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 'Task' and 'Process'

The assessment for IES adopts a stage-wise approach. At each stage, schools are required to submit to the HKEAA two IES scores for each student, namely 'Task' and 'Process'. The weightings of the 'Task' and 'Process' scores are equal.

The assessment of IES is scheduled into three stages, namely the project proposal stage, the data collection stage, and the product completion stage. The assessment framework and the weightings of the three stages are as follows:

Stage	Assessment Items (Task & Process)	Total Weighting
I	Project Proposal Process (including Independent Thinking, Communication, Effort)	25%
II	Data Collection Process (including Independent Thinking, Communication, Effort)	25%
III	Product Process (including Independent Thinking, Communication, Effort)	50%

Note:

The weightings for 'Task' and 'Process' at each stage shall be half of the total weighting at that stage.

To encourage systematic investigation, it is suggested that IES be divided into three stages. At each stage, students will be assessed on 'Task' and 'Process' . 

The 'Task'

Stage I

'Task' includes the selection of a study area / theme, collection of background information, confirmation of the question for enquiry and design of work plan and schedule.

'Task' includes the collection and organization of data/ information.

'Task' includes the analysis of data / information, evaluation of different view points, presentation of results and amendments according to feedback, writing up of study report, and adoption of suitable ways to show the results of the study.

Students' performance will be evaluated throughout the process of IES and marks will be given at the three stages. Students may use different formats or modes to present their findings. Whichever mode of presentation is used, the final product should be supplemented with records of the learning process and students reflections on it.

At each stage, half of the weighting of students' performance is on the 'Process', which includes student's independent thinking, communication and effort. In 'Process', teachers are free to devise their IES activities so that students are exposed to a variety of experiences covering different aspects within the Areas of Study. When designing an activity, teachers should bear in mind the workload of students and avoid asking students to do a lot of work outside class time. The principles in setting assessment activities are that the activities should be able to

• Guide the students to synthesize their views and suggestions from concepts and knowledge of the three Areas of Study of LS and apply them critically and creatively to their issues of enquiry from multiple perspectives, as stated in the aims and objectives of the Liberal Studies Curriculum and Assessment Guide (Secondary 4-6);
• Achieve a balanced integration between relevant concepts, knowledge and the skills expected of the task;
• Strengthen students’ ability in understanding the module(s) taught;
• Differentiate the students with reference to the ability to be assessed.

Teachers can design their activities to suit the interests and maturity level of their students.

It must be emphasized that IES activities should not be regarded as a series of mini examinations. This explains why private candidates are excluded from the IES, as they are not under the supervision of teachers, and hence the intended way of assessment is not applicable.