HKDSE Liberal Studies Structured Enquiry Approach of ...

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HKDSE Liberal Studies

Structured Enquiry Approach of

Independent Enquiry Study

Assessment Framework &

Requirements (2017)

24th & 25th June 2015

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(Randy L. Bell, Lara Smetana,

and Ian Binns, Simplifying Inquiry

Instruction – Assessing the

inquiry level of classroom

activities, 2005.)

Levels of Enquiry

Level of Enquiry Question Procedure Solution

3

(Randy L. Bell, Lara Smetana, and Ian Binns, Simplifying Inquiry Instruction

– Assessing the inquiry level of classroom activities, 2005.)

Levels of Enquiry


Confirmation Enquiry

Students confirm a principle through an

activity when the results are known in

advance.

√ √ √

4



Levels of Enquiry





advance.

√ √ √

Structured Enquiry

Students investigate a teacher-presented

question through a prescribed procedure. √ √

5



Levels of Enquiry





advance.

√ √ √

Structured Enquiry



Guided Enquiry


question using student designed and

selected procedures.

√

6



Levels of Enquiry





advance.

√ √ √

Structured Enquiry



Guided Enquiry




√

Open Enquiry

Students investigate questions that are

student formulated through student

designed and selected procedures.

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Open Enquiry & Steps of Enquiry

8





advance.

√ √ √

Structured Enquiry



Guided Enquiry




√

Open Enquiry




Junior Forms/

Secondary Four


9





advance.

√ √ √

Structured Enquiry



Guided Enquiry




√

Open Enquiry




Problem

Statement

Data

Collection

Explanation

& Analysis

Findings &

Conclusion


10





advance.

√ √ √

Structured Enquiry



Guided Enquiry




√

Open Enquiry




IES

Problem

Statement

Data

Collection

Explanation

& Analysis

Findings &

Conclusion

Data - Information - Knowledge – Wisdom

(DIKW)

Wisdom

Knowledge

Information

Data

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Gene Bellinger, Durval Castro, Anthony Mills, Data, Information, Knowledge, and Wisdom

(http://www.systems-thinking.org/dikw/dikw.htm)

Ackoff, Russell. L., "From

Data to Wisdom", Journal

of Applies Systems

Analysis, Volume 16, 1989

p 3-9.

http://www.systems-thinking.org/dikw/dikw.htm




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Connectedness

Understanding

Information

Data

Understanding

relations

Wisdom

Knowledge

Understanding

patterns

Understanding

principles

DIKW: Developmental Process of IES in LS







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Connectedness

Understanding

Information

Data

Understanding

relations

Wisdom

Knowledge

Understanding

patterns

Understanding

principles

DIKW: Developmental Process of IES in LS



relevant

data, facts,

concepts &

knowledge

Problem Definition

explanation of

the issue

judgement &

Justification





A Four-part Structure of the

Enquiry (IES Report)

Problem Definition/ 題目界定

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A

PART




Relevant Concepts and Knowledge/ Facts/ Data/

相關概念/ 知識/ 事實/ 數據

15

A

B

PART






In-depth Explanation of the Issue/ 深入解釋議題

16

A

B

C

PART






In-depth Explanation of the Issue/ 深入解釋議題

Judgement and Justification/ 判斷及論證

17

A

B

C

D

PART

I. Problem Definition

18

Interest &

Knowledge Issue

Significance?

Focus?

Scope?

Focus questions?

II. Relevant Concepts and

Knowledge/ Facts/ Data

19

Issue

Concepts

Data

Facts

Knowledge

II. Relevant Concepts and

Knowledge/ Facts/ Data

20

Further Study

Concepts

Data

Facts

Knowledge

III. In-depth Explanation of the

Issue

21

Stakeholders

& stances/

values

Arguments/

reasons/

rationale/ Pros &

Cons

Controversy/

differences/

conflicts

Possible

outcomes/

impacts

From different

perspectives

Development/

relationship

Needs/

interests

…

Issue

IV. Judgement and Justification

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Weighing the

pros & cons/

cost & benefit

Evidence/

reasons

Your own

stance/

judgement/

decisions

Justifications

Recommenda

tions

Four-part Structure: Flow of the

Enquiry

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Title/ Topic: 香港應否興建第三跑道? Should the Third Runway be Built in HK?

- 背景: 競爭，需求，長遠發展，政府政策…

- 探究焦點: 應否興建，迫切性，實際需要，利益，代價…

- 爭議/重要性/意義: 開支龐大，環境影響，經濟收益…

- 範圍: 焦點問題…

- …

An Example


Enquiry

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- 探究焦點: 應否興建: 迫切性，實際需要，

利益，代價…

- 爭議/重要性/意義: 開支龐大，環境影響，

經濟收益…

- 範圍: 焦點問題

- …

Concepts/ Data/ Information

- 相關概念: 競爭，融合，持續性，

發展，利益，責任… - 基本資料: 運輸基建發展，政策制

訂，有不同持份者的關注…

- 相關基礎數據/資料: 使用量，競爭力，預計發展/限制，對經濟和環境的影響…

- …

An Example


Enquiry

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- 探究焦點: 應否興建: 迫切性，實際需要，利益，代價…

- 爭議/重要性/意義: 開支龐大，環境影響，經濟收益…


- …

Concepts/ Data/ Information

- 相關概念: 競爭，融合，持續性，發展，利益，責任…

- 基本資料: 運輸基建發展，政策制訂，有不同持份者的關注…


- …

Explanation of the Issue

- 第三跑事件的主要關注及最新發展…

- 說明爭議，例如實際需要，空域開放，

融資問題，如何監督…

- 有哪些主要持份者，他們的立場/價值

觀和利益/需要…

- 相關調查數據…

- 基本贊成與反對興建的理由…

- 什麼是考慮是否興建的因素…

- 興建第三跑的正面和負面可能影響…

- …

An Example


Enquiry

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- 背景: 競爭，需求，長遠

發展，政府政策…

- 探究焦點: 應否興建: 迫

切性，實際需要，利益，

代價…

- 爭議/重要性/意義: 開支

龐大，環境影響，經濟收

益…


- …

Concepts/ Data/ Information - 相關概念: 競爭，融

合，持續性，發展，

利益，責任…

- 基本資料: 運輸基建發展，政策制訂，有不同持份者的關注…


- …

Explanation of the Issue

- 第三跑事件的主要關注及最新發

展…

- 說明爭議，例如實際需要，空域

開放，融資問題，如何監督…

- 有哪些主要持份者，他們的立場

/價值觀和利益/需要…

- 相關調查數據…

- 基本贊成與反對興建的理由…

- 什麼是考慮是否興建的因素…

- 興建第三跑的正面和負面可能影

響…

- …

Judgement

- 表達應否興建的立場…

- 從哪些角度分析和有什麼

準則評鑒/衡量是否興建…

- 興建與否的主要原因和可

能影響…

- 有什麼證據支持你的立

場…

- 有何建議/評論…

- …

An Example

Structured Enquiry Approach:

Advantages

Spelling out the enquiry essence

Facilitating teachers to supervise students

to conduct an enquiry

Helping students to conduct their enquiry

in a systematic manner

Supporting less able students to conduct

their enquiry

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Structured Enquiry

Approach of IES (2017)

Marking Guidelines

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Analytic Marking Guidelines

Problem

Definition and

Identification of

Concepts

Explanation

and

Justification

Presentation

and

Organisation

Initiative

Outstanding

Achievement

(7 – 9 marks)

Satisfactory

Achievement

(4 – 6 marks)

Low Achievement

(1 – 3 marks)

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Assessment

Domain

Performance Level

(Mark Range)

Note: No marks should be given to those who do not meet the

minimum requirements stipulated in the marking

guidelines.


Problem

Definition and

Identification of

Concepts

Explanation

and

Justification

Presentation

and

Organisation

Initiative

Outstanding

Achievement

(7 – 9 marks)

Satisfactory

Achievement

(4 – 6 marks)

Low Achievement

(1 – 3 marks)

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Assessment

Domain

Performance Level

(Mark Range)



guidelines.

New Items in

Report Marking

Four

Assessment

Domains


Problem

Definition and

Identification of

Concepts

Explanation

and

Justification

Presentation

and

Organisation

Initiative

Outstanding

Achievement

(7 – 9 marks)

Satisfactory

Achievement

(4 – 6 marks)

Low Achievement

(1 – 3 marks)

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Assessment

Domain

Performance Level

(Mark Range)



guidelines.

A max of 3 marks awarded for

reports more than 4,500 words,

exceeding 22 mins and its short

text more than 1,100 words


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Problem

Definition &

Identification

of Concepts

Explanation

&

Justification

A. Problem Definition

B. Relevant Concepts &

Knowledge/ Facts/

Data

C. In-depth Explanation of

the Issue

D. Judgement and

Justification

Four-Part Structure Assessment Domains


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Problem

Definition &

Identification

of Concepts

Issue

Enquiry

Concepts & Knowledge

Focus

Significance

Scope

Relevance

Applicability


34

Explanation

&

Justification

Data/ Information

Useful-

ness Linkage

Justifica

tion

Factors/ Impacts/ Relationships/ Major

Viewpoints, Relationships/ Disagreements/ Embedded

Values, etc.

Identification Articulation

Justification

Multiple

Perspectives Reasoning

Insightful Ideas/ Views

Supportive

Argument


35

Presentation

&

Organisation

Communication

Sources/ Acknowledgment

Structure

More than 4500 words

Max Mark: 3

(Out of 9)


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Initiative

Proactivity, Problem Solving &

Reflection

Continuous Improvement

Time-management

Process of

conducting IES

Structured Enquiry

Approach of IES (2017)

Assignment of Marks &

Weightings

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Assignment of Marks and Weightings

Assessment Domain

No. of marks

to be

submitted

Problem Definition

and Identification of

Concepts/

Knowledge

1

Explanation and

Justification 1

Presentation and

Organisation 1

Initiative 1

Total 4

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Assessment Domain

No. of marks

to be

submitted

Weighting

(%)

Problem Definition


Concepts/

Knowledge

1 3 (30%)

Explanation and

Justification 1 5 (50%)

Presentation and

Organisation 1 1 (10%)

Initiative 1 1 (10%)

Total 4 10 (100%)

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Assessment Domain

No. of marks

to be

submitted

Weighting

(%)

Mark

range

Problem Definition


Concepts/

Knowledge

1 3 (30%) 0-9

Explanation and

Justification 1 5 (50%) 0-9

Presentation and

Organisation 1 1 (10%) 0-9

Initiative 1 1 (10%) 0-9

Total 4 10 (100%)

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Assessment Domain

No. of marks

to be

submitted

Weighting

(%)

Mark

range

Max

mark

Problem Definition


Concepts/

Knowledge

1 3 (30%) 0-9 27

Explanation and

Justification 1 5 (50%) 0-9 45

Presentation and

Organisation 1 1 (10%) 0-9 9

Initiative 1 1 (10%) 0-9 9

Total 4 10 (100%) 90

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Assessment Domain

No. of marks

to be

submitted

Weighting

(%)

Mark

range

Max

mark

Subject

%

Problem Definition


Concepts/

Knowledge

1 3 (30%) 0-9 27 6%

Explanation and

Justification 1 5 (50%) 0-9 45 10%

Presentation and

Organisation 1 1 (10%) 0-9 9 2%

Initiative 1 1 (10%) 0-9 9 2%

Total 4 10 (100%) 90 20%

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Assessment Domain

No. of marks

to be

submitted

Weighting

(%)

