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HKDSE Liberal StudiesHKDSE Liberal Studies

Professional DevelopmentProfessional Development

Assessing Student LearningAssessing Student Learning

Analysis of Question SettingAnalysis of Question Setting

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LS Public Assessment

Not content based, but not content free

Issue enquiry

議題探究議題探究議題探究議題探究

Knowledge and concepts

Values

Thinking skills 思維方法思維方法思維方法思維方法

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Ability to –

Produce, organize 組織 and express ideas

Integrate 整合 learning in different areas

Connect 連繫 concepts and knowledge

Evaluate 評價 the worth of ideas

Extended response questions

(similar to paper 1 sub-

question (c) and paper 2

questions)

Ability to –

Identify controversy and value positions

Conceptualize / generalize / categorize factors

Compare and contrast different viewpoints

Describe and explain trends manifested in given data

Explain cause-effect relationships

Apply concepts

Present relevant arguments

Formulate valid conclusions

Restricted response questions (data response questions)

[similar to paper 1 sub-

questions (a) & (b)]

Examples of complex learning outcomes that can be measured

Type of test item

Source: Adapted from Educational assessment of students (4th ed.) (p.179) by A.J. Nitko, 2004, Upper Saddle River,

N.J. : Pearson/Merill/Prentice Hall

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� No single answer is considered to be the only answer

� Candidates are free to express one’s own ideas and interrelationships among those ideas

� Candidates are free to choose the way to respond

Stalnaker (1951)

Extended Response Questions - Paper 2

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LS LS -- Setting QuestionsSetting Questions

� Aims of the assessment task

� Issue-driven

� Avoiding emphasis on rote learning materials or too

personalized 個人化個人化個人化個人化

� Allowing higher order thinking skills 高階思維高階思維高階思維高階思維

� Framing coherent有連貫性有連貫性有連貫性有連貫性, logical 合邏輯的合邏輯的合邏輯的合邏輯的 and

focused 聚焦的聚焦的聚焦的聚焦的 questions

� Striking a balance in discriminating between able and

less able students

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Question Setting Question Setting –– Level of EmphasisLevel of Emphasis

Sustainable development, Political participation,

rule of law

Harbour reclamation at Central

Facts

Data: Issue/Incident

Conceptual linkage

Judgement and reasoning:

Attitude/Opinion

Question setting approachLearning and teaching approach

Empirical

驗證

的驗

證的

驗證

的驗

證的

Normative

規範

的規

範的

規範

的規

範的

Co

ncep

tua

l

link

ag

e

Concepts

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Question Setting Question Setting –– Level of Level of EmphasisEmphasis

Cultural Heritage 文化承傳文化承傳文化承傳文化承傳

Development and Preservation 發展與發展與發展與發展與

保育保育保育保育

Queen’s Pier Incident:

history 歷史歷史歷史歷史, viewpoints 觀點觀點觀點觀點, etc.

Concepts

Facts

Data 資料資料資料資料：：：：Issue/Incident

Conceptual linkage 概念連扣概念連扣概念連扣概念連扣

Judgement and

reasoning 判斷與分判斷與分判斷與分判斷與分析析析析：：：： Attitude/Opinion

Question setting approach 試題設計模式試題設計模式試題設計模式試題設計模式

Learning and teaching approach 學習和教學模式學習和教學模式學習和教學模式學習和教學模式

Empiric

al

Normative

Con

ceptu

al lin

kage

概念化

概念化

概念化

概念化

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Question Setting Question Setting –– Levels of EmphasisLevels of Emphasis

Data: Issue, Incident

Conceptual linkage

Judgement and reasoning:

Attitude/Opinion

Micro skills: Technical,

e.g. comparing,

summarizing,

classifying, extracting

Macro skills: Conceptual, e.g.

evaluation, setting up criteria, drawing conclusions and solving problems

Conceptualization

宏觀能力：例如評價、設定準則、總結、解難等

微觀能力：例如比較、概述分類、揀選等

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Question Setting Question Setting –– Levels of EmphasisLevels of Emphasis

Data: Issue, Incident

Conceptual linkage

Judgement and reasoning:

Attitude/Opinion

Micro skills

Macro skills

Overlapping area

Conceptualization

Pap

er

2

Pap

er

1

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Cognitive strategies: Micro skills Cognitive strategies: Micro skills 微觀能力微觀能力微觀能力微觀能力微觀能力微觀能力微觀能力微觀能力

Comparing and contrasting 比較 ideas

Identifying significant similarities and differences 異同

Identifying and evaluating assumptions 假設

Distinguishing 分辨 relevant 合適的 from irrelevant facts

Making reasonable inferences 推論, predictions

Identifying facts and opinions (views)

