English Language Secondary 3 Territory-wide System Assessments 2007 English Language Secondary 3

Assessment for Learning Territory-wide System Assessment Provides the Government and schools with valuable data for the improvement of learning & teaching as well as provision of support services Student Assessment Provides teachers with resources and data to improve student progress towards learning objectives

Percentage of Students Achieving English Language Basic Competency Yr Level 2004 2005 2006 2007 P.3 75.9% 78.8% 79.4% 79.5% P.6 -- 70.5% 71.3% S.3 68.6% 69.2%

Relationship to the English Curriculum English Language Education: Key Learning Area Curriculum Guide Primary 1 – Secondary 3, CDC, 2002 CDC Syllabuses for Secondary Schools, English Language, Secondary 1 – 5, 1999 Second Version of Basic Competency (BC) at the end of KS3, Secondary 3, 2003

To develop an ever-improving capability to use English Basic Competency (BC) Basic Competency descriptors - Curriculum Development Institute (CDI) Three Interrelated Strands Interpersonal Strand (IS) to establish and maintain relationships to exchange ideas and information to get things done Knowledge Strand (KS) to provide or find out, interpret and use information to explore, express and apply ideas to solve problems Experience Strand (ES) to respond and give expression to real and imaginative experience To develop an ever-improving capability to use English

Design and Development : Territory-wide System Assessment Moderation Group Tertiary staff members CDI staff members Serving teachers (including NET teachers) Examination and Assessments staff members Territory-wide System Assessment (TSA) Ensure coverage across different contexts, text & item types Endorse items Administer research test Analyze research test results Redesign inapplicable items Administer the Territory-wide System Assessment

S.3 Students (BC) Strengths Students could … Reading Listening Writing locate and extract specific information from more than one text recognize key words in a sentence combine listening and reading skills to complete simple tasks (filling in forms, charts) extract specific information write letters, narratives and descriptive passages use familiar vocabulary and simple language patterns develop paragraphs with supporting details

S.3 Students (BC) Difficulties Reading Listening Writing understanding unfamiliar expressions inferring simple information with reference skills understanding meaning from contextual clues (but, next, also, etc…) identifying main ideas from supporting details using varied language patterns with grammar and spelling mistakes that affect meaning paragraphing

S.3 Best Performances (BC) Students could … Reading Listening Writing infer ideas from longer texts predict future developments distinguish fact from opinion deduce the meaning of unfamiliar words and expressions identify pairs of rhymes in poems interpret and evaluate information –inference identify details to support the main idea integrate/combine listening and reading skills to complete simple tasks express ideas effectively and clearly (relevant content) develop paragraphs with supporting details use a good range of vocabulary and language patterns

S. 3 (BC) Speaking Strengths Students could … Individual Presentations speak clearly and audibly (some errors in pronunciation) express ideas relevant to the topic when prompted (written or oral) and provide some elaboration express ideas coherently and provide supporting details display an awareness of their audience (eye contact with oral assessors)

Individual Presentations and Group Interaction S3 (BC) Speaking Difficulties Individual Presentations and Group Interaction extending ideas further - giving short, simple responses to questions expressing ideas - lacking sufficient vocabulary – using awkward wording that makes understanding unclear expressing ideas - limited/disjointed

School Report

School Report – Paper: Skill or Dimension

Item Analysis – (Sorted by Sub-papers) (specific info) (contextual clues) (theme)

Item Analysis – Sorted by Sub paper 題號 選項 得分/等級 學校百分率 全港百分率 Item no. Option Score School % Territory wide % P2 Q04 A 0.0% 8.8% B 37.5% 16.4% C 25.0% 28.2% D* 45.7% U# 0.9% 題號 選項 得分/等級 學校百分率 全港百分率 Item no. Option Score School % Territory wide % P2 Q02 A* 25.0% 62.9% B 12.5% 16.0% C 50.0% 13.6% D 6.3% U# 0.0% 1.2% 題號 選項 得分/等級 學校百分率 全港百分率 Item no. Option Score School % Territory wide % P2 Q08 A 25.0% 21.7% B* 45.0% C 37.5% 16.5% D 12.5% 16.0% U# 0.0% 0.8%

Item Analysis – (Sorted by Sub-papers) (main idea) (inference/contextual clues)

Item Analysis – (Sorted by Sub-papers) ‘A Busy Day’ 題號 選項 得分/等級 學校百分率 全港百分率 Item no. Option Score School % Territory wide % P1 Q01 A* 62.5% 85.7% B 12.5% 6.4% C 25.0% 4.6% D 0.0% 2.4% U# 0.9% 題號 選項 得分/等級 學校百分率 全港百分率 Item no. Option Score School % Territory wide % P1 Q03 A 37.5% 26.6% B* 25.0% 43.8% C 17.9% D 12.5% 10.6% U# 0.0% 1.1%

Devised after Pretests

Report 2007 - Interpreting Data Writing (9EW2)

Report 2007 - Interpreting Data Sub-paper 9EW2 Writing

Report 2007 - Interpreting Data Writing (9EW3)

Report 2007 - Interpreting Data Sub-paper 9EW3 Writing

Item Analysis – (Sorted by Basic Competency) Listening task 9EL2, Part 1 A conversation between Mrs. Chan, her daughter, Judy and son, Peter. Judy wanted a credit card and was afraid to ask her mother for one. So she asks Peter to help convince their mother to let her have a credit card. (contextual clues/inference) (details supporting main idea) (intonation)

understand the meaning of simple texts on familiar and less familiar Item Analysis – (Sorted by Basic Competency) Skill Basic Subpaper Item no. Option Score School % Territory wide Competency percentage Listening L5-L-2-S3BC 9EL2 P1 Q04 A* 41.7% 68.7% Using an increasing range of strategies to understand the meaning of simple texts on familiar and less familiar topics which are delivered clearly and in generally familiar accents (IS, KS, ES) B 20.8% 10.0% C 29.2% 13.3% D 8.3% 6.7% U# 0.0% 1.3%

understand the meaning of simple texts on familiar and less familiar Item Analysis – (Sorted by Basic Competency) Skill Basic Subpaper Item no. Option Score School % Territory wide Competency percentage Listening L5-L-2-S3BC 9EL2 P1 Q09 A* 29.2% 55.6% Using an increasing range of strategies to understand the meaning of simple texts on familiar and less familiar topics which are delivered clearly and in generally familiar accents (IS, KS, ES) B 37.5% 24.9% C 20.8% 8.1% D 12.5% 9.9% U# 0.0% 1.4%

Item Analysis – (Sorted by Basic Competency) literary / imaginative Skill Basic Subpaper Item no. Option Score School % Territory wide Competency percentage Listening L5-L-1-S3BC 9EL2 P1 Q10 A 12.5% 5.8% Understanding the use of a range of language features in simple literary / imaginative spoken texts (ES) B 20.8% 8.5% C 33.3% 5.6% D* 78.6% U# 0.0% 1.4%

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