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

2. 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

3. Percentage of Students Achieving English Language Basic CompetencyYr
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%

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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)

11. 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

12. School Report

13. School Report – Paper: Skill or Dimension

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

15. 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%

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

17. 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%

18. Devised after Pretests

19. Report 2007 - Interpreting Data
Writing (9EW2)

20. Report 2007 - Interpreting Data
Sub-paper 9EW2 Writing

21. Report 2007 - Interpreting Data
Writing (9EW3)

22. Report 2007 - Interpreting Data
Sub-paper 9EW3 Writing

23. 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)

24. 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%

25. 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%

26. 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%

27. Thank You www.systemassessment.edu.hk
Hong Kong Examinations and Assessment Authority
Education Assessment Services Division
Tel: