Escolar Documentos
Profissional Documentos
Cultura Documentos
Traditional
Traditional
(
(
Standardi
Standardi
s
s
ed
ed
)
)
Assessment
Assessment
Authentic
Authentic
(
(
Performance
Performance
)
)
Assessment
Assessment
4 44 4
Nature of LS Assessment
Nature of LS Assessment
--
--
Authentic Assessment
Authentic Assessment
Definition
Definition
A form of assessment in which students are
A form of assessment in which students are
asked to perform
asked to perform
real
real
-
-
world tasks
world tasks
that
that
demonstrate meaningful
demonstrate meaningful
application of
application of
essential knowledge and skills
essential knowledge and skills
(Jon Mueller)
(Jon Mueller)
5 5
Traditional and Authentic
Assessment
Performing a task
Real-life
Construction /
Application of
knowledge
Direct evidence
Student-centred
Selecting a response
Contrived
Recall of knowledge
Indirect evidence
Teacher-structured
Authentic Traditional
6 66 6
Features of Authentic
Features of Authentic
Assessment
Assessment
7 7
Assessment of LS
Assessment of LS
Learning
Outcomes
Curriculum
Assessment
Objectives
Assessment questions
8 8
Knowledge
Concepts
Values
Skills
9 9
Assessment Objectives of LS
Public Exam
Thinking skills
Issue-based enquiry
Common knowledge
Connection to related issues
Multiple perspectives
Underlying issues/ concepts/
values/ dilemmas /
tension
Drawing upon own experiences
Application
Understanding,
Application
Understanding,
Discussion, Justification
10 10 10 10
Assessment of LS
Assessment of LS
Contemporary Issue
( ) / Problem
/ Incident
Knowledge Application
Discern
views
and
values
(
)
Make
conceptual
( )
observation
Make sound
judgements
and
recognize the
influence
Synthesizing
Viewpoints
( )
Comment
on
different
viewpoints
11 11 11 11
Public Exam Requirements
Public Exam Requirements
Contextual analysis
Contextual analysis
30%
30%
(1 hour and 15 minutes)
(1 hour and 15 minutes)
Project:
Project:
Independent Enquiry Study
Independent Enquiry Study
20%
20%
14 14
14 14
SBA Assessment Framework
SBA Assessment Framework
SBA
SBA
Identifying facts and opinions (views)
Identifying facts and opinions (views)
Identifying and evaluating assumptions
Identifying and evaluating assumptions
Making reasonable inferences
Making reasonable inferences
, predictions
, predictions
Exploring implications
Exploring implications
and consequences
and consequences
18 18 18 18
Cognitive strategies: Macro skills
Cognitive strategies: Macro skills
Refining generalizations and avoiding oversimplifications
Refining generalizations and avoiding oversimplifications
Developing one
Developing one
22 22
(b)
(a)
(10)
Data Analysis,
use of evidence
Evaluation
Skills
23 23
(b)
(a)
(10)
Sampling
,
chemical tests,
cross-
boundary
collaboration
(6
)
Use of evidence
Data analysis
Skills
25 25
(c)
(6)
Own knowledge,
experiences (e.g.
cases of
contaminated
vegetables)
Governments role,
citizens rights
& values,
lifestyle, influences
of different
stakeholders
on public health
Knowledge/ concepts
26 26 26 26
Use of Data and
Question Setting
27 27
27 27
Paper 1: Data
Paper 1: Data
-
-
response
response
Questions
Questions
(a) (a) Directly related to the data (Simple, explicit and short ) Directly related to the data (Simple, explicit and short ) (2 (2- - 4 4
marks) marks)
(b) (b) Data related (More difficult than (a)) Data related (More difficult than (a)) (4 (4- -6 marks) 6 marks)
(c) (c) Extended but within the scope of the data Extended but within the scope of the data (7 (7- -12 marks) 12 marks)
http://www.guardian.co.uk/environment/2007/jun/19/china.usnews/print
45
30%
28 28 28 28
Paper 2: Extended
Paper 2: Extended
-
-
response
response
Questions
Questions
(a) (a) Extended but related to the scope provided by the Extended but related to the scope provided by the
data data (8 (8- -10 marks) 10 marks)
(b) (b) Beyond the data Beyond the data (10 (10- -12 marks) 12 marks)
http://i.treehugger.com/files
/th_images/ethanol2.gif
29 29 29 29
Major Steps Involved in Preparing
LS Questions
Choosing an
issue(s)/incident(s)
(
Identifying (
relevant concepts
Finding relevant data
Organize, re-write,
and present the data
Draft questions by
which students
can (a) apply
concepts,
knowledge and
basic thinking
skills; (b) justify
;
argument, think in
multiple
perspectives etc.
30 30
Question Setting Level of Emphasis
Facts Data:
Issue/Incident
Conceptual
linkage
Judgement and
reasoning:
Attitude/Opinion
Question setting approach Learning and teaching approach
E
m
p
i
r
i
c
a
l
N
o
r
m
a
t
i
v
e
C
o
n
c
e
p
t
u
a
l
l
i
n
k
a
g
e
Concepts
31 31
Question Setting Levels of Emphasis
Data: Issue,
Incident
Conceptual
linkage
Judgement and
reasoning:
Attitude/Opinion
Micro skills:
Macro skills:
Overlapping area
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
P
a
p
e
r
2
P
a
p
e
r
1
32 32
Functions of Data
(e.g.)
One Key
message
Setting the
scene
Paths for
advancing
Real-life,
representative
33 33
Data may be about:
Conflicting,
contrasting
views
,
Development
process
Facts ,
concepts ,
values
and attitude
Comparison,
recommendations,
ideas
34 34
Use of Knowledge, Concept, Value and
Examples
Supporting Examples
Judgement , choice Value
Basis for understanding and
value building
Concept
Basic information, social
knowledge, thinking skills
Knowledge
35 35
Sample Question 1 in Paper 1
36 36
Points to be considered when
setting questions
Issue-driven
The aims of the assessment task (issues, knowledge and
concepts, etc)
Not requiring too much, too subject specific knowledge,
nor too personalized ?
Relevant and suitable data for asking the question Relevant and suitable data for asking the question?
Not comprehension like?
Asking evaluative questions, allowing the demonstration
of higher order thinking skills
37 37
Points to be considered when
setting questions