1 Territory-wide System Assessment 2005 Primary 3 & 6 English Language.

Slides:



Advertisements
Similar presentations
1 Territory-wide System Assessment 2006 Primary 3 & 6 English Language.
Advertisements

How can we help children become confident readers?
What are the aims? Increase parental understanding of reading at Reception level Support children’s progress Learn various techniques to aid development.
Form 3 Half-yearly Oral Examination Time: 10/12-12/12 during English lessons Format: TSA Individual presentation (mind map) 4 minutes preparation, 2 minutes.
Reading Rules! Ashford Oaks Primary School Donna Frith.
3 levels: Foundation, Standard, Advanced Language B Spanish Criteria.
Primary 6 English Language General Observations of Student Performances.
Understanding Progress in English A Guide for Parents.
Learning about the CELDT
TSA Writing Skills (Primary 3)
Do you suffer from judgement creep? A group moderation session will soon put you right!
Territory-wide System Assessment 2011 Secondary 3 English Language Oral Examiners’ Training Workshop Secondary 3 English Language Oral Examiners’ Training.
Hong Kong Examinations & Assessment Authority Education Assessment Services Division Secondary 3 English Language Assistant Examiners’ Training Workshop.
Hong Kong Examinations & Assessment Authority Education Assessment Services Division Territory-wide System Assessment 2009 Secondary 3 English Language.
How to support your child’s speaking and listening skills
TSA Item Analysis (Primary 3). Listening 1.Multiple Choice (I) Choose the best answer by blackening the circle after you hear the beep sound. Listening.
Making Use of Assessment Data for English Language Curriculum Planning February 2006.
National Curriculum Key Stage 2
I r r c u l c u u m 4 2 o 1 Presentation Title: Introduction Curriculum 2014.
Assessing Reading Meeting Year 5 Expectations
Territory-wide System Assessment 2005 Primary 6 English Language.
Communication Strategies GoalClassroom Techniques and strategies Ability to Initiate and Maintain Eye contact Model the behavior you want to see by getting.
“Reading in English Classrooms – Teachers’ Dialogues” Group 5 “Integrating BC skills into daily teaching and learning”
Direction of curriculum development and use of TSA results to inform the learning and teaching of English Language February 2005.
WELCOME Presentation slides can be downloaded from:
School-based Curriculum Development (Primary) Section Journey on Learning in Action Changing Practice, Changing Minds 8th March, 2008 School-based Curriculum.
English Language Secondary 3. Assessment for Learning Student Assessment Provides teachers with resources and data to improve student progress towards.
Preparation for English TSA --Speaking --Listening, Reading & Writing.
Item52321 Content Full realization of the task. All content points included Good realization of the task. There is adherence to the task with one missing.
Territory-wide System Assessment 2005 Primary 3 English Language.
1 Teacher support for a P6 student in the pre-writing stage Brainstorm and suggest useful words/phrases Style: register and tone With teacher support,
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA 1.
Trialling Experience Sharing Background: - Text Type: 1 group discussion & 5 individual presentations - The 1 st Trial was carried out in late May The.
CELDT Learning about the CELDT Created by Mike Hammar.
