biology & ombined science (biology) - hkeaa · paper biology cs(bio) 1a (mc) mean : 21 out of...
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Report on Assessment Ben Tsui
Manager (Biology), HKEAA
13 & 24 November 2014
Biology & Combined Science (Biology)
Overview of Exam Statistics Paper Biology CS(Bio)
1A (MC) Mean : 21 out of 35 (i.e. 58%)
Mean : 12 out of 24 (i.e. 50%)
1 (Mixed) ~42% ~34%
2 ~41% N.A.
SBA ~70% ~69%
Subject ~48% ~41%
Candidature 17648 2969
Marking Panels Biology CS(Bio)
1B‐1: Q.1,2,6,9
1B‐2: Q.3,4,8,10 1B‐3: Q.5,7,11
1B‐1: Q.1,4,7
1B‐2: Q.2,3,5 1B‐3: Q.6,8
2A: Human Physiology
2B: Applied Ecology
2C: Microorganisms & Humans 2D: Biotechnology
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Grading Expert Panel (Examiners, 5 ~ 6 persons)determine level boundaries/cut scores by making reference to • Level descriptors • Group Ability Indicator (GAI) • Viewing candidate samples
CS(Bio) graded by common items and viewing candidate samples Endorsement by Senior Management/Exam Board
Results Biology Level 5** 5*+ 5+ 4+ 3+ 2+ 1+
Percentage 1.7% 6.7% 16.8% 43.2% 69.2% 88.6% 96.6%
Combined Science (Biology) Level 5** 5*+ 5+ 4+ 3+ 2+ 1+
Percentage 0.7% 2.8% 6.7% 22.3% 52.8% 80.2% 94.3%
Number of candidates at top levels (Bio) Level 2012 2013 2014
DSE 5** 275 (1.6%) 287 (1.6%) 300 (1.7%) DSE 5* 1049 (6.1%) 1182 (6.8%) 1183 (6.7%) DSE 5 2682 (15.6%) 2992 (16.7%) 2965 (16.8%)
Candidature 17191 17913 17648 Subject mean 50.9 54 47.6
Difficulties of MC items Biology
% of cand. correct >70% 50%-70% <50% No. of Q 10 15 11
CS Biology
% of cand. correct >70% 50%‐70% <50%
No. of Q 6 9 9
Difficulties of conventional questions Biology
%mark >60% 40%-60% <40% Question no. Q.1 Q.3,5,7,8,9 Q.2,4,6,10,11
CS Biology
%mark >60% 40%‐60% <40%
Question no. - Q.6,7 Q.1,2,3,4,5,8
• Mark equating was applied to the 4 questions in Paper 2
• After equating:
Elective Popularity Mean % mark Human Physiology 93% 42.4 Applied Ecology 65% 39.9 Microorganisms & Humans 11% 31.3 Biotechnology 31% 46.4
Mean marks for Paper 2
Performance – Bio Vs CS Bio Common items Performance
Bio vs CS (Bio) Bio CS Bio
2 1 > 15%
3(a)&(c) 2 > 5%
4 3 > 7%
6(a)&(c) 4 > 9%
10(a) 5 > 3%
7 6 > 5%
9 7 > 6%
11 8 > 9%
Use of Paper 1 as anchor for SBA moderation • Subject committee appreciated and agreed the trend of inclusion questions related to SBA in Paper 1 – Increase students’ and teachers’ awareness of SBA in the learning and teaching of Biology
Questions with common skills are included in Paper 1 so that its’ validity as reference for SBA moderation is increased, as supported by the high high correlation shown.