Recognising contradictions 矛盾

Describing and explaining patterns 模式 or trends 趨勢

Exploring 查考 implications 含意 and consequences 後果

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Cognitive strategies: Macro skills Cognitive strategies: Macro skills 宏觀能力宏觀能力宏觀能力宏觀能力宏觀能力宏觀能力宏觀能力宏觀能力

Refining generalizations 歸納/推而廣之 and avoiding oversimplifications

Developing one’s perspective 觀點: belief or arguments

Clarifying 釐清 issues, conclusions or belief

Developing criteria 準則 for evaluation: values or standards

Evaluating 衡量 the credibility可靠性of sources of information

Analysing or evaluating arguments, interpretations 詮釋 or beliefs

Questioning deeply: pursuing root 追本溯源 or significant questions

Assessing 評估 solutions

Analysing 分析 or evaluating actions and policies

Making connections among related perspectives

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Sample Q2 in Paper 1Sample Q2 in Paper 1

Facts 事實事實事實事實:

Figures in table form

Opinion 意見意見意見意見:

Text form, newspaper extract

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Use of Data in Paper 1Use of Data in Paper 1

Source 1: Table on a concept Source 1: Table on a concept Source 1: Table on a concept Source 1: Table on a concept ---- ‘‘‘‘national identitynational identitynational identitynational identity’’’’Source 2: Comment on another concept Source 2: Comment on another concept Source 2: Comment on another concept Source 2: Comment on another concept ‘‘‘‘one country, two one country, two one country, two one country, two systemssystemssystemssystems’’’’ –––– some background informationsome background informationsome background informationsome background information

Note on data usage:

More given data and facts

Systematically guide candidates to think: direction and depth

Questions:

(a)(a) Directly related to the data (Simple/ short and explicit) Directly related to the data (Simple/ short and explicit)

(b)(b) Data related (More difficult than (a)) Data related (More difficult than (a))

(c)(c) Extended but within the scope of the given dataExtended but within the scope of the given data

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Questions in Paper 1Questions in Paper 1

No. 2a) According to Source 1, what have the changes been in the national

identity of Hong Kong people since China resumed the exercise of sovereignty over Hong Kong?

b) In the light of Sources 1 and 2, are the changes in the national identity of Hong Kong people as shown in Source 1 in line with the spirit of ‘one country, two systems’? Explain.

NOTE:Graded questions, which closely relate to the data Questions guiding candidates step by step to deal with the two concepts and leading to answers

found in the table & related to one

concept

Relation between the two concepts

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What is the Way Forward for China’s Energy Development?

During the meetings of the National People’s Congress and the

Chinese People’s Political Consultative Conference, Premier

Wen Jiabao emphasiszed the importance of conserving the

environment in the course of economic development. He called

for the use of pollution-free or low-pollution energy sources

when possible. For example, the reliance on coal as the major

energy source will result in many pollution and mine safety

problems, therefore it should be replaced with renewable

energy sources aimed at reducing pollution.

Why does the data mention Wen and why the NPC & CPPCC?

A scope /

scenery

Relationship between using energy and environment

Reference points 參考要點參考要點參考要點參考要點for answer

Sample Paper: Paper 2

1. Study the following information adapted from a report in a local

newspaper dated 12 March 2007:

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Questions in Paper 2Questions in Paper 2Questions in Paper 2Questions in Paper 2Questions in Paper 2Questions in Paper 2Questions in Paper 2Questions in Paper 2(a) Referring to the above information, whywhywhywhy did

Premier Wen Jiabao propose ‘low-pollution, high-safety’ as the way in which energy should be developed? Explain.

(b) … how feasiblehow feasiblehow feasiblehow feasible is the viewpoint of Premier Wen on the direction of energy development of China?

NOTE:

More demanding in thinking skillsMore demanding in thinking skillsMore demanding in thinking skillsMore demanding in thinking skills

only reference

points could be found in data

Asking for judgment 判判判判

斷斷斷斷 and evaluation: notdirectly found in the

speech

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Use of data: Paper 2Use of data: Paper 2

The only data The only data The only data The only data ---- Wen Wen Wen Wen JiabaoJiabaoJiabaoJiabao’’’’ssss speech speech speech speech Serving as stimulation, giving the scene, reminder of the case Serving as stimulation, giving the scene, reminder of the case Serving as stimulation, giving the scene, reminder of the case Serving as stimulation, giving the scene, reminder of the case and/or giving some reference points for the answerand/or giving some reference points for the answerand/or giving some reference points for the answerand/or giving some reference points for the answer

NOTE:

Data in Paper 2: comparatively less / shorter in length, less fact files and sometimes loose-structured

Questions:

(a)(a) Beyond the data Beyond the data

(b)(b) Extended but related to the scope provided by the data Extended but related to the scope provided by the data (Total 20 marks)(Total 20 marks)

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Characteristics of Paper 2 Characteristics of Paper 2

questionsquestions

Data is usually loose-structured. Sometimes, only the background information of an issue is presented.