How Can You Help Your Child at Home ? Please encourage your child to:- Read as many books as possible and discuss the contents of the book Use correct.
Phonics and Reading for Parents. To teach children how to read and write, all schools use phonics. Phonics started in nursery, where children learn fundamental.
Year 1 Reading Workshop. End of Year Expectations Word ReadingComprehension As above and: Letters and Sounds Phases 4 to 5.  Respond speedily with the.
Communication and Language
January  Through exposure children construct concepts about literacy. They need repeated opportunities to:  See spoken words in written form in.
Grade 2: Comprehension and Collaboration SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers.
Help your child do well in Reading In the Early Years at Greenfield Primary School 10 th February 2015.
Good afternoon and welcome to the Treasure House reading information session.  Please take a handout and take a seat.  Miss Drumm  26 th February 2016.
Mearns Primary Reading Guidance for Parents. Reading aloud to your child Research has shown that reading aloud to children of all ages helps them to develop.
ST. HILDA’S PRIMARY SCHOOL MEET THE PARENTS’ SESSION.
Year R Stay and Play Talk. Why?  Communication is the number one skill. Without it, children will struggle to make friends, learn and enjoy life.
W ELCOME ! Phonics and Guided Reading Workshop UKS2 Katesgrove Primary School.
EXAMINERS’ COMMENTS RAPHAEL’S LONG TURN GRAMMAR Accurate use of simple grammatical structures and also of some complex sentences: ‘they could also be preparing.
Bathwick St. Mary Primary School AIMS To inform you about the Maths and reading in Reception To tell you about Maths and reading learning and progression.
Lowetta Chan [PSS/ITE] Using the Depository of Curriculum- based Learning and Teaching Resources for Designing Speaking Tasks.
Key Stage 2 Portfolio. Llafaredd / Oracy Darllen / Reading Ysgrifennu / Writing Welsh Second Language.
Key Objectives: Year 1 Reading. How can parents support learning? Reading Read with your child every night. Ask questions to extend their understanding.
Early Readers 1 Targets: Listen to and join in with stories, rhymes and poems Suggest how a story might end Show an interest in the pictures in books Early.
Name: ………………………………………. School: ……………………………………....
Activities to Promote Speaking. Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety.
Everyday is a Story: Helping your child learn to listen and talk Maggie Kettler, Au.D. Pediatric Audiologist II Cincinnati Children’s Hospital.
CELDT PRACTICE Speaking Version A.
C Focus Education Assessing Reading: Meeting Year 1 Expectations Year 1 Expectations: Word Reading Match all 40+ graphemes to their phonemes (Phase.
Open House Curriculum Overview Mrs. Tucker’s Kindergarten Room 5.
Unit 10 Strong forms & weak forms. Strong forms & Weak forms Strong forms: stressed forms Strong forms: stressed forms Weak forms: unstressed forms (schwa.
for Paper 3 Listening & Integrated Skills
Key Stage 2: Foreign Languages
Greenhills Primary Literacy Workshop
Listening Speaking Reading Class Preparation Class Preparation Class Preparation Class Preparation Online Tools Online Tools Online Tools Online Tools.
English Language Secondary 3
SPEAKING ASSESSMENT Joko Nurkamto UNS Solo 11/8/2018.
SPEAKING ASSESSMENT Joko Nurkamto UNS Solo 12/3/2018.
National Curriculum Requirements of Language at Key Stage 2 only
Languages – key stage 2 Subject content Key stage 2: Foreign language
CBC An overview.
“I Can” Learning Targets
Presentation transcript:

