English LanguageEnglish LanguageSecondary 3Secondary 3

Assessment for LearningAssessment for Learning

Student AssessmentStudent Assessment

Provides teachers with resources and data to Provides teachers with resources and data to improve student progress towards learning objectivesimprove student progress towards learning objectives

Territory-wide System AssessmentTerritory-wide System Assessment

Provides the Government and schools with valuable Provides the Government and schools with valuable data for the improvement of learning & teaching as data for the improvement of learning & teaching as well as provision of support serviceswell as provision of support services

Percentage of Students Achieving Percentage of Students Achieving English Language Basic CompetencyEnglish Language Basic Competency

Yr Yr

LevelLevel20042004 20052005 20062006 20072007

P.3P.3 75.9%75.9% 78.8%78.8% 79.4%79.4% 79.5%79.5%

P.6P.6 ---- 70.5%70.5% 71.3%71.3% 71.3%71.3%

S.3S.3 ---- ---- 68.6%68.6% 69.2%69.2%

Relationship to the English CurriculumRelationship to the English Curriculum

English Language Education: Key Learning Area Curriculum English Language Education: Key Learning Area Curriculum GuideGuidePrimary 1 – Secondary 3, CDC, 2002Primary 1 – Secondary 3, CDC, 2002

CDC Syllabuses for Secondary Schools, English Language, CDC Syllabuses for Secondary Schools, English Language, Secondary 1 – 5, 1999Secondary 1 – 5, 1999

Second Version of Basic Competency (BC) at the end of KS3,Second Version of Basic Competency (BC) at the end of KS3,Secondary 3, 2003Secondary 3, 2003

Basic Competency (BC)Basic Competency (BC)Basic Competency descriptors - Curriculum Development Institute (CDI) Basic Competency descriptors - Curriculum Development Institute (CDI)

Three Interrelated StrandsThree Interrelated Strands

Interpersonal Strand (IS)Interpersonal Strand (IS)• to establish and maintain relationshipsto establish and maintain relationships• to exchange ideas and information to exchange ideas and information • to get things doneto get things done

Knowledge Strand (KS)Knowledge Strand (KS)• to provide or find out, interpret and use informationto provide or find out, interpret and use information• to explore, express and apply ideasto explore, express and apply ideas• to solve problemsto solve problems

Experience Strand (ES)Experience Strand (ES)• to respond and give expression to real and imaginative experienceto respond and give expression to real and imaginative experience

To develop an ever-improving capability to use EnglishTo develop an ever-improving capability to use English

Design and Development :Design and Development :Territory-wide System AssessmentTerritory-wide System Assessment

Moderation GroupModeration Group

• Tertiary staff membersTertiary staff members• CDI staff membersCDI staff members• Serving teachers (including NET teachers)Serving teachers (including NET teachers)• Examination and Assessments staff membersExamination and Assessments staff members

Territory-wide System Assessment (TSA)Territory-wide System Assessment (TSA)

• Ensure coverage across different contexts, text & item types Ensure coverage across different contexts, text & item types • Endorse itemsEndorse items• Administer research testAdminister research test• Analyze research test resultsAnalyze research test results• Redesign inapplicable itemsRedesign inapplicable items• Administer the Territory-wide System AssessmentAdminister the Territory-wide System Assessment

S.3 Students (BC) StrengthsS.3 Students (BC) Strengths

ReadingReading ListeningListening WritingWriting

locate and extract locate and extract specific information specific information from more than one textfrom more than one text

recognize key words in recognize key words in a sentencea sentence

combine listening and combine listening and reading skills to complreading skills to complete simple tasks (fillinete simple tasks (filling in forms, charts)g in forms, charts)

extract specific informextract specific informationation

write letters, write letters, narratives and narratives and descriptive passagesdescriptive passages

use familiar use familiar vocabulary and vocabulary and simple language simple language patternspatterns

develop paragraphs develop paragraphs with supporting with supporting detailsdetails