Questions require 要求 candidates to judge and to demonstrate their higher-order thinking skills 高階思維能力. The questions allow candidates’ answers from different perspectives and will not penalize candidates due to their stance.

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Differences between the Questions of Differences between the Questions of

Paper 1 and Paper 2Paper 1 and Paper 2

Less obvious from the data and sub-questions

More obviously shown in the data and sub-questions

Controversy

Not obviously stated in the data and question

More obviously appear in the data and questionConcept

Question: usually 2 sub-questions, related, but asking

different aspects of the same issue

Question: more sub-questions, graded, one

leading to the others

Data to provide the background, scene and

reference points of the issue only

Data in different forms / grades / domains, e.g.

facts, opinions, specific plans or measures, etc

Structure

Paper 2Paper 1

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Characteristics of LS AssessmentCharacteristics of LS Assessment

� Questions require candidates to judge and to demonstrate their higher-order thinking skills.

� The questions allow candidates to give answers from different perspectives and will not penalize

candidates due to their stance.

� Candidates need to use examples / evidence to

support and analyse their answers. They must show

the relationships between different concepts. So, they have to organize and present their ideas

systematically有層次地. It thus emphasizes 着重

writing skills.

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Candidates have to put forward their own arguments and support their own judgments. They have their own responses.

Candidates’ responses can be different, such as:

Standpoints and values positions

Approaches of tackling 處理處理處理處理 questions

Organization of responses

Use of conceptual knowledge and their interrelationships

Use of examples or contextual knowledge

Reliability 可靠性可靠性可靠性可靠性 is a major concern. The design of marking guidelines 評卷參考評卷參考評卷參考評卷參考 is very important to take care of the diversity 多樣性多樣性多樣性多樣性 of different responses.

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Teachers’queries on

Paper 2

How Paper 2 is different from

Paper 1?

Are figures, graphs

and cartoons 漫畫漫畫漫畫漫畫suitable for setting

Paper 2 questions ?

Is cross-modular跨單元跨單元跨單元跨單元top prioritized consideration in setting

Paper 2 questions ?

Is Paper 2

more difficult than Paper 1?

Is it advisable to

train S4 students to do more extended

questions?

Does Paper emphasize on

factual recall?

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Background /Need of Society

Response to the social need: plan / suggestion

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Some related basic scientific knowledge (Not mentioned in the C & A Guide)

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(a) 評論此海報所提倡的自願計劃對社會的價評論此海報所提倡的自願計劃對社會的價評論此海報所提倡的自願計劃對社會的價評論此海報所提倡的自願計劃對社會的價值值值值。。。。

(b) 有人提議應為香港的女性青少年引進一項有人提議應為香港的女性青少年引進一項有人提議應為香港的女性青少年引進一項有人提議應為香港的女性青少年引進一項免費免費免費免費免費免費免費免費

且且且且帶帶帶帶强强强强制性制性制性制性帶帶帶帶强强强强制性制性制性制性的疫苗計劃的疫苗計劃的疫苗計劃的疫苗計劃。。。。討論在決定應否實施該討論在決定應否實施該討論在決定應否實施該討論在決定應否實施該

計劃時計劃時計劃時計劃時，，，，應當考慮那些因素應當考慮那些因素應當考慮那些因素應當考慮那些因素。。。。

Consider different perspectives / stances ( e.g. agree / disagree, long term / short term, etc.) and take stance and value

Stress the important words for easier understanding of the question

Conceptualize and generalize to some factors (e.g. fairness, allocation of resources, human rights, freedom, legislation, risks, cause effectiveness, etc.) , explain what the factors are and illustrate with examples

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建議評卷參考建議評卷參考 ( a ( a 部份部份))

((((表現最好的考生表現最好的考生表現最好的考生表現最好的考生) ) ) ) 考生能考生能考生能考生能：：：：

符合要求的一個例子符合要求的一個例子符合要求的一個例子符合要求的一個例子：立場：對社會很有價值

理由：

及早預防子宮頸癌 (頭號癌症之一)，保障婦女健康(短期影響)

