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Actual Models in Different Contexts

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Title: Actual Models in Different Contexts


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Actual Models in Different Contexts
  • 28 April 2009

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What is tiering?
  • Tiering refers to the provision of more than
    one level of question papers to students. One
    difficulty inherent in all single-level structure
    is that they may discourage a student from
    developing a center of interest among a large
    number of subjects. So it may be desirable to
    introduce more than one tier of examinations to
    students. For the ease of discussion, we shall
    concentrate on cases in which an additional level
    of examination is introduced. In reality,
    multi-level structures may be used, depending on
    the availability of resources and degree of
    acceptance by the general public at large.

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The Basic Proficiency Tests
  • Tests in Chinese, English and Mathematics at S3
    level.
  • Offered to the general public
  • Taken on an optional basis

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Candidature for Basic Proficiency Tests
  • The Chairman of the School Examinations
    Board said that the small candidature was mainly
    due to the failure of Government to give formal
    recognition to the tests. He pointed out that
    schools and students would not take the tests
    seriously as they were aware that the BPT
    qualifications would not serve any practical
    purpose. A member opined that the BPT
    qualifications would have little value for
    employment purposes and that the tests should be
    abolished with immediate effect.

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Special Papers
  • Special papers (commonly known as S levels)
    provide a means of extending intellectually able
    students by offering them the opportunity to
    demonstrate and be assessed on more complex
    intellectual skills and to have their
    achievements recognized. Discussions indicate
    that the majority of the able young people who
    take special papers find them a rewarding
    experience. Many teachers also find it highly
    rewarding to teach these courses to small groups
    of able young people.

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Concerns
  • Nevertheless, special papers have been
    declining rapidly in popularity. Numbers of
    students sitting them have fallen from 17 400 in
    1989 to 9 500 in 1994. The fall has been
    particularly steep in Mathematics, where the
    take-up is less than a third of its previous
    level. Reasons for this general decline include
    the following
  • Some centers are reluctant to encourage
    specialization and prefer to offer breadth rather
    than depth.
  • Some centers (particularly in the further
    education sector, where special papers do not
    carry funding units) find it difficult to provide
    extra tuition for small numbers of pupils in
    individual subjects.
  • A lack of credit given to special papers by
    institutions of higher education, who see
    achievement as measuring the strength of the
    teaching institution as much as that of the
    pupil.
  • Some feeling among universities that at this
    stage students might benefit more from other
    forms of development.

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The Use of Graded Tests
  • Offers tests at different levels of difficulty

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Examples
  • ABRSM Tests
  • Language tests

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Two Tests, Two Scales
  • Serves practical purposes
  • Provides progression
  • Dependent on demand

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Tailored Syllabus
  • Refraction of light
  • Laws of refraction
  • Path of a ray being refracted at a boundary
  • Definition of refractive index of a medium n
    sin i / sin r
  • Application of Snells law to solve problems
    involving refraction at a boundary between vacuum
    (or air) and another medium
  • Total internal reflection
  • Conditions for total internal reflection
  • Problem solving involving total internal
    reflection and critical angle at a boundary
    between vacuum (or air) and another medium

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The Use of the Tailored Curriculum in Mathematics
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Core-competence Approach
  • Performance on the core part graded separately
  • Two grades provided

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Core-competence Approach
  • The grade on the core part serves the
    certification purpose
  • The grade on the whole subject serves the
    selection purpose

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The AS Model
AS
Paper 1
AL
Paper 2
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  • AS candidature still small compared with the
    main AL subject.

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One Test, One Scale
  • Not always possible to divide a syllabus into
    different parts
  • Content may be over fragmented
  • Special methods needed to aggregate scores in
    subparts

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Syllabus A and Syllabus B
  • Two different syllabuses offered
  • A linkage is made with effect from 1997

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Syllabus A and Syllabus B
  • Since then the candidature jumps rapidly

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Differentiated Paper Approach
  • In this option, students are required to sit
    two papers from the three offered with one of the
    papers being a common paper undertaken by all
    students. This common paper would span the range
    of difficulty in the subject except for the
    extremes of the difficulty scale. It would not
    include questions which are so difficult that
    only the most able students could successfully
    answer the question. It would not include
    questions that were easy enough that all students
    would answer them correctly.
  • There is a second paper which is designed
    with a range of difficulty to challenge the most
    able students undertaking the subject. The third
    paper will have a limited range of difficulty and
    focused on the likely achievements of the less
    able students. This paper is likely to offer
    little challenge to the more able students.
  • Once the choice has been made, it will have
    implications for the grades attained. Examination
    boards usually set limits on the attainment of
    students if they take the lower tier examination.

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Differentiated Papers
  • Practised in GCSE examinations

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Addition of an Extra Paper
  • Mathematics
  • Additional Mathematics

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Candidature for the subject of Mathematics and
Additional Mathematics in the HKCEE
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Two Levels, One Scale
  • Equating techniques required (horizontal /
    vertical equating)
  • Levels of attainment at bottom end not recognized
  • No unified design

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Tiering Conditions for Success
  • Forward looking
  • Flexible arrangements
  • Financially viable

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  • What can we do next?

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What can we do next?
  • The formative use of summative assessment
  • The summative use of formative assessment
  • Adopt tiering methods as appropriate

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The Formative Use of Summative Assessment
  • 2007 CE Maths p110

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The Summative Use of Formative Assessment
  • Use SBA marks for summative assessment
  • But for reliable assessment, as required for
    summative purposes, there must be certain
    conditions on the use of this information,
    specifically that
  • It is reviewed strictly against the criteria
    of what students are expected to achieve at
    certain ages / stages. The criteria are applied
    holistically, using judgements as to the best
    fit. There is some way of ensuring that the
    judgements of one teacher are comparable with
    those of other teachers.
  • Harlen James

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Tiering
  • Two Tests / Two Scales
  • E.g. HKDSE Mathematics
  • One Test / One Scale
  • E.g. HKDSE Combined Science
  • Two Tests / One Scale
  • E.g. HKDSE English Language

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  • A progressive society counts individual
    variations as precious since it finds in them the
    means of its own growth.
  • John Dewey (1916)
  • Democracy and Education
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