1 Territory-wide System Assessment 2005 Primary 3 & 6 English Language

2 % of Students Achieving English BC in 2004 and 2005 Year TSA 2004TSA 2005 P P

3 Territory-wide System Assessment 2005 Primary 3 English Language

4 P.3 Student Performances in TSA 2005 Listening – Strengths Key words (e.g. a table, a money box) ★ ★ Main ideas (e.g. in riddles – toys, utensils in the kitchen, festivals, vehicles) Intonation (e.g. feeling happy and sad) ★ ★ Sounds (e.g. distinguishing ‘3D’ from ‘3A’, ‘3B’ & ‘3C’; stressed from unstressed sounds ‘30’ and ‘13’)

5 P.3 Student Performances in TSA 2005 Listening – Weaknesses Key words (e.g. distinguishing ‘Dora’ from ‘Dorothy, ‘Doreen’ & ‘Doris’) Main ideas (e.g. ‘grapes’ in a riddle) ★ ★ Sounds (e.g. ‘day’ and ‘play’ in a poem) Connection between ideas (e.g. the use of connectives ‘first’ and ‘then’ for correct order) ★ ★ Inference skills (e.g. inferring‘Mandy is clever.’ from‘Excellent! You’re the winner of this game.’ ★ ) ★

6 P.3 Student Performances in TSA 2005 Reading – Strengths Key words (e.g. hamburgers, sunny weather) Main ideas (e.g. identifying the main idea – ‘Little Duck was happy’ in ‘Thanks. These sandwiches taste good.’ ) Book concept (e.g. telling the number of stories in the book) ★ ★ Unfamiliar words (e.g. ‘hurray’ and ‘yummy’ ) Inference skills (e.g. able to tell the boy was ‘pleased’ from his smiling face ) ★ ★

7 P.3 Student Performances in TSA 2005 Reading – Weaknesses Key words (e.g. ‘weekend’, ‘sale’) Main ideas (e.g. the reason for an activity ★ ) ★ Unfamiliar words (e.g. ‘smashed’ from contextual clues) ★ ★ Inference skills (e.g. unable to infer what they thought about a character in the story) Pronoun references (e.g. ‘it’, ‘him’, ‘that’) ★ ★ Connection between ideas (e.g. ‘and’, ‘or’ )

8 P.3 Student Performances in TSA 2005 Writing – Strengths able to understand the task requirements (e.g. signs, letter, & story) ★ ★ able to write a short story based on a series of given pictures (e.g. a story about Piggy and the Apple Tree) ★ ★ able to provide the correct recipient and sender in writing a letter and an ★ ★

9 P.3 Student Performances in TSA 2005 Writing – Weaknesses only gave brief answers to guiding questions without supporting details (e.g. a letter) ★ ★ many grammatical and spelling mistakes (e.g. ‘Don’t step on the glass.’ instead of ‘Don’t step on the grass.’ )

10 P.3 Student Performances in TSA 2005 Speaking – Strengths able to give appropriate spontaneous responses to simple daily situations able to read texts aloud quite clearly able to provide brief answers to questions about their personal experiences (e.g. seasons, fast food shop, library & activities on Sundays) able to respond to questions on topics related to their daily life in the pictures

11 P.3 Student Performances in TSA 2005 Speaking – Weaknesses showed some hesitations when encountering unfamiliar words could only give short and brief answers to questions raised by oral assessors without elaboration lacked the necessary vocabulary to express themselves adequately

12 Comparison of Student Performances P.3 Listening TSA 2004TSA 2005 able to identify key words about numbers and letters able to distinguish a wide range of mid- vowels (e.g. pot) and some initial consonants (e.g. Molly) able to identify key words about objects (e.g a table, a money box) able to identify some initial consonants (e.g. Lung, Tung, Fung, Hung) only able students could identify rhyming words (e.g. ‘day’ and ‘play’)

13 Comparison of Student Performances P.3 Listening TSA 2004TSA 2005 able to identify the intonation about happy feelings (e.g. ‘Hurray’) only able students could distinguish stressed and unstressed sounds (e.g. ‘70’ and ‘17’) able to identify the variation in intonation about feelings (e.g. sad and happy feelings) more students were able to distinguish stressed and unstressed sounds (e.g. ‘30’ and ‘13’)

14 Comparison of Student Performances P.3 Reading TSA 2004TSA 2005 weak in book concept – writer and illustrator – contents page few students were able to make inferences from reading texts great improvement in book concept more students were able to make inferences from pictorial cues (e.g. able to tell the boy was ‘pleased’ from his smiling face)

15 Comparison of Student Performances P.3 Reading TSA 2004TSA 2005 only able students with good reading ability were able to interpret pronoun references (e.g. ‘she’ & ‘you’) only able students could interpret reference words (e.g. ‘him’ & ‘that’) and identify the connection between ideas (e.g. ‘and’ & ‘or’)

16 Comparison of Student Performances P.3 Writing TSA 2004TSA 2005 unable to provide details to the topics unable to sequence ideas had difficulty in writing complete sentences and correct verb forms gave brief answers to guiding questions lacked the skills in organising their ideas had difficulty in writing complete sentences and correct verb forms

