Economics DBQ_edb.pdf - Preface The implementation of the Senior Secondary Economics Curriculum in 2009 aims to help students grasp the basic knowledge

Economics DBQ_edb.pdf - Preface The implementation of the...

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i PREFACE The implementation of the Senior Secondary Economics Curriculum in 2009 aims to help students grasp the basic knowledge and application of economics, and develop capabilities of economic analysis through understanding economic data presented in the form of text, statistics and diagrams, as well as to perform informed commentary and evaluation of relevant topics. (Curriculum Development Council and Hong Kong Examination Authority, 2007, P. 2-3) To realise the above curricular goals, besides making adjustments in day-to-day teaching, assessment design is also essential. The public examinations for Economics have conducted assessment through multiple-choice questions and long and short questions, with a focus on evaluating the understanding and application of economic concepts. To further tie in with the curriculum objectives, assessment of Economics needs to advance with the times, increasing its validity through adding more diversified methods of assessment and question types. Thus, incorporating data-response questions in public examinations of Economics will help assess student capabilities of higher-order thinking, commentary and judgement in a more comprehensive manner. To help teachers grasp the concept and methodology of designing data-response questions, HKETA has been commissioned by the Curriculum Development Institute to organise teacher professional development workshops in two series – “Effective assessment in Economics” and “Assessing students through data-response questions in Economics”. This resource pack is a summary of the key content of the workshops and concepts, methodology and practical tips of designing data-response questions through different examples. It is hoped that this pack will help promote professional exchange and discussion in Economics. Hong Kong Effective Teaching Association October 2015
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III CONTENT PREFACE Chapter 1: Foundation Concepts of Assessment 1 Chapter 2: Designing Data-response questions for Economics 6 Example 1: Fat Tax 13 Example 2: 759 Store 21 Example 3: McDonald’s Business Operations 28 Example 4: Flea Market for Creative Handicrafts 36 Example 5: The Employment Situation in Hong Kong 41 Example 6: Traffic Congestion in Hong Kong 49 Example 7: Education and Income Inequality 60 Example 8: Individual Visit Scheme and the Hong Kong Economy 68 Example 9: Population Ageing and Public Medical Expenditure 76 Example 10: Japan's Economic Revival Measures 84
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IV
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1 Chapter 1: Foundation Concepts of Assessment When designing data-response questions for Economics, certain foundation concepts in assessment literacy can help us understand the considerations in designing these questions, such that the data-response questions can address teaching needs and accurately reflect students’ learning, facilitate the suitable use of various tools of assessment.
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