Students could …

S.3 Students (BC) DifficultiesS.3 Students (BC) Difficulties

ReadingReading ListeningListening WritingWriting understanding understanding

unfamiliar expressionsunfamiliar expressions

inferring simple inferring simple informationinformation

with reference skills with reference skills

understanding meaning understanding meaning from contextual clues from contextual clues (but, next, also, etc…)(but, next, also, etc…)

identifying main ideas identifying main ideas from supporting detailsfrom supporting details

using varied language pusing varied language patternsatterns

with grammar and spellwith grammar and spelling mistakes that affect ing mistakes that affect meaning meaning

paragraphingparagraphing

S.3 Best Performances (BC)S.3 Best Performances (BC)

ReadingReading ListeningListening WritingWriting

infer ideas from infer ideas from longer textslonger texts

predict future predict future developmentsdevelopments

distinguish fact from distinguish fact from opinionopinion

deduce the meaning deduce the meaning of unfamiliar words of unfamiliar words and expressionsand expressions

identify pairs of identify pairs of rhymes in poemsrhymes in poems

interpret and evaluate iinterpret and evaluate information –inferencenformation –inference

identify details to suppidentify details to support the main ideaort the main idea

deduce the meaning of deduce the meaning of

unfamiliar words and unfamiliar words and expressionsexpressions

integrate/combine listeintegrate/combine listening and reading skills ning and reading skills to complete simple tasto complete simple tasksks

express ideas express ideas effectively and effectively and clearly (relevant clearly (relevant content)content)

develop paragraphs develop paragraphs with supporting with supporting detailsdetails

use a good range of use a good range of vocabulary and vocabulary and language patternslanguage patterns

Students could …

S. 3 (BC)S. 3 (BC) Speaking Speaking StrengthsStrengths

Students could …

Individual PresentationsIndividual Presentations

speak clearly and audibly (some errors in pronunciation)speak clearly and audibly (some errors in pronunciation)

express ideas relevant to the topic when prompted (written or express ideas relevant to the topic when prompted (written or oral) and provide some elaborationoral) and provide some elaboration

express ideas coherently and provide supporting detailsexpress ideas coherently and provide supporting details

display an awareness of their audience (eye contact with oral display an awareness of their audience (eye contact with oral assessors)assessors)

S3 (BC) SpeakingS3 (BC) Speaking DifficultiesDifficulties

Individual Presentations and Group Individual Presentations and Group InteractionInteraction

extending ideas further - giving short, simple responses to extending ideas further - giving short, simple responses to questions questions

expressing ideas - lacking sufficient vocabulary – using awkward expressing ideas - lacking sufficient vocabulary – using awkward wording that makes understanding unclearwording that makes understanding unclear

expressing ideas - limited/disjointedexpressing ideas - limited/disjointed

School ReportSchool Report

School Report – Paper: Skill or DimensionSchool Report – Paper: Skill or Dimension

(specific info)

(contextual clues) (theme)

Item Analysis – (Sorted by Sub-papers)Item Analysis – (Sorted by Sub-papers)