SBA
Overlapping learning outcomes and objectives in both written exam and SBA, which includes some common skills and abilities: (extracted from level descriptors) 1. Knowledge and understanding of
concepts 2. Apply concepts to various situations 3. Demonstrate thinking, problem‐solving
and analytical skills in various situations Written Exam 4. Communicate ideas in a succinct, logical
and coherent manner 5. Ability to design and conduction scientific
investigations, evaluate procedures, draw conclusion
Questions with skills that are common to SBA (Paper 1A) Qs Skills assessed % Correct
Q.3 Steps for using microscope* 59% (Bio); 50% (CS Bio)
Q.6 Measurement of dependent variable (P rate)* 70% (Bio)
Q.8 Control setup* 47% (Bio)
Q.9 Interpretation of graph (enzyme) 70% (Bio); 67% (CS Bio)
Q.17 Observation of specimen; Use of key 80% (Bio); 75% (CS Bio)
Q.21 Experimental design (transpiration rate)* 65% (Bio); 57% (CS Bio)
Q.27 Interpretation of graph (breathing) 62% (Bio); 60% (CS Bio)
Q.28 Interpretation of graph (menstrual cycle) 53% (Bio); 49% (CS Bio)
Q.31 Interpretation of graph (predator and prey) 51% (Bio); 41% (CS Bio)
Q.36 Experimental design (auxins)* 77% (Bio); 71% (CS Bio)
* Questions with contexts directly related to scientific investigation / SBA
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Questions with skills that are common to SBA (Paper 1B)
Qs Skills assessed Mean % score
2(a) Observation of photomicrograph (trachea) 42% (Bio); 26% (CS Bio)
3(a) Draw conclusion 51% (Bio); 42% (CS Bio)
4 (a) Drawing*; (b) Observation of photomicrograph (stem) (b) 28% (Bio); 20% (CS Bio)
5(b) Interpretation of graph (succession) 33% (Bio)
6(a) Interpretation of graph (number of genes & gene expression) 25% (Bio); 14% (CS Bio)
6(c) Experimental design (enzyme)* 26% (Bio); 18% (CS Bio)
7(b) Results interpretation (membrane permeability)* 38% (Bio); 32% (CS Bio)
9 Interpretation of data: (a) & (b) identify trends & patterns) ; (c) correlation of data
46% (Bio); 39% (CS Bio)
10(a) Interpretation of graph (photoreceptors) 19% (Bio); 15% (CS Bio)
11 Organise & present relevant information in a coherent manner 29% (Bio); 19% (CS Bio)
* Questions with contexts directly related to scientific investigation / SBA Red colour indicated questions with mean mark below the paper mean
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Exam Year Paper 1 Paper 2
2012 0.64 0.60
2013 0.73 0.64
2014 0.72 0.68
• Since 2013, questions with skills that were common to SBA were incorporated in the Paper 1
• High correlations between Paper 1 and SBA were demonstrated since then
Correlation of SBA and Bio Paper 1
General comments: • Candidates did well in straightforward questions that required recall
of biological knowledge. • When there were daily life scenarios that required an understanding
of the situation and application of knowledge, they simply recitedtextbook materials on the relevant topics without adaptation.
• Candidates’ performance in questions related to scientificinvestigation was unsatisfactory. – They were weak at identifying the cell types shown in a
photomicrograph and failed to reproduce a proportional drawing that resembled the specimen.
– It is worth noting that many candidates simply repeated the data given and failed to point out the trends or patterns. Hence, they failed to relate or explain the trends or patterns with the relevant biologicalknowledge.
Recommendations: Training in experimental design and analytic skills for datainterpretation and deduction should be strengthened. • by exposing candidates to a wider range of experiments,
including both qualitative and quantitative ones, either as an SBA activity or a learning and teaching one.
• emphasis should be put on the use of a control experiment,how to compare data and identify trends, and on the language used in comparison, making deductions and reporting
It is only through constructed learning activities that theseessential skills can be imparted.
Make good use of SBA • Provide a wide variety of practical experiences to students (drawing, use of microscope, field study,qualitative experiment, quantitative experiment) • Progressive – From simple tasks (grab basic skills) to more complicated tasks (train students on higher order thinking skills; provide challenge to more able students) – From worksheets (straightforward, discreet) to full reports (select & organise knowledge; present ideas inparagraph form in a coherent manner)
Do your SBA tasks help students learning those common skills?
Task / Format Practical related skills / common skills
Biological drawings Use of microscope, observation and drawing skills
Qualitative experiments
Simple treatment of variable, simple design, simple comparison and analysis , limited discussion, straightforward conclusion
Quantitative experiments
May required complicated treatment of variables, data analysis includes identification of trends and patterns, discussion involves ‘describe & explain’ of data and ‘validity & reliability’ of data, conclusion may be more complex
Worksheets with Q&A only
Simple, discreet and straightforward, Qs may help students focus on the area of discussion but also limited the responses given by the students
Full reports Selection and application of relevant knowledge and concepts, guiding questions may lead students to think, less restrictions to the responses given by the students, organisation and presentation of ideas in a coherent manner
Important dates for public exam Event Date
Markers Recruitment 20 Nov – 11 Dec, 2014 (tentative)
Exam Day 22 April, 2015
Markers’ Meeting 30 April, 2015 (tentative)
OSM Training 1 May, 2015 (tentative)
Marking Period 1‐28 May, 2015
Release of results 15 July, 2015 (tentative)
Remarking ~ 21‐31 July (tentative)