Network Activity on Junior
Integrated Curriculum
On Formative Assessment
Siu Chi-kui
CCC Ming Kei College
Sharing of experiences of
CCC Ming Kei College
1.Administrative
arrangements
2.Mode of assessment
Administrative arrangements
S.1 and S.2 Integrated Humanities
S.3 Division of subjects – history
and geography
Assessment of S.1 and S.2
Integrated Humanities
• Continuous assessment through
various modes.
• No half-yearly examination, only
one final examination.
• Short tests and quizzes.
Aims of I.H.
1. Civic responsibility, social and national
awareness.
2. Well-informed and balanced individuals
3. Basic knowledge of Hong Kong and
China.
4. Generic skills for life-long learning.
Reasons for using
continuous assessment:
• Different aims need different assessment
mode.
• Some of the objectives cannot be assessed
by examination.
• Class-based needs.
• Assessment of skills instead of knowledge.
Modes of formative assessment
1.Portfolio
2.Project
3.Peer assessment
Portfolio
1.Classroom activities
2.Homework
3.Quizzes
1. Classroom activities
• Presentations
• Discussions
• Role play
2. Homework
• writings
• newspaper cutting
• family profile (family tree
and history)
• exercises (scales and
directions)
Activity:
What are you looking
for?
rubrics for the
formative assessment
Criteria
• content
• skills
• relevancy
• creativity
• using different perspectives
Project
1.Topic and subtopics
2.Questionnaires
3. Presentation
4.Written report
Peer Assessment
1.Within group
members
2.Other group
members
Impact on teachers
• Workload
• Teachers’ perception on
students’ learning
• Coordination
• Link with upper forms
Parents’ concern
1.Understanding of
the subject
2.fairness
3.what students
learnt
Students’ concern
1. What knowledge do they
learnt?
2. Is it useful for certificate
examination?
3. Is it fair to use continuous
assessment?
4. What will appear in the
examination?