題號題號 選項選項得分得分 //

等等級級

學校百分學校百分率率

全港百分全港百分率率

Item no.Item no. OptionOption ScoreScore School %School %Territory Territory

wide wide %%

P2 Q02P2 Q02 A*A* 25.0%25.0% 62.9%62.9%

BB 12.5%12.5% 16.0%16.0%

CC 50.0%50.0% 13.6%13.6%

DD 12.5%12.5% 6.3%6.3%

U#U# 　　 0.0%0.0% 1.2%1.2%

題號題號 選項選項得分得分

//等等級級

學校百學校百分分率率

全港百分率全港百分率

Item no.Item no. OptionOption ScoreScoreSchool School

%%Territory Territory

wide %wide %

P2 Q08P2 Q08 AA 25.0%25.0% 21.7%21.7%

B*B* 25.0%25.0% 45.0%45.0%

CC 37.5%37.5% 16.5%16.5%

DD 12.5%12.5% 16.0%16.0%

U#U# 0.0%0.0% 0.8%0.8%

題號題號 選項選項得分得分

//等等級級

學校百學校百分分率率

全港百分率全港百分率

Item no.Item no. OptionOption ScoreScoreSchool School

%%

Territory Territory wide wide %%

P2 Q04P2 Q04 AA 0.0%0.0% 8.8%8.8%

BB 37.5%37.5% 16.4%16.4%

CC 25.0%25.0% 28.2%28.2%

D*D* 37.5%37.5% 45.7%45.7%

U#U# 0.0%0.0% 0.9%0.9%

Item Analysis – Sorted by Sub paperItem Analysis – Sorted by Sub paper

Item Analysis – (Sorted by Sub-papers)Item Analysis – (Sorted by Sub-papers)

(inference/contextual clues)

(main idea)

題號題號 選項選項得分得分

//等等級級

學校百分學校百分率率

全港百分全港百分率率

Item no.Item no. OptionOption ScoreScore School %School %Territory Territory

wide wide %%

P1 Q01P1 Q01 A*A* 62.5%62.5% 85.7%85.7%

BB 12.5%12.5% 6.4%6.4%

CC 25.0%25.0% 4.6%4.6%

DD 0.0%0.0% 2.4%2.4%

U#U# 　　 0.0%0.0% 0.9%0.9%

題號題號 選項選項得分得分 //

等等級級

學校百分學校百分率率

全港百分全港百分率率

Item no.Item no. OptionOption ScoreScore School %School %Territory Territory

wide wide %%

P1 Q03P1 Q03 AA 37.5%37.5% 26.6%26.6%

B*B* 25.0%25.0% 43.8%43.8%

CC 25.0%25.0% 17.9%17.9%

DD 12.5%12.5% 10.6%10.6%

U#U# 0.0%0.0% 1.1%1.1%

Item Analysis – (Sorted by Sub-papers)Item Analysis – (Sorted by Sub-papers)‘A Busy Day’

Devised after PretestsDevised after Pretests

Report 2007 - Interpreting DataReport 2007 - Interpreting DataWriting (9EW2)

Report 2007 - Interpreting DataReport 2007 - Interpreting Data

Item no. Option Score/Grade School percentage Territory-wide percentage1. Content 0 37.5% 13.2%

1 56.3% 17.9%2 6.3% 41.5%3 0.0% 22.0%4 0.0% 5.4%

U# 0.0% 0.0%2. Organisation 0 62.5% 15.7%

1 37.5% 29.5%2 0.0% 54.8%

U# 0.0% 0.0%3. Language 0 50.0% 13.9%

1 50.0% 23.4%2 0.0% 45.7%3 0.0% 14.6%4 0.0% 2.5%

U# 0.0% 0.0%4. Features 0 43.8% 12.2%

1 50.0% 15.4%2 6.3% 72.4%

U# 0.0% 0.0%

Sub-paper 9EW2 WritingSub-paper 9EW2 Writing

Writing (9EW3Writing (9EW3))Report 2007 - Interpreting DataReport 2007 - Interpreting Data

Item no. Option Score/Grade School percentage Territory-wide percentage1. Content 0 43.8% 11.0%

1 43.8% 19.1%2 12.5% 42.5%3 0.0% 22.6%4 0.0% 4.8%

U# 0.0% 0.0%2. Organisation 0 56.3% 11.9%

1 18.8% 26.3%2 25.0% 61.9%

U# 0.0% 0.0%3. Language 0 56.3% 10.8%

1 43.8% 24.4%2 0.0% 48.2%3 0.0% 14.5%4 0.0% 2.2%

U# 0.0% 0.0%4. Features 0 50.0% 20.1%

1 25.0% 16.5%2 25.0% 63.4%

U# 0.0% 0.0%

Report 2007 - Interpreting DataReport 2007 - Interpreting Data Sub-paper 9EW3 WritingSub-paper 9EW3 Writing

Item Analysis – (Sorted by Basic Competency)Item Analysis – (Sorted by Basic Competency)

Listening task 9EL2, Part 1Listening task 9EL2, Part 1

A conversation between Mrs. A conversation between Mrs. Chan, her daughter, Judy and Chan, her daughter, Judy and

son, Peter.son, Peter.

