations to conduct interview or just as observer on specific events

Field Learning Plan &

Field Notes

Reflective Journal

It should be noted that SBA is not an “add-on” element in the curriculum. The modes of SBA above are normal in-class and out-of-class activities suggested in the curriculum. The requirement to implement the SBA has taken into consideration the wide range of student ability, and efforts have been made to avoid 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.

Implementation of SBA in HMSC will be postponed to the 2019 HKDSE Examination. This will allow sufficient time for schools to get familiar with the revised curriculum and assessment arrangements as well as the conduct of the SBA.

5.5.5 Standards and reporting of results

Standards-referenced reporting 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 performance via cut scores on the mark scale for a given subject

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 attainment.

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 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.

The overall level awarded to each candidate is made up of results in both the public examination and the SBA. SBA results for HMSC are moderated based on the judgment of panels of external moderators, through the inspection of samples of students’ work.

To provide finer discrimination for selection purposes, 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.

3 5 2

U 1 4

Cut scores

Mark scale

(Blank page)

相關文件