減少婦女的憂慮 (短期影響)

減少公共醫療開支 (考慮成本效益)，減少社會負擔(長期影響)

增加社會生產力 (能及早治療，婦女能投入社會工作)

(長期影響)

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另一個也符合要求的例子另一個也符合要求的例子另一個也符合要求的例子另一個也符合要求的例子立場：對社會價值不大

理由：

不是針對適當的對象 (如 25 歲以下青少年)

沒有針對問題的源頭，如性濫交問題

只是自願性，自願參加的人數可能不多

海報的宣傳作用有限

參加者沒有能力 /不願意支付檢查費用

組織方法組織方法組織方法組織方法：第一段先有立場，以後每段解釋一個理由，可分為短期及長期的影響，最後一段總結

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((((考生尚能考生尚能考生尚能考生尚能明白題目明白題目明白題目明白題目) ) ) ) 考生能考生能考生能考生能：：：：

表達立場，並提出相關理由，但不能多角度分析問題，例如：

立場：對社會很有價值理由：只能從個人健康角度分析，沒有考慮公共醫療開支、社會生產力等因素

立場：對社會價值不大理由：只能從計劃的自願性、海報的吸引力或參加者的經濟能力分析

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6. 細閱以下資料：

在中國共產黨領導下多黨合作的政治協商制度，是中國一

項基本政治制度，應當長期堅持，不斷完善。中國人民政治

協商會議是中國特有的民主形式中國特有的民主形式中國特有的民主形式中國特有的民主形式，不同民族、宗教、派別、

階層的政協委員都可以在其中充分表達意見。這些意見經

過協商達成共識後，最終將反映在中國政府的政策中。中國

沒有西方式的「在野黨」或「反對黨」。執政的共產黨與參政

的八個民主黨派實行的，是共產黨領導的多黨合作和政治

協商制度，並將長期共存及互相監督。

One - party system: Leadership of CPC in the state in practice

� Some features of western competitive party system

� Candidates must know the western style of democracy

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(a) 參考以上資料，討論討論討論討論中國多黨合作的政治協商制度的利弊利弊利弊利弊。 (10分)

Not much information about the system or

the background

Evaluation skills

Expression of ideas and opinions

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(b) 你在什麼程度上認為你在什麼程度上認為你在什麼程度上認為你在什麼程度上認為中國能夠推行西方的競爭性政黨政治？解釋你的答案。 (10分)

Skills of:

Application of knowledge,

Comparison, Evaluation,

Making judgment

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Data used in LS Paper 2Data used in LS Paper 2

Loosely structured

Less fact files: providing background information

Existence of dilemma / conflicts / controversy

Serving as stimulation 刺激思考, giving the scene 情境, reminder of the case, and providing some reference points for answers

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Questions in LS Paper 2Questions in LS Paper 2

Two sub-questions with a total of 20 marks

(a) beyond the data

(b) Extended but related to the scope

Allowing different approaches /

perspectives / different stances 取態 in

responses – NOT taking single answer as

correct answer

More demanding in thinking skills

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政府擬於政府擬於0909年底於大埔試行校園驗毒年底於大埔試行校園驗毒

計劃。救世軍於計劃。救世軍於0909年年88月底做了一項調月底做了一項調

查，發現有很多學生查，發現有很多學生表明不願參與，表明不願參與，

甚至逃學以避開檢驗。若被驗出吸甚至逃學以避開檢驗。若被驗出吸

毒，中學生最關注毒，中學生最關注會否被檢控會否被檢控、結果、結果

的保密程度的保密程度、、和校方是否要求同學退學和校方是否要求同學退學

等。等。

Data from news extract:

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政府擬於政府擬於0909年底於大埔試行校園驗毒計年底於大埔試行校園驗毒計

劃。救世軍劃。救世軍於於0909年年88月底做了一項調月底做了一項調

查，發現有很多學生查，發現有很多學生表明不願參與，甚表明不願參與，甚

至逃學以避開檢驗。若被驗出吸毒，中至逃學以避開檢驗。若被驗出吸毒，中

學生最關注學生最關注會否被歧視會否被歧視、、結果的保密程結果的保密程

度度、、和校方是否要求同學退學。和校方是否要求同學退學。

Amendment to the data: real life data

36

37

Current Issues : Time Constraint 時限時限時限時限

Social Phenomenon 社會現象:

more stable

Policies / Events：Drastic Changes

38

But … …

Cartoons, graphs/charts, or statistics can be used as data in Paper 2 according to the needs of the questions.