Judy wanted a credit card and Judy wanted a credit card and was afraid to ask her mother for was afraid to ask her mother for one. So she asks Peter to help one. So she asks Peter to help convince their mother to let her convince their mother to let her

have a credit card.have a credit card.

(contextual clues/inference)

(details supporting main idea)

(intonation)

Item Analysis – (Sorted by Basic Competency)Item Analysis – (Sorted by Basic Competency)

SkillSkill BasicBasic SubpaperSubpaperItem Item

no.no.OptionOption ScoreScore School %School % Territory wideTerritory wide

CompetencyCompetency percentagepercentage

ListeningListening L5-L-2-S3BCL5-L-2-S3BC 9EL29EL2 P1 Q04P1 Q04 A*A* 41.7%41.7% 68.7%68.7%

Using an Using an increasingincreasing

range of range of strategies tostrategies to

understand the understand the meaningmeaning

of simple texts of simple texts onon

familiar and less familiar and less familiarfamiliar

topics which aretopics which aredelivered clearly delivered clearly

and inand ingenerally generally

familiarfamiliaraccents (IS, KS, accents (IS, KS,

ES)ES)

BB 20.8%20.8% 10.0%10.0%

CC 29.2%29.2% 13.3%13.3%

DD 8.3%8.3% 6.7%6.7%

U#U# 0.0%0.0% 1.3%1.3%

Item Analysis – (Sorted by Basic Competency)Item Analysis – (Sorted by Basic Competency)

SkillSkill BasicBasic SubpaperSubpaperItem Item no.no.

OptionOption ScoreScore School %School % Territory wideTerritory wide

CompetencyCompetency percentagepercentage

ListeningListening L5-L-2-S3BCL5-L-2-S3BC 9EL29EL2 P1 Q09P1 Q09 A*A* 29.2%29.2% 55.6%55.6%

Using an Using an increasingincreasingrange of range of

strategies tostrategies tounderstand the understand the

meaningmeaningof simple texts onof simple texts onfamiliar and less familiar and less

familiarfamiliartopics which aretopics which aredelivered clearly delivered clearly

and inand ingenerally generally familiarfamiliar

accents (IS, KS, accents (IS, KS, ES)ES)

BB 37.5%37.5% 24.9%24.9%

CC 20.8%20.8% 8.1%8.1%

DD 12.5%12.5% 9.9%9.9%

U#U# 0.0%0.0% 1.4%1.4%

　　

　　

　　

　　

Item Analysis – (Sorted by Basic Competency)Item Analysis – (Sorted by Basic Competency)

SkillSkill BasicBasic SubpaperSubpaperItem Item no.no.

OptionOption ScoreScore School %School % Territory wideTerritory wide

CompetencyCompetency percentagepercentage

ListeningListening L5-L-1-S3BCL5-L-1-S3BC 9EL29EL2 P1 Q10P1 Q10 AA 12.5%12.5% 5.8%5.8%

　　Understanding Understanding

the usethe useof a range of of a range of

languagelanguagefeatures in features in

simplesimpleliterary / literary /

imaginativeimaginativespoken texts spoken texts

(ES)(ES)

BB 20.8%20.8% 8.5%8.5%

　　 CC 33.3%33.3% 5.6%5.6%

　　 D*D* 33.3%33.3% 78.6%78.6%

　　 U#U# 0.0%0.0% 1.4%1.4%

　　 　　 　　 　　 　　 　　 　　

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