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Introduction to the Content and Assessment of the Elective Part

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Title: Introduction to the Content and Assessment of the Elective Part


1
  • Introduction to the Content and Assessment of
    the Elective Part

Wan Ho Yin CDC-HKEAA Committee on History (
Senior Secondary)
2
SBA Requirements
  • (1) Presentation of study outline
  • (2) Study report.
  • Students should follow this sequence of tasks,
    and no marks should be awarded to those who only
    complete the second task without the first one.

3
Task ONE Presentation of Study Outline
  • 10 of the subject mark
  • 10-minute oral presentation a study outline
    with a bibliography
  • To be conducted before the end of S5, so to
    secure time for writing and further researches.

4
Mark Oral Presentation (max. 10 marks)
9-10 Expressions are clear and understandable Shows great effort and eagerness in responding to questions, with elaborate and insightful answers
7-8 Expressions are mostly clear and understandable Shows effort in responding to questions, with elaborate and appropriate answers
5-6 Expressions are acceptable, occasionally marred by vagueness Responds to questions with appropriate but unelaborated answers
3-4 Expressions are vague and general that substantially undermines communication Shows attempts to respond to questions, but answers are occasionally incomplete and rough.
1-2 Expressions are difficult to follow Shows attempts to respond to questions, but answers are frequently incomplete and rough.
5
Mark Study outline (max. 10 marks)
9-10 Presents the topic logically with an approach appropriate to the selected elective Displays excellent ability in collecting and making use of source materials
7-8 Presents the topic reasonably clearly with an approach relevant to the selected elective Displays good ability in collecting and making use of source materials
5-6 Shows an attempt to present the topic with an approach relevant to the selected elective Displays acceptable ability in collecting and making use of source materials
3-4 Shows an attempt to present the topic with an approach relevant to the selected elective, but marred by obvious mistakes, omissions and/or irrelevancy Displays inadequate ability in collecting and making use of source materials
1-2 Shows little attempt to present the topic with an approach relevant to the selected elective Displays little ability in collecting and making use of source materials
6
Task TWO Study Report
  • 10 of the subject mark
  • a report of about 1500-2500 words, exclusive of
    punctuation marks, notes and bibliography.
  • The report should include a bibliography.
  • Plagiarism may lead to zero marks for this task.

7
Mark Description Description Description Description
17-20 Shows a clear grasp of the requirements of the elective Balanced and analytical contents, analytical approach and effective use of relevant material Well organised, clearly presented and fluent Free from major mistakes, inaccuracies, inconsistencies and important omissions
13-16 Shows an awareness of the requirements of the elective Fairly balanced contents, with reasonably accurate use of relevant material Reasonably well organised, understandable and fairly fluent Occasional inaccuracies and minor omissions
9-12 Shows a general understanding of requirements of the elective Able to present major historical facts, but contains some irrelevant or wrong material Fairly understandable but not well organised Marred by inaccuracies, irrelevancies, omissions and inconsistencies
8
Mark Description Description Description Description
5-8 Shows inadequate understanding of the task, with little efforts to respond to the requirements of the elective Containing inadequate relevant and important facts Poorly organised and barely understandable, with conspicuous mistakes in writing/spelling personal and place names Contains fundamental errors/major inconsistencies/ gross irrelevancies
1-4 Shows little understanding of the task, with no distinctive efforts to respond to the requirement of the elective Containing very few relevant facts Very poorly organised and difficult to understand, with annoying mistakes in writing/spelling important personal and place names Contains little that is accurate, relevant or worthwhile
9
Three Electives
A student may choose a topic not covered in the
curriculum, as long as the topic primarily deals
with the twentieth century and the student
demonstrates basic knowledge of it.
10
Local heritage studies
  • It is about traditions being maintained, or
    living memories of members of a local community.
    With diverse and variable interpretations,
    heritage is still meaningful to people in the
    contemporary world.
  • Local should be understood as referring to Hong
    Kong that consists of Hong Kong Island, Kowloon,
    the New Territories and the outlying islands,
    urban and rural.
  • Heritages may be divided into two categories
    tangible heritage and intangible heritage.

11
Local heritage studies
  • Assessment Focuses
  • Presenting significant relevant facts.
  • Providing a brief description of the heritage,
    and discussing its changes and development, and
    its meaning to the present-day community.

