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HKDSE Geography
Question setting and marking
CHAN Kawai
September 2008
HKDSE HKCEE HKALE Geography compared
•Examination duration
•Type of questions
•Assessment criteria
•Learning and teaching strategy
Paper 1 Paper 2 SBA
HKCEE 3 structured questions 50 M.C. questions
1.75 hour (65%) 1 hour (35%)
HKALE 5 structured questions 4 essay questions
3 hour (50%) 3 hour (50%)
HKDSE 40 M.C. questions (20%)2 structured questions (30%)1 essay question (10%)
1 structured question (15%)1 essay question (10%)
Field work
2.5 hour (60%) 1 hour (25%) 15% (from2014)
ALE & HKDSE essay questions – examples
1. Although irrigation and drainage schemes help farmers overcome constraints of water supply, they often bring negative ecological impacts. Improving the sustainability of agriculture provides an alternative means to solve the problem of world hunger.
Describe how irrigation and drainage schemes affect farm outputs. Explain the negative impacts of such schemes on the ecological environment. With reference to appropriate examples, discuss how far sustainable farming methods provide an alternative to improve food supply in the less developed world. (ALGeog 2 2007)
2. Using a farming region you have studied, explain how physical factors have influenced the agricultural characteristics of the region. To what extent do you think technology is becoming more important in affecting the agricultural activities in the region? (HKDSE Geog sample 2008)
ALE essay questions 1. Although irrigation and drainage schemes help farmers
overcome constraints of water supply, they often bring negative ecological impacts. Improving the sustainability of agriculture provides an alternative means to solve the problem of world hunger. Describe how irrigation and drainage schemes affect farm outputs. Explain the negative impacts of such schemes on the ecological environment. With reference to appropriate examples, discuss how far sustainable farming methods provide an alternative to improve food supply in the less developed world. (ALGeog 2 2007)
3 learning levels – describe, explain, discuss & examples Key knowledge & concepts: Farming as (a) an ecological system (b) an economic system : (i) physical, social and economic components, interactions, flows (ii) effects on crops and/or livestock selection and production
HKDSE essay questions
Knowledge and Concepts
2. Using a farming region
To what extent
you have studied, explain how physical factors have influenced the agricultural characteristics of the region.
do you think technology is becoming more important in affecting the agricultural activities in the region?
(HKDSE Geog sample 2008)
•Physical, economic, social and 2 learning levels political factors affecting
Directive terms agriculture • explain •The growing importance of
• discuss human factors, especially technology, in influencing • example agriculture •Sahel / Southern California
Question moderation
Using a farming region you have studied, explainhow physical factors have influenced the agricultural characteristics of the region. To what extent do you think technology isbecoming more important in affecting the agricultural activities in the region?
Biotechnology / irrigation Climatic / rainfall technology / information conditions / global technology warming
Issues: food crisis, biofuels, GM food, organic farming, food safety Sahel / S. California
Setting essay-type questions
•Closely follow curriculum content and assessment objectives
•Key geographical skills or concepts examined vs LS approach
•Two levels of learning – description, explanation / application, discussion, evaluation / assessment, & examples
•Approximately equal marks allocated to different parts of question
Setting essay-type questions
•Rote-learning not encouraged but some marks to be awarded for basic understanding of key concepts or knowledge
•Part of questions to include test for higher level problem-solving or analytical skills to stream the minority of high achievers
Setting essay-type questions
•Avoid asking for ambiguous and repetitive answers
•Avoid penalizing the general candidate by difficult terminology or overly specific issues or concepts
•Linkage between different parts of question
•Uniform level of difficulty between questions
Marking essay-type questions
•No marks for irrelevant answers
•Bonus (unexpected qualities, clear and logical presentation) vs penalties (poor referencing, stereo-type answers)
•Looking for geographical knowledge / values
•Use of concept map in setting question and marking
Use of concept map in question setting and marking
Sample script 1
Sample script 1
Total marks = 3 + 0 + 0 = 3 Level = ‘2’
Sample script 2
Sample script 2
Total marks = 6 +3 + 1 = 10
Level = ‘5*’ displays comprehensive understanding of their geographical studies by being able to evaluate the potential and limitations of geographical concepts and principles and their relevance to particular contexts.
Sample script 3
Sample script 3
Sample script 3
Total marks = 2 + 2 + 1 = 5
Level = ‘3’ displays general understanding of their geographicalstudies by being able to apply their knowledge to different geographical contexts; AND evaluate the
geographical concepts and principles.
Common weaknesses and Recommendations Poor knowledge of geographical and general vocabulary
Inadequate knowledge on core geographical concepts and theories
� Spell and define key geographical terminology � Learn concepts and theories well
before going into generalized situations
Common weaknesses and Recommendations Overlooking or misinterpreting key / directive terms
Reciting of materials irrelevant to the question
� Study question carefully and mark all key and directive terms
� Refer to question from time to time during answering
Common weaknesses and Recommendations Unclear spatial and temporalconcepts (e.g. city – country, urban – rural, global – regional, arid – semiarid, current – recent decades)
� Learn and compare geography concepts at situations of different spatial and temporal scales
Common weaknesses and Recommendations Learning themes and issues at a discrete manner
Vague mentioning of place names rather than providing descriptions of examples
Too restricted to Hong Kong / China experience and stereotyped oroutdated textbook case studies
Common weaknesses and Recommendations
�Develop understanding of relationship between different concepts and application to issues �Need to learn from various forms of media to update geographical knowledge and awareness of current issues �Fieldworks, classroom discussions and project work to enhance thinking skills and empower first-hand knowledge
Common weaknesses and Recommendations Poor time management, incomplete or imbalanced answerNot treating question as a whole – piecemeal, repetitive, contradictory and evasive answers Lack of logical sequencing and integration of ideas
� Learn and practice the skills and steps in essay-writing
� Plan the draft of answer and line of reasoning in explanation / discussion
Common weaknesses and Recommendations Reproducing textbooktype answers in explanation, linear reasoningWeak at discussion, lacking evaluation or assessment skills
� More training in thinking and reasoning skills
Training students essays
�
to write good
Read into each question thoroughly
� Look for key words / directive terms
� Avoid answering any question that they have doubts on
� Make a draft of the answer in outline / diagram form
� Divide answer clearly in sections or paragraphs according to topics asked
� Do not waste time in writing beautiful introductions and lengthy conclusions
Training students essays
to write good
�
� Spell geographical terms or places correctly
No need to worry about perfect grammar and sentence structure
� Write neatly and logically
� Highlight main idea clearly at the beginning of each paragraph
� State their viewpoints explicitly before elaborating on their supporting reasons
Training students essays
to write good
� Relevant examples and labelled diagrams often win credit points
� Outline the key points / reasons