17 Comparison of Student Performances P.3 Writing TSA 2004TSA 2005 only able students showed creativity and imagination weak in story writing based on a picture given more students showed creativity and imagination did better in writing a story based on a series of given pictures

18 Comparison of Student Performances P.3 Speaking TSA 2004TSA 2005 responded quite well to formulaic expressions in everyday situations read the texts aloud quite clearly responded better to formulaic expressions in simple situations (e.g. How are you?) more students were able to read the text aloud quite clearly

19 Comparison of Student Performances P.3 Speaking TSA 2004TSA 2005 provided brief answers to questions about the pictures provided brief answers on a familiar topic in their conversations (e.g. school, beach & birthday party) unable to elaborate on their answers about the pictures gave only short and brief answers when talking about personal experiences (e.g. seasons, fast food shop, library & activities on Sundays)

20 Territory-wide System Assessment 2005 Primary 6 English Language

21 P.6 Student Performances in TSA 2005 Listening – Strengths Key words (e.g. scores ‘9:5’, day of a week ‘Sunday’, quantity of ingredients ‘1’ pack, ‘2’ cups) Sequence (e.g. procedure for baking a cake) ★ ★ Specific information (e.g. age group ‘all ages’, price ‘$13’ per packet, place ‘supermarkets’ to buy biscuits in an advertisement) Predicting development (e.g. why Lucy brought Miss Lam to her home – ‘to give back her cat’ in a story about Lucy and the cat)

22 P.6 Student Performances in TSA 2005 Listening – Weaknesses Rhyme (e.g.“Sit back and have a snack.”) Intonation (e.g. speaker’s worried tone – “Grandfather, look at this poor cat! Can I keep it?” said Lucy.) Inference skills (e.g in a riddle, “Drip drop, drip drop. Why won’t it stop?” being inferred as ‘the tap is on’ – the reason ‘I’ can’t sleep)

23 P.6 Student Performances in TSA 2005 Listening – Weaknesses Simile (e.g. ‘His short, stiff hair is like a brush’ & ‘Her fur is as white as snow’ in a poem about Auntie Mary’s pets) Key words (e.g. ingredients of a recipe: ‘a quarter’ = ‘1/4’ cup of water & ‘half a dozen’ = ‘6’ eggs)

24 P.6 Student Performances in TSA 2005 Reading – Strengths Specific information (e.g. name, age, status and appearance of characters ★ ; sequencing the popularity of books from a chart ★ ) ★ Main ideas (e.g. why classmates read books ★ ) ★ Connection between ideas (e.g. able to understand the use of connectives ‘to’ & ‘and’ to get the total number of opening hours in a notice)

25 P.6 Student Performances in TSA 2005 Reading – Weaknesses Unfamiliar words (e.g. interpreting ‘flock’ by using contextual clues ‘thousands of tourists’ ★ ) ★ Inference skills (e.g. implicit ideas about what the writer wants to say and feels about HK in a poem ★ ) ★ Main ideas (e.g. the blurbs of two books about a treasure hunt and Dolphin Dolly ★ ) ★

26 P.6 Student Performances in TSA 2005 Reading – Weaknesses Rhyme (e.g. ‘hand’ and ‘dreamland’, ‘there’ and ‘everywhere’ in a poem ‘Hong Kong – Live it! Love it!’ ★ ) ★ Simile (e.g. ‘tourists’ like ‘birds’ in a poem ‘Hong Kong – Live it! Love it!’ ★ ) ★ Personification (e.g. ‘moon’,‘sun’ in riddles ★ ) ★

27 P.6 Student Performances in TSA 2005 Writing – Strengths able to understand the task requirements (e.g. library rules on a poster, a response to a play, a reply to a letter & Susan and the Robot Cat ★ ) ★ able to respond to simple texts with relevant content and expressions of ideas (e.g. a response to a play & a reply to a letter ★ ) ★ able to provide a correct letter format – sender and recipient – appropriate beginning and/or closing

28 P.6 Student Performances in TSA 2005 Writing – Weaknesses no elaboration with supporting details lack of coherence (e.g. no cohesive devices to link ideas) many grammatical and spelling mistakes substitution of words and ideas from the given letter (e.g. a reply to a letter)

29 P.6 Student Performances in TSA 2005 Speaking – Strengths able to read texts aloud quite clearly and audibly able to provide relevant answers in ‘Teacher-Student Interaction’ on familiar topics (shopping, jobs, food & drinks, festivals) able to deliver a speech with relevant ideas and appropriate eye contact in ‘Presentation’

30 P.6 Student Performances in TSA 2005 Speaking – Weaknesses weak in reading the text with appropriate pace, stress, rhythm and intonation unable to give elaboration to questions raised by oral assessors lack of ideas and organisation in doing the presentation a small range of vocabulary and sentence patterns in ‘T-S Interaction’ & ‘Presentation’

31 Comparison of Student Performances at P.3 & 6 in LISTENING in TSA 2005 P.3P.6 able to identify – key words about objects (e.g. a table, a money box) with given cues – main ideas in riddles by interpreting verbal and pictorial cues (e.g. toys, vehicles) able to identify – key words such as scores ‘9:5’, day of the week ‘Sunday’ and quantity ‘1, 2’ – specific information (e.g. age group ‘all ages’, price ‘$13’ and place ‘supermarkets’ to buy the biscuits in advertisement)

32 Comparison of Student Performances at P.3 & 6 in LISTENING in TSA 2005 P.3P.6 only able students could identify rhyming words (e.g. ‘day’ & ‘play’) with options given in spoken texts only able students could identify rhyming words (e.g. ‘back’ &‘snack’) with the question given in spoken texts

33 Comparison of Student Performances at P.3 & 6 in READING in TSA 2005 P.3P.6 able to identify main ideas and key words with pictorial cues unable to identify the connection between ideas (e.g. ‘and’ & ‘or’) able to locate specific information from charts, posters & notices ★ ★ able to understand the use of connectives ‘to’ & ‘and’ to link ideas in a notice

34 Comparison of Student Performances at P.3 & 6 in READING in TSA 2005 P.3P.6 only able students were able to interpret – inferences – rhymes – unfamiliar words only able students were able to interpret – inferences – rhymes – unfamiliar words & expressions – simile – personification

35 Comparison of Student Performances at P.3 & 6 in WRITING in TSA 2005 P.3P.6 understood the task requirements (signs, a letter, an & a story) did better in a story able to provide a correct letter format – sender and recipient understood the task requirements (library rules, a response to a play, a story & a reply to a letter) did better in a reply able to provide a correct letter format – sender and recipient – appropriate beginning and/or closing

36 Comparison of Student Performances at P.3 & 6 in WRITING in TSA 2005 P.3P.6 had difficulty in vocabulary, sentence structures, spelling, cohesive devices and verb forms only able students could provide more details in their writing clearly had difficulty in vocabulary, sentence structures, spelling, cohesive devices and verb forms only able students could provide many ideas clearly and coherently with elaboration

37 Comparison of Student Performances at P.3 & 6 in SPEAKING in TSA 2005 P.3P.6 able to read texts aloud clearly despite some hesitations when encountering vocabulary able to provide brief answers to topics related to personal experiences (seasons, fast food shop, library, activities on Sundays) able to read texts aloud quite clearly despite some mistakes in pronunciation able to provide brief answers to a given topic in Teacher-Student Interaction (shopping, jobs, food & drinks, festivals)

38 Comparison of Student Performances at P.3 & 6 in SPEAKING in TSA 2005 P.3P.6 capable of giving appropriate responses to the questions related to the pictures given only able students could provide further details to questions raised by oral assessors able to provide relevant ideas to the topic with appropriate eye contact in the ‘Presentation’ only able students could give elaboration when interacting with oral assessors or doing the presentation

39 Thank you!