Feedback on the Implementation

of IS SBA in 2010-2011

Prof. W. K. CHAN

(SBA Supervisor, HKU)

27 Oct 2011

S.5 Mark Submission (2010-11)

� No. of schools = 27 (including a pair of network schools)

� S5 students = 403

� All schools submitted the SBA marks on time

� All schools met the mark submission requirements (i.e. at least 1 mark for Area A and at least 1 mark for Area B for each student)

Minimum No. Maximum No. Mean

Assessment on Area A 1 5 2.3

Assessment on Area B 1 5 2.5

Experiment planned / 5 19 6.5 performed

S.5 Mark Submission (2010-11)

� Most schools (21 schools) made 2 or more assessments on each Area and on two different practical occasions (as recommended

in the Handbook p.29)

� Range of marks awarded:

� Area A: 0 – 10 marks

� Area B: 0 – 10 marks

S.5 Mark Submission (2010-11)

� 0 mark should ONLY be awarded for extremely poor performance

� If absent / fail to submit work; enter “F”

� If exempted with approval from HKEAA; enter “E”

Assessment Plans � All teachers submitted the Assessment

Plans

� All teachers included at least 5 practical activities, covering at least 3 different modules

� A total of 42 experiments were used in different schools to provide students with the practical experiences

Striking a Balance

Minimum Maximum Mean No. No.

Assessment on Area A 1 5 2.3

Assessment on Area B 1 5 2.5

Experiment planned / 5 19 6.5 performed

� To arrange enough tasks for learning and teaching, but to avoid unnecessary pressure that might be induced from SBA

List of Experiment (1)

List of Experiment (2)

11 Most Popular Experiments

Mostly adopting the Sample Tasks developed by HKEAA or Worksheets developed by CDI.

Used for Practice Only (1)

Used for Practice Only (2)

Used for Assessing Area A

Used for Assessing Area B

A suitable task for assessing Area B?

Assessment of Area B

� Aims to assess students’ ability mainly based on a proposed plan and/or report of an experiment/ field work.

� Assessment on: � the quality of recording and presentation of results;

interpretation of results and conclusion (detail procedure given) [worksheet type] ;OR

� the quality of a plan devised for an investigation ;OR

� the quality of a full report on an investigation devised and performed by the student

Is this task suitable for assessing

� the quality of recording and presentation of results; interpretation of results and conclusion ? OR

� the quality of a plan

devised for an investigation? OR

� the quality of a full

report on an investigation devised and performed by the student?

Used for Assessing Both

Area A & Area B

A suitable task for assessing Area B?

Used for Assessing Both

Area A & Area B

A suitable task for assessing Area A OR B?

   

                   

       

             

               

Assessment of Area A

Aims to assess students’ practical skills in:

� handling apparatus � using instruments in appropriate ways to make

accurate readings and measurements � observing and/or recording data appropriately � carrying the procedure for practical work is safely � doing work in an organised, logical and efficient way

                      

           

 

     

              

              

 

                

It can be used for providing practical experience. However, is this task suitable for assessing Area A or Area B?

� any measurements needed?

� what data to record?

� tasks of suitable level for assessing whether they are carried out in an organised, logical and efficient way?

� results to be interpreted, which can lead to proper conclusion?

Good Practices Apart form directly adopting the sample tasks

developed by HKEAA and the worksheets

developed by CDI, some teachers:

� modified the sample tasks/worksheet for use (e.g. Effect of light quality (different light colours) on

photosynthetic rate)

� developed their own tasks using their expertise , including …

Other Good Practices � Teachers forming small network for

exchanging teaching ideas and resources

� Strategic planning – allow students to carry out

relevant experiments to grasp the necessary

investigatory / process skills before actual

assessment

� Experience from one school – assigning

repeaters to be the group leader in pre-SBA

activities