1. Overview of TSA 2015 and onwards (for Secondary Schools) Education Assessment Services Division 18 September 2014

2. 2 TSA Review Background TSA has been in place since 2004 Collect feedback from schools to inform improvements in the implementation of TSA Purpose To optimize the implementation of TSA in the coming years Optimization includes question items, coverage, reporting functions and implementation arrangements

3. 3 TSA Review Focus Group meetings held in September and October 2011 in November and December 2012 In September 2013 Personnel Involving over 150 primary and secondary schools from different school types and strata Representatives: School Heads, Deputy School Heads, PSM(CD)/Academic Masters, Subject Panel Chairpersons / Teachers

4. 4 TSA Review Topics Optimization of TSA Reports TSA Implementation Mode Source of Stress Use of TSA data TSA Design and Content TSA Administration Arrangement

5. 5 Views from Schools TSA Reporting Functions Deletion of Page 1 of TSA Primary School Report, i.e. the removal of the school’s pass rates (i.e. no BC attainment rates in the three subjects provided to primary schools) The content of the School Report for secondary schools will remain unchanged for secondary schools only

6. 6 Views from Schools TSA Reporting Functions Provision of interactive features of the Item Analysis Reports (sorted by BC) with access rights of different school stake-holders

7. 7 TSA Reports ReportsContentFormat School Report  State the percentages of students attaining the BC standards (for secondary schools only starting from 2014)  State the school average scores and school average versus territory-wide average for each skill/dimension in each sub-paper  PDF Item Analysis Report (Sorted by sub-papers)  Illustrate individual school performances in different sub-papers of the three subjects by indicating the percentages of student responses in each item  PDF  EXCEL (since 2013) Item Analysis Report (Sorted by BC)  Illustrate individual school performances in different BC descriptors by indicating the percentages of student responses in each item  PDF  EXCEL (since 2013)  Online platform (commence in 2014) Supplementary Report  Exclude students requiring different learning needs and/or students with Special Educational Needs (SEN)  Exclude Non Chinese-speaking students (NCS)  PDF Territory-wide System Assessment Report  Illustrate the performances of students at P.3, P.6 and S.3 in Chinese, English and Maths  https://www.bca.hkeaa.edu.hk/bca/login.dohttps://www.bca.hkeaa.edu.hk/bca/login.do  Print  Online

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11. 11 TSA Report

12. 12 Views from Schools TSA Implementation Mode Implementation mode of P3 and S3 TSA be status quo P6 opt-in arrangement in alternate years be continued YearLevelSubject 2013Primary 3, Primary 6 & Secondary 3 Chinese, English & Mathematics 2014Primary 3, Secondary 3 2015Primary 3, Primary 6 & Secondary 3 2016Primary 3, Secondary 3............

13. 13 Views from Schools TSA Administration Arrangement Maths TSA in primary and secondary levels be conducted after English Language TSA

14. 14 Subject Order in the Secondary 3 TSA (e.g. 2015) DateSessionSubject 23 June 2015 1 Chinese Language – Writing (Break) 2 Chinese Language – Reading (Break) 3 Chinese Language – Audio-visual 4 Chinese Language – Listening 24 June 2015 1 English Language – Writing (Break) 2 English Language – Reading 3 English Language – Listening (Break) 4 Mathematics

15. 15 Views from Schools TSA Design (Secondary Schools) -Assessment time and no. of items across levels be adjusted -A variety of question types be provided

16. 16 Views from Schools TSA Design (Secondary Schools) -A ssessment time for certain sub-papers in S.3 English Language be adjusted to allow students sufficient time to demonstrate their language skills. For example, students do not have enough time to express their ideas, especially in ‘Group Interaction’ since the existing duration is only 3 minutes. -For S3 English Reading and Listening, more questions involving filling in blanks be included

17. 17 Secondary 3 TSA Framework (Starting from 2015) Chinese Language SubjectDimensionSub-paper No. of Items per Sub-paper Assessment TimeChanges 中三 中國語文 閱讀 9CR1 21-24 30 分鐘 NIL 9CR2 9CR3 聆聽 9CL1 15-16 約 20 分鐘 NIL 9CL2 寫作 9CW1 2 75 分鐘 NIL 9CW2 9CW3 說話 9CSI1-8 8( 個人短講 ) 準備時間： 5 分鐘 NIL 說話時間： 2 分鐘 9CSG1-8 8( 小組討論 ) 準備時間： 5 分鐘 NIL 討論時間： 8 分鐘 視聽資訊 9CAV12-14 約 15 分鐘 NIL

18. 18 Secondary 3 TSA Framework (Starting from 2015) English Language SubjectDimensionSub-paper No. of Items per Sub-paper Assessment TimeChanges S.3 English Language Reading 9ER1 35-4035 mins  Assessment time: from 30 mins to 35 mins 9ER2 9ER3 Listening 9EL1 30-35about 35 mins  Assessment time: from about 25 mins to about 35 mins 9EL2 9EL3 Writing 9EW1 140 mins NIL 9EW2 9EW3 Speaking 9ESP1 - 8 8 (Individual Presentation) preparation time: 3 mins assessment time: 2 mins NIL 9ESG1 - 8 8 (Group Interaction) preparation time: 3 mins assessment time: 4 mins Assessment time: from 3 mins to 4 mins

19. 19 Secondary 3 TSA Framework (Starting from 2015) Mathematics SubjectDimensionSub-paper No. of Items per Sub-paper Assessment TimeChanges S.3 Mathematics Number & Algebra Measures, Shape & Space Data Handling 9MC1/9ME1 9MC2/9ME2 9MC3/9ME3 9MC4/9ME4 48-5265 minsNIL

20. 20 Web-based Student Assessment Background -Part of the BCA Project as proposed by the Education Commission in 2000. -The Student Assessment (SA) was ready for use starting from 2003 Purpose -To provide an extra assessment tool to schools wishing a better understanding of individual students’ learning

21. 21 No. of Web-based SA items Online item bank (as of August 2014) -More than 34,000 items in Chinese Language, English Language and Mathematics across key stages 1-3 Subject Key Stage Chinese Language English Language MathematicsTotal Key Stage 1 3,3883,5124,73311,633 Key Stage 2 3,5794,0034,25411,836 Key Stage 3 2,9803,5784,30810,866 Total no. of items 34,335

22. 22 SA Hands-on Training Workshops Purpose -How to use the SA system Mode -Deliver upon invitation by individual schools (on-site) -Invite schools on a territory basis Gains (on-site workshops) -Suit the schedules of individual schools -Training materials to be customized to cater to the needs of teachers’ professional development in different schools

23. 23 School Partnership Scheme for SA Background -An extension to the School-based Pilot Scheme (commenced in 2011) Purpose: To bring assessment into daily practice by -Assisting teachers with the use of SA data in diagnosing the strengths and weaknesses of students, so as to inform learning and teaching; -Helping schools facilitate the development of school-based assessment through the use of SA.

24. 24 Other SA Promotion Activities -SA YoutubeSA Youtube

25. 25 Other SA Promotion Activities -‘What’s new’

26. 26 Thank you!