Primary 3 TSA 2004

Primary 6 TSA 2007 English Language

Progression of Student Performances

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Progression of Student Performances

P3 TSA2004 P6 TSA2007

• Listening

• Reading• Writing• Speaking

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Percentages of Students Achieving English Language Basic Competency in 2004 – 2007

Year TSA 2004 TSA 2005 TSA 2006 TSA 2007

P.3 75.975.9 78.8 79.4 79.5

P.6 -- 70.5 71.3 71.371.3

Numbers and Percentages of Students Achieving or Not Achieving Basic Competency in Both 2004 and 2007

Achieved basic competency in both 2004 and 200745,046(68%)

Achieved basic competency in 2004 but not 20076,358(9.6%)

Achieved basic competency in 2007 but not 20043,363(5.1%)

Number of students sitting the TSA in the same school in both 2004 and 2007

66,226

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Progression of Student Performances

LISTENINGP.3 TSA 2004 P6 TSA 2007

• key words - numbers & letters - cues with options • intonation • sounds

•specific information- identifying information with pictorial cues

intonation sounds

Strengths•connection between ideas

•inference skills

Weaknesses

•main ideas

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Progression of Student Performances

READINGP.3 TSA 2004 P6 TSA 2007

•key words (with pictorial cues)

•main ideas (in a sentence)

•connection between ideas (in a sentence)

• specific information• unfamiliar words• main ideas (a stanza in a poem) simple inferencingStrengths• text-types

Weaknesses• main ideas

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Progression of Student Performances

WRITINGP.3 TSA 2004 P6 TSA 2007

Content • gave limited information

Language •made grammatical mistakes in simple sentences•provided a small range of vocabulary with many spelling mistakes

Content•provided some details•showed an attempt to give justification

Language•made many grammatical mistakes in longer sentences

•provided a wider range of vocabulary but with many spelling mistakes

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Progression of Student Performances

SPEAKINGP.3 TSA 2004 P6 TSA 2007

Read Aloud • made mistakes in pronunciation, e.g. ‘cute’, ‘name’• dropped end consonants, e.g. ‘kind’, ‘loves’• showed difficulty with blends, e.g. ‘friends’, ‘children’

Picture Descriptions•provided brief answers (one to two-word answers)

•lacked vocabulary to express their ideas

Presentations• had difficulty

completing the tasks

• used a limited range of vocabulary & basic sentence patterns

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END

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