Mark

range

Max

mark

Subject

%

Mark

Moderation

Problem Definition


Concepts/

Knowledge

1 3 (30%) 0-9 27 6% Yes

Explanation and

Justification 1 5 (50%) 0-9 45 10% Yes

Presentation and

Organisation 1 1 (10%) 0-9 9 2% Yes

Initiative 1 1 (10%) 0-9 9 2% No

Total 4 10 (100%) 90 20%

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Authenticity

The authenticity of IES reports can be

checked through a discussion with students

and one or more of the following :

the exploration and formulation of topics

the performance of process learning activities

the drafts of chapters/ parts in different steps

the footnotes, references and/or bibliography for

the report

the writing style

plagiarism detection tools

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Further Readings

Brigid Barron, Linda Darling-Hammond, Powerful Learning: Studies Show

Deep Understanding Derives from Collaborative Methods

http://www.edutopia.org/inquiry-project-learning-research

Heather Banchi and Randy Bell, Many Levels of Enquiry

http://learningcenter.nsta.org/files/sc0810_26.pdf

Inquiry-based learning http://edutechwiki.unige.ch/en/Inquiry-based_learning

Guided Inquiry Process http://www.miseagrant.umich.edu/lessons/teacher-

tools/guided-inquiry-process/

Randy L. Bell, Lara Smetana,and Ian Binns, Simplifying Enquiry Instruction

http://www.mun.ca/educ/undergrad/scied/files/bell_simplifying-

inquiry_2005.pdf

Charles Eick, Lee Meadows, and Rebecca Balkcom, Breaking into Enquiry

http://www.brown.edu/ce/adult/arise/resources/docs/Breaking%20into%20In

quiry.pdf

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http://edutechwiki.unige.ch/en/Inquiry-based_learning





http://www.miseagrant.umich.edu/lessons/teacher-tools/guided-inquiry-process/









http://www.mun.ca/educ/undergrad/scied/files/bell_simplifying-inquiry_2005.pdf





http://www.brown.edu/ce/adult/arise/resources/docs/Breaking into Inquiry.pdf

http://www.brown.edu/ce/adult/arise/resources/docs/Breaking into Inquiry.pdf

Further Readings

Dr W Hutchings, Enquiry-Based Learning: Definitions and Rationale

http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_d

efiningebl.pdf

Peter Kahn and Karen O’Rourke, Guide to Enquiry-Based Learning,

University of Manchester

http://www.ceebl.manchester.ac.uk/resources/guides/kahn_2004.pdf

The United Nations Educational, Scientific and Cultural Organization,

Enquiry Learning www.unesco.org/education/tlsf/docs/module_23.doc

Integrated Learning through Inquiry: A Guided Planning Model

http://www.edu.gov.mb.ca/k12/docs/support/multilevel/chap6.pdf

Carol Collier Kuhlthau, “Guided Inquiry: School Libraries in the 21st

Century”, School Libraries Worldwide, January 2010, Vol. 16 No. 1, pp.

17-28 https://comminfo.rutgers.edu/~kuhlthau/docs/GI-School-

Librarians-in-the-21-Century.pdf

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http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_definingebl.pdf






http://www.unesco.org/education/tlsf/docs/module_23.doc




https://comminfo.rutgers.edu/~kuhlthau/docs/GI-School-Librarians-in-the-21-Century.pdf














Supporting Information

IES Teachers’ Handbook 2017 http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/SBAhandbook-2017-LS-E-Feb15.pdf

Exemplars of the Structured Enquiry Approach (with

marks and comments) http://www.hkeaa.edu.hk/en/SBA/sba_hkdse_core/LS/IES/Structured_Exemplar_1014.html

http://www.hkeaa.edu.hk/en/SBA/sba_hkdse_core/LS/IES/2014Exemplars.html

FAQs on the Structured Enquiry Approach of IES http://www.hkeaa.edu.hk/en/SBA/sba_hkdse_core/FAQ/LS/FAQ_LS_Structured2017.html

Standard covering page, table of contents & samples

of activity worksheets http://www.hkeaa.edu.hk/en/sba/sba_hkdse_core/dse_subject.html?3&5

Three more exemplars with marks and comments in

Chinese to be uploaded in late June 2015

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http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/SBAhandbook-2017-LS-E-Feb15.pdf









http://www.hkeaa.edu.hk/en/SBA/sba_hkdse_core/LS/IES/Structured_Exemplar_1014.html




http://www.hkeaa.edu.hk/en/SBA/sba_hkdse_core/FAQ/LS/FAQ_LS_Structured2017.html

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

Thank You

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HKDSE Liberal Studies Structured Enquiry Approach of ...

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