HKDSE Liberal Studies

Independent Enquiry Study

Seminar cum Group Meeting

2019-20

1

2

2019 IES

Moderation Results

2

Moderation

Marking Domain

Problem Definition and

Identification of Concepts /

Knowledge (6%)

Explanation and Justification

(10%)

Presentation and Organisation

(2%)

Initiative (10%)

3

Problem Definition and

Identification of Concepts /

Knowledge (30%)

Explanation and Justification

(50%)

Presentation and Organisation

(10%)

Moderation

4 4

Hybrid Approach

Report marks (90%) which is subject to:

Statistical Moderation Determination of a school’s IES performance level with reference to the performance of the school in public examination (reliability)

Supplemented with sample re-assessment Determination of a school’s IES performance level by re-marking a sample of student work from the school (validity)

Initiative marks (10%) which is not moderated

Some Statistics

479 participating schools

Overall moderated Task mean: 55/90 (61%)

Raw school mean vs. Final moderated school mean

66.7% of the schools were within expectation

14% higher than expected

19.3% lower than expected

5

Reminders on Administration

Identities of students & schools should not be disclosed in the reports

The word Count should be shown on the Covering Page

http://www.hkeaa.edu.hk/en/sba/sub_info_sba/dse_subject.html?3&5

6

7

S6

September 2019

Schools to provide the following information to the HKEAA: Names and relevant information of S6 IES

teachers

November 2019 – January 2020

Students to submit the IES Reports to their IES

teachers by November 2019 Teachers to hold within-school standardisation

meeting(s) and mark the IES Reports from November to December 2019

Schools to submit students’ marks to the

HKEAA in January 2020 Schools to submit the IES Reports for sample

review to the HKEAA in January 2020

(2-23 Jan 2020)

July 2020 Release of 2020 HKDSE Examination Results

October 2020

Schools to receive feedback on the outcome of moderation

CALENDAR OF EVENTS (2020 EXAM)

TRANSFER CANDIDATES/ REPEATERS

8

• Submit the FOUR marks

• Problem Definition and Identification of Concepts/ Knowledge

• Explanation and Justification

• Presentation and Organisation

• Initiative

• Facilitate these students to revisit and carry forward their work completed in S4 and S5

Word Count

9

• The following are NOT included

– Covering page

– Table of contents

– Titles, graphs, tables, captions and headings of photos

– Punctuation marks

– Footnotes, endnotes, references, bibliography and appendices

Tables NOT included in the word count

10

• Tables are

– ancillary to the content of the reports

– primarily used for presenting data/ information and for showing patterns and relationships, etc.

– organisers to assist understanding and thinking

11

Sources should be properly quoted &

incorporated in the argument

Extracted from “Discuss the influence of growing trend of

cosmetic surgery on the personal growth of Hong Kong

teenagers”, p. 10)

Appropriate Use of Tables

12

• Reflected in the marking domain: PO

• Inappropriate use of tables:

– the clarity of explanations and justifications might be jeopardised;

– the performance of the marking domains A & B and C & D/ C may also be affected.

Submission of samples

13

• Request for a change of student(s) for work submission, such as

– Mark penalty being imposed

• less serious plagiarism cases

• late submission

– Exceeding the word/ viewing time limit

• How:

– Schools should contact the SBA Team of the HKEAA

Awarding marks for Initiative

14

• Design and Use of evidence-based enquiry learning and/or assessment activities

– Solving problems

– Time management

– Performance of these activities

– Punctuality in submitting works

• The marking criteria for Initiative should be made known to the students before conducting IES.

Record Keeping

15

• To keep a proper record of the following until the end of the examination cycle: • Marks and assessment records

• Assessment plan

• One enquiry learning or assessment activity with rubrics • Two student samples of that activity

• one high and one low performance level

• with the levels of performance/ grades/ marks

For students with Special Educational Needs (SEN)

Accommodation

Applying for exemption (if applicable)

16

Accommodation Provide necessary assistance to the student concerned

and perform a FAIR assessment

e.g. provide alternative enquiry learning activities (but in same level of difficulty) and perform a FAIR assessment on Initiative (e.g. making reference to School’s SEN policy, soliciting advice from school management / Psychologist / Therapist to adopt technological support, e.g. Screen-reader and Speech-to-text softwares)

Use different but appropriate data collection methods and modes of presentation (e.g. collecting data by interviews or field observations for students with dyslexia)

17

Exemption Formal approval from the HKEAA required

Application form: https://www.hkdse.hkeaa.edu.hk

Apply at the beginning of school year

18

Supporting documents School’s recommendation for exemption

Relevant

Medical supports

Psychologist’s supports

Attendance record (such as record of extended sick leaves)

19

Reminder Contact the SBA Team of the HKEAA for questions

related to logistical arrangements.

Discuss with your District Coordinator for subject-related questions.

Explain to the student the accommodation, or why accommodation is not necessary.

20

21

(Students may choose either Version I or II of the Table of Contents that suits the need of their enquiry

study.)

Table of Contents

(Version I)

A. Problem Definition P.

B. Relevant Concepts and Knowledge/ Facts/ Data P.

C. In-depth Explanation of the Issue P.

D. Judgement and Justification P.

References P.

(學生可因應探究題目的需要，選擇版本 I 或 I I 作其報告的目錄。 )

目錄

(版本 I)

A. 題目界定 頁

B. 相關概念和知識／事實／數據 頁

C. 深入解釋議題 頁

D. 判斷及論證 頁

參考資料 頁

Students may choose either Version I or II of the Table of

Contents that best suits the need of their enquiry study.

Two OPTIONS for the Report Structure

22

Table of Contents

(Version II)

A. Problem Definition P.

B. Relevant Concepts and Knowledge/ Facts/ Data P.

C. In-depth Explanation of the Issue, Judgement and Justification P.

References P.

目錄

(版本 II)

A. 題目界定 頁

B. 相關概念和知識／事實／數據 頁

C. 深入解釋議題、判斷及論證 頁

參考資料 頁

Proposed

Version II

VERSION I

Part C: In-depth Explanation of the Issue

Guiding questions • How do you explain, analyse or interpret the following

related items in the process of enquiry by applying relevant concepts and knowledge/ facts/ data? For example,

factors bringing about the issue

impacts brought about by the issue/ suggestions for the issue

majority views/ disagreements/ diversity/ conflicts or views from different perspectives on the issue

23 (SBA Teachers’ Handbook, p.6)

VERSION I

Part D: Judgement and Justification • Guiding questions:

• How do you respond to your enquiry questions from multiple perspectives so as to provide evidential support for your arguments?

What are your major arguments and evidential support in response to the enquiry question, by applying relevant concepts and knowledge/ facts/ data?

What is/ are your views/ stance/ decision/ choice/ value judgement/ evaluation in the issue enquiry?

24

VERSION II

Part C+D: In-depth Explanation of the Issue, Judgement and Justification

Guiding questions: • While integrating the in-depth explanation of the issue in

the judgement-making process, how do you provide evidential support for your arguments by considering the focus/ controversy/ discussion points of the issue concerned?

• How to respond to your enquiry questions from multiple perspectives by considering the factors/ impacts/ relationships/ major viewpoints of key stakeholders/ disagreement/ embedded values in the issue?

25

VERSION II

Part C+D: In-depth Explanation of the Issue, Judgement and Justification

Guiding questions:

• Based on your understanding of the issue and the application of relevant concepts and knowledge/ facts/ data, what are your major arguments and evidential support in response to the enquiry question?

• What is/ are your views/ stance/ decision/ choice/ value judgement/ evaluation in the issue enquiry?

26

27