39

Hilly terrain /

natural lanscape

area

57%

Village settlements/

cemeteries

11%

Farmland/

flat land

20%

Wetland

10%

Others

2%其他

2%

鄉村落/

墳地

11%

農地/平地

20%

山丘地帶/

自然景觀地區

57%

濕地

10%

5. 香港自1951年起禁止公進入邊境禁區。邊境禁區包括具有重要文化遺產、生態及景觀價值的地方，數十年來未受干擾。政府在2008年1月宣布，將把大約2 400公頃位於邊境禁區的土地開放作發展用途。

下圖顯示現時邊境禁區內各類土地利用的比例﹕

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a) 在開放邊境禁區作土地發展時，可能出現哪些不同類型的衝突衝突衝突衝突？討論導致這些衝突的理由。 (10 分)

b) 你會向政府提出什麽建議建議建議建議，以減低及處理這些衝突？ (10 分)

The data does not show direct answer to this question. Candidates may have their own inspiration and insight on land uses. As long as there are sufficient supporting reasons or evidence, their answers are acceptable

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水水水水

下一次內戰下一次內戰下一次內戰下一次內戰

我我我我要要要要水水水水！！！！！！！！

7. 細閱以下漫畫細閱以下漫畫細閱以下漫畫細閱以下漫畫﹕﹕﹕﹕

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(b)以下的觀點正愈來愈受到認同：應該提高用水的可持續性及效率，而非開採更多的河水及地下水。

可以怎樣實現由這觀點所引申的目怎樣實現由這觀點所引申的目怎樣實現由這觀點所引申的目怎樣實現由這觀點所引申的目標標標標？當中會涉及哪些困難哪些困難哪些困難哪些困難？ (12 分)

Opinion

• Free response question requiring candidates to develop their own ideas with supporting evidence or real life experience / knowledge

• Candidates’ knowledge about sustainable development on this situation

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香港政府香港政府香港政府香港政府

香港市民香港市民香港市民香港市民

H1N1

Questions may cover the following:

how the Hong Kong SAR Government can deal with Human Swine Flu or the different opinions on measures in tackling Human Swine Flu, etc.

小狼小狼小狼小狼啫啫啫啫！！！！ 唔使唔使唔使唔使咁緊張咁緊張咁緊張咁緊張 … …

狼狼狼狼

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香港政府香港政府香港政府香港政府

香港市民香港市民香港市民香港市民

H1N1

If the question concerns comparison between different government policies in dealing with the Human Swine Flu, a brief description of policies / measures must be added to the bubble ‘The wolf comes …’.

小狼小狼小狼小狼啫啫啫啫！！！！ 唔使唔使唔使唔使咁緊張咁緊張咁緊張咁緊張 … …

狼狼狼狼

45

H1N1

香港市民香港市民香港市民香港市民

香港政府香港政府香港政府香港政府

小狼小狼小狼小狼啫啫啫啫！！！！ 唔唔唔唔使咁緊使咁緊使咁緊使咁緊

張張張張 … …

狼狼狼狼

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Words in the bubbles may include conflicts for discussion / different perspectives / cross-modular concerns, etc.

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CrossCross--modular modular 跨單元跨單元??

Different perspectives Different perspectives 多角度多角度??

Authentic assessment / Issue-based question itself already achieves the ‘cross-

modular’ purpose either when arranging the data and/or when setting the questions.

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Rule of Law法治法治法治法治

Industrial Globalization

全球化全球化全球化全球化

Food Safety食物安全食物安全食物安全食物安全

Rights權利權利權利權利

Milk Contamination

In China中國污染奶品中國污染奶品中國污染奶品中國污染奶品

Multiple perspectives 多角度思維多角度思維多角度思維多角度思維

Conceptual Linkage 概念連扣概念連扣概念連扣概念連扣

Multiple perspectives & Cross-modular

nature

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Rule of Law法治法治法治法治

IndustrialGlobalization

全球化全球化全球化全球化

Public Health公共公共公共公共衞衞衞衞生生生生

Rights權利權利權利權利

Human Swine Flu人類人類人類人類豬豬豬豬型型型型流感流感流感流感

Multiple perspectives 多角度思維多角度思維多角度思維多角度思維

Conceptual Linkage概念連扣概念連扣概念連扣概念連扣

Multiple perspectives & Cross-modular

nature

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Scope of the issue 範圍範圍範圍範圍

No. of stakeholders 持份者持份者持份者持份者 and

perspectives

Analytical intensity 深度深度深度深度 and extensity

廣廣廣廣度度度度

Students’ own experiences 經驗經驗經驗經驗

Factors Determining the

Level of Difficulty of a Question

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