12
Max. Mark to be awarded Local heritage studies
17-20 Produces a detailed description of the heritage and an excellent account of its changes and development give a substantiated discussion of its meanings to the present-day life.
13-16 Produces a detailed description of the heritage and a good account its changes and development shows obvious attempt to explore its meanings to the present-day life.
9-12 Produces a detailed description of the heritage and a fair account of its changes and development shows attempt to explore its meanings to the present-day life.
5-8 Produces a detailed description of the heritage, without any attempt to explore its meanings to the present-day life.
1-4 Produces a brief description of the heritage without any attempt to explore its meanings to the present-day life little on its changes and development and/or The chosen object is not up to the definition of heritage.
13
Cha chaan teng ?????
  • Industrial development in China and the Soviet
    Union in the 1950s

Although cha chaan teng is popular as a kind of
eatery, as a research topic it needs more
cautious delineation, or the output will be
nothing more than a pile of loose threads. It is
necessary to highlight the heritage aspect of
cha chaan teng in order to fit the requirement
of the elective.
Suggestion Cha chaan teng Its evolution and how
it becomes a symbol of Hong Kong culture.
14
Comparative studies
  • Comparison involves the treatment of at least
    two comparable items, or one item that manifested
    over different time periods and/or in different
    territories.
  • Students should draw valid conclusions about
    similarity and difference, and/or change and
    continuity.
  • There are several modes of comparisons
  • one topic / theme, different geographical
    references
  • one topic / theme, different time spans
  • one topic / theme, different sub-topics /
    sub-themes/cases.

15
Comparative studies
  • Assessment Focuses
  • Presenting significant relevant facts.
  • Presenting valid comparisons.
  • Drawing well-argued conclusions.

16
Max. Mark to be awarded Comparative studies
17-20 Make logical judgments based on substantiated and balanced comparisons.
13-16 Make conscious attempts to make logical judgments based on balanced comparisons, marred by slight lopsidedness to one of the subjects.
9-12 Presents unbalanced comparisons with substantiated discussions or Presents roughly balanced comparisons, marred by narrow focus and lopsidedness to one of the subjects.
5-8 Presents unbalanced comparisons with poor content or Makes comparisons in only one aspect or Weak comparisons, primarily characterized by narrations
1-4 Presents a narrative account of the subject matters without any comparisons.
17
Communism in China and the Soviet Union?????
  • Industrial development in China and the Soviet
    Union in the 1950s

The topic is too broad as communism in China and
the Soviet Union covers almost all aspects of
daily life and government activities of the two
countries. It is beyond a students capability
to handle. A narrower and sharper focus will be
necessary.
Suggestion Industrial development in China and
the Soviet Union in the 1950s
18
Issue-based studies
  • Issue is a matter that reflects controversies.
    Such controversies may still linger on till now,
    or existed once but have become history now.
  • Such issues should stretch over a considerably
    long period of time. Students should not focus
    merely on an event that only last for, say, a few
    days, because it is at best an example of the
    issue, but not the issue itself.
  • Issues may be defined in a local, regional,
    and/or global scale they may be political,
    diplomatic, economic, social, etc.
  • The analysis should come with an appropriate
    conclusion.

19
Issue-based studies
  • Assessment Focuses
  • Presenting significant relevant facts on the
    issue and its origins and development.
  • Identifying contrasting views and assessing their
    relative validity.
  • Making logical judgments about the controversies.

20
Max. Mark to be awarded Issue-based studies
17-20 Make logical judgments based on different aspects of the issue, with an analysis of how such aspects have led to controversies.
13-16 Make conscious attempts to make logical judgments based on different aspects of the issue, with an analysis of how such aspects have led to controversies, probably marred by lopsidedness.
9-12 Attempts to argue, and the arguments and evidences are primarily one-sided or Attempts to present a two-sided or multi-perspective picture, marred by underdeveloped viewpoints/discussion.
5-8 Attempts to argue, but the arguments and evidences are one-sided.
1-4 Presents a chronological account of facts unable to highlight any controversy
21
Governor Chris Patten?????
  • Industrial development in China and the Soviet
    Union in the 1950s

What Chris Patten had done in Hong Kong might be
controversial, but Governor Chris Patten as a
title does not imply any controversy
Suggestion Is it fair that Chris Patten be named
a criminal of all time?
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