HKDSE Geography
Question setting and marking
CHAN Ka-wai
September 2008
HKDSE
HKCEE
HKALE Geography compared
•Examination duration
•Type of questions
•Assessment criteria
•Learning and teaching strategy
Paper 1
HKCEE
HKALE
HKDSE
Paper 2
SBA
3 structured questions
50 M.C. questions
1.75 hour (65%)
1 hour (35%)
5 structured questions
4 essay questions
3 hour (50%)
3 hour (50%)
40 M.C. questions (20%)
2 structured questions
(30%)
1 essay question (10%)
1 structured question
(15%)
1 essay question (10%)
Field
work
2.5 hour (60%)
1 hour (25%)
15%
(from
2014)
ALE & HKDSE essay
questions – examples
1.
Although irrigation and drainage schemes help farmers overcome
constraints of water supply, they often bring negative ecological
impacts. Improving the sustainability of agriculture provides an
alternative means to solve the problem of world hunger.
Describe how irrigation and drainage schemes affect farm outputs.
Explain the negative impacts of such schemes on the ecological
environment. With reference to appropriate examples, discuss how far
sustainable farming methods provide an alternative to improve food
supply in the less developed world. (ALGeog 2 2007)
2.
Using a farming region you have studied, explain how physical
factors have influenced the agricultural characteristics of the
region. To what extent do you think technology is becoming
more important in affecting the agricultural activities in the region?
(HKDSE Geog sample 2008)
ALE essay questions
1.
Although irrigation and drainage schemes help farmers
overcome constraints of water supply, they often bring negative
ecological impacts. Improving the sustainability of agriculture
provides an alternative means to solve the problem of world
hunger.
Describe how irrigation and drainage schemes affect farm
outputs. Explain the negative impacts of such schemes on the
ecological environment. With reference to appropriate examples,
discuss how far sustainable farming methods provide an
alternative to improve food supply in the less developed world.
(ALGeog 2 2007)
3 learning levels – describe, explain, discuss & examples
Key knowledge & concepts:
Farming as (a) an ecological system (b) an economic system :
(i) physical, social and economic components, interactions, flows
(ii) effects on crops and/or livestock selection and production
HKDSE essay questions
2.
Using a farming region you have studied, explain how physical
factors have influenced the agricultural characteristics of the region.
To what extent do you think technology is becoming more important
in affecting the agricultural activities in the region?
(HKDSE Geog sample 2008)
Knowledge and Concepts
2 learning levels
•
explain
•
discuss
•
example
Directive terms
•Physical, economic, social and
political factors affecting
agriculture
•The growing importance of
human factors, especially
technology, in influencing
agriculture
•Sahel / Southern California
Question moderation
Using a farming region you have studied, explain
how physical factors have influenced the
agricultural characteristics of the region. To
what extent do you think technology is
becoming more important in affecting the
agricultural activities in the region?
Biotechnology / irrigation
Climatic / rainfall
technology / information
conditions / global
technology
warming
Issues: food crisis, biofuels, GM
Sahel / S. California food, organic farming, food safety
Setting essay-type questions
•Closely follow curriculum content and
assessment objectives
•Key geographical skills or concepts examined
vs LS approach
•Two levels of learning – description,
explanation / application, discussion, evaluation
/ assessment, & examples
•Approximately equal marks allocated to
different parts of question
Setting essay-type questions
•Rote-learning not encouraged but some marks to
be awarded for basic understanding of key
concepts or knowledge
•Part of questions to include test for higher level
problem-solving or analytical skills to stream the
minority of high achievers
Setting essay-type questions
•Avoid asking for ambiguous and repetitive
answers
•Avoid penalizing the general candidate by
difficult terminology or overly specific issues or
concepts
•Linkage between different parts of question
•Uniform level of difficulty between questions
Marking essay-type questions
•No marks for irrelevant answers
•Bonus (unexpected qualities, clear and logical
presentation) vs penalties (poor referencing,
stereo-type answers)
•Looking for geographical knowledge / values
•Use of concept map in setting question and
marking
Use of concept map in
question setting and marking
Sample script 1
Sample script 1
Total marks = 3 + 0 + 0 = 3
Level = ‘2’
Sample script 2
Sample script 2
Total marks = 6 +3 + 1 = 10
Level = ‘5*’
displays comprehensive understanding of their geographical studies
by being able to evaluate the potential and limitations of geographical
concepts and principles and their relevance to particular contexts.
Sample script 3
Sample script 3
Sample script 3
Total marks = 2 + 2 + 1 = 5
Level = ‘3’
displays general understanding of their geographical
studies by being able to apply their knowledge to
different geographical contexts; AND evaluate the
geographical concepts and principles.
Common weaknesses and
Recommendations
Poor knowledge of geographical
and general vocabulary
Inadequate knowledge on core
geographical concepts and theories
 Spell and define key
geographical terminology
 Learn concepts and theories
well before going into generalized
situations
Common weaknesses and
Recommendations
Overlooking or misinterpreting
key / directive terms
Reciting of materials irrelevant
to the question
Study question carefully and
mark all key and directive
terms
 Refer to question from time to
time during answering

Common weaknesses and
Recommendations
Unclear spatial and temporal
concepts (e.g. city – country,
urban – rural, global – regional,
arid – semiarid, current – recent
decades)
Learn and compare geography
concepts at situations of
different
spatial and temporal
scales

Common weaknesses and
Recommendations
Learning themes and issues at a
discrete manner
Vague mentioning of place names
rather than providing descriptions of
examples
Too restricted to Hong Kong / China
experience and stereotyped or
outdated textbook case studies
Common weaknesses and
Recommendations
Develop understanding of relationship
between different concepts and
application to issues
Need to learn from various forms of
media to update geographical knowledge
and awareness of current issues
Fieldworks, classroom discussions and
project work to enhance thinking skills
and empower first-hand knowledge
Common weaknesses and
Recommendations
Poor time management, incomplete
or imbalanced answer
Not treating question as a whole –
piecemeal, repetitive, contradictory
and evasive answers
Lack of logical sequencing and
integration of ideas

Learn and practice the skills and
steps
in essay-writing

Plan the draft of answer and line of
reasoning in explanation / discussion
Common weaknesses and
Recommendations
Reproducing textbook-type
answers in explanation, linear
reasoning
Weak at discussion, lacking
evaluation or assessment skills

More training in thinking and
reasoning skills
Training students to write good
essays






Read into each question thoroughly
Look for key words / directive terms
Avoid answering any question that they
have doubts on
Make a draft of the answer in outline /
diagram form
Divide answer clearly in sections or
paragraphs according to topics asked
Do not waste time in writing beautiful
Training students to write good
essays





Spell geographical terms or places
correctly
No need to worry about perfect
grammar and sentence structure
Write neatly and logically
Highlight main idea clearly at the
beginning of each paragraph
State their viewpoints explicitly before
elaborating on their supporting reasons
Training students to write good
essays


Relevant examples and labelled
diagrams often win credit points
Outline the key points / reasons
You comments & opinions
are welcome
kawaichan@edb.gov.hk