Biology & C ombined Science (Biology) Report on Assessment Ben Tsui Manager (Biology), HKEAA 13 & 24 November 2014
Overview of Exam Statistics Paper Biology CS(Bio) Mean : 21 out of 35 Mean : 12 out of 24 1A (MC) (i.e. 58%) (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 ‐ 1: Q.1,4,7 1B ‐ 2: Q.3,4,8,10 1B ‐ 2: Q.2,3,5 1B ‐ 3: Q.5,7,11 1B ‐ 3: Q.6,8 2A: Human Physiology 2B: Applied Ecology ‐‐‐ 2C: Microorganisms & Humans 2D: Biotechnology
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 50.9 54 47.6 mean
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 >60% 40%-60% <40% % mark Q.1 Q.3,5,7,8,9 Q.2,4,6,10,11 Question no. CS Biology % mark >60% 40% ‐ 60% <40% - Question no. Q.6,7 Q.1,2,3,4,5,8
Mean marks for Paper 2 • 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
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
Overlapping learning outcomes and Questions with common skills objectives in both written exam and SBA, are included in Paper 1 so that which includes some common skills and its’ validity as reference for abilities: (extracted from level descriptors) SBA moderation is increased, 1. Knowledge and understanding of as supported by the high concepts high correlation shown. 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 SBA
Questions with skills that are common to SBA (Paper 1A) Next 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) Next 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) 46% (Bio); 39% (CS Bio) correlation of data 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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Correlation of SBA and Bio Paper 1 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
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 recited textbook materials on the relevant topics without adaptation. • Candidates’ performance in questions related to scientific investigation 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 biological knowledge.
Recommendations: Training in experimental design and analytic skills for data interpretation 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 these essential 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 in paragraph 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 Simple treatment of variable, simple design, simple comparison and experiments analysis , limited discussion, straightforward conclusion Quantitative May required complicated treatment of variables, data analysis experiments includes identification of trends and patterns, discussion involves ‘describe & explain’ of data and ‘validity & reliability’ of data, conclusion may be more complex Worksheets with Simple, discreet and straightforward, Qs may help students focus on Q&A only 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)
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