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Ms. Sabine Honig Education Assessment Services Division 21st November, 2014
TERRITORY - WIDE SYSTEM ASSESSMENT
2014
SECONDARY 3 ENGLISH
Programme
Time Content Speaker
9:30 a.m. - 10:30 a.m. S.3 Student Performances
in TSA 2014
Ms. Sabine Honig
10:30 a.m. - 10:40 a.m. Break
10:40 a.m. - 11:15 a.m.
S.3 Student Performances
in TSA 2014
Enhancement Measures for TSA and
Interactive Reporting Platform
11:15 a.m. - 11:30 a.m. Q & A Session
2
3
Overview
Background TSA Results 2012 - 2014 S3 Student Performances in
2014 Listening
Strengths and Weaknesses from 2012 - 2014
Examples from the papers Conclusions
Reading Strengths and Weaknesses
from 2012 - 2014 Examples from the papers Conclusions
Writing Strengths Weaknesses Exemplars Common Mistakes Conclusions
Speaking Strengths Weaknesses Conclusions
Enhancement Measures - Online Item Analysis Report
4
Purposes of TSA and Written Assessment
PURPOSES To enhance teaching and learning in Chinese, English and Mathematics
To enable the government to provide support to those schools in need of assistance
To monitor the effectiveness of education policies
WRITTEN ASSESSMENT Specific testing points – Basic Competency (BC) with descriptors provided by the
Education Bureau (EDB)
Items cover a wide range of BC descriptors but each student only does one sub-paper for each subject
Common items are distributed across sub-papers for equating purposes to compare students’ abilities
Percentages of Students Achieving English Language
Basic Competency in 2006 - 2014
YEAR TSA
2006
TSA
2007
TSA
2008
TSA
2009
TSA
2010
TSA
2011
TSA
2012
TSA
2013
TSA
2014
S3
68.6%
69.2%
68.9%
68.8%
69.2%
69.2%
69.1%
69.5%
69.3%
5
6
Territory-wide System Assessment 2014
Dimension/ Skill
S3 English Language
Sub-paper No. of Items Assessment Time
Listening 9EL1 9EL2 9EL3
29
About 25 minutes
Reading 9ER1 9ER2 9ER3
36
30 minutes
Writing 9EW1 9EW2 9EW3
3
40 minutes
Speaking Individual Presentation
8 3 minutes for preparation 2 minutes for assessment
Group Interaction 8 3 minutes for preparation 3 minutes for assessment
7
Listening - Text types
2012 2013 2014
Exchanges
- interviews/
conversation, short
and long
Exchanges
- dialogues
- conversations
- radio
broadcast
- informative
programme
Exchanges
- discussion
- radio
broadcast
interview
- TV report
(unedited audio)
- information session
Literary Text
- poem
Literary Text
- poem
Literary Text
- poem
8
S3 Student Performances in Listening – Strengths from 2012 - 2014
extracting specific information – facts
connecting ideas
able to interpret and evaluate information (explicit and implicit) in dialogues
distinguish between main ideas and supporting details
discriminating between a range of vowel and consonant sounds
understanding gist
understanding intonation
understanding different views and attitudes
able to deduce the meaning of unfamiliar words
9
S3 Student Performances in Listening – Weaknesses from 2012 – 2014
gist
connecting ideas
intonation
extracting and identifying specific information
inability to understand contextual clues in a poem
tone/intonation
understanding of language features – unable to identify examples of rhymes
unable to understand contextual clues in a dialogue/conversation
unable to connect ideas together
unable to work out the meaning of unfamiliar words/expressions
10
Student Performances in Listening 2014 Strengths
• There was no significant improvement in listening performance as compared to previous years
• Strengths
- specific information – both familiar and unfamiliar vocabulary
and topics
- able to interpret and evaluate information (explicit and implicit) in dialogues
- contextual clues
- connecting ideas
- intonation
11
Listening Examples - Strengths
12
13
Listening Examples - Strengths
14
Listening Examples - Strengths
15
Listening Examples - Strengths
16
Listening Examples - Strengths
17
Listening Examples - Strengths
18
Listening Examples - Strengths
19
Listening Examples - Strengths
20
Listening Examples - Strengths
21
Listening Examples - Strengths
22
A main area of weakness is in the integrated section where students are required to write short one word answers/fill in the blanks. This is where they have to rely on their spelling skills as well as their listening skills. This year the integrated section was in 9EL1 and 9EL2, Part 1, Part B and the topic was about technology addiction. It required students to complete a page of notes with one word answers – prompts were provided to assist students. Weaknesses - unfamiliar words/expression - connecting ideas - specific information – unfamiliar vocabulary and topics
Student Performances in Listening 2014 Weaknesses
23
Listening Examples - Weaknesses
Students found it difficult to connect the ideas 9EL1 & 9EL2 Part 1 Q.1 & Q.5
24
Listening Examples - Weaknesses Specific Information – 9EL1 & 9EL2 Part 1 Q. 9 -13
25
9EL1 & 9EL2 – Part 1
Part B - Integrated task – fill in blanks – specific information
Spelling variations for questions 9,10,11,12 &13
Listening Examples - Weaknesses
social chat hours (9-10 hours)
birthday responsible failed
socia soso social socal soicce seicoa sosal secoal so sos socity socical sosial sosical social soclal showshou scoiel
checking check chatting chating chut chart cheating cheat cheaking chit chait talking chet chaet chert chact chats chart
up for 9-10 hours 8-9 hours 7 hour long time many hours hour house night hours ten our up to night 10 hour hoars hrs honrs upon 10 hours tan hour
brithday birathbay britday birtday bathday b day ba day briday birthday present birthday gift birthdat birthay birathbay birthy day barday birfuday bafeday
responsable responsibale responisable resonspor resbonsible responsaible respondsible responable respornsible rsponsabele resibonsible resbaisai resopnsible resbor resbonself rebonsible respondone
falled faild fell failure fuel fall fair full farl firs felo falt faill feall fals filed field foil
26
Listening Examples - Weaknesses
Students found it difficult to connect the ideas 9EL1 Part 2 Q.4
Students found it difficult to work out an unfamiliar expression in the poem in 9EL2 and 9EL3 Part 3 Q.3
27
Listening Examples - Weaknesses
Students found it difficult to work out an unfamiliar word/expression in the task in 9EL3 Part 1 Q.8
Students also found it difficult to work out specific information in the task in 9EL3 Part 1 Q.9 & Q.10
28
Students also had difficulty connecting the ideas in the task in 9EL3 Part 1 Q.11 to work out how long the train trip took.
Listening Examples - Weaknesses
29
Conclusions - Listening
• Expand vocabulary of students – linked to the content provided in the spoken texts
• Exposure to different/authentic spoken texts including, poems, advertisements, instructions, dialogues, news, debates, reports, conversations, films, oral stories…. on a very wide range of topics, including world and local current events, teen issues, hot topics, everyday events to do with the home, keeping pets, family, historical events……
• Exposure to a range of different voices – children and a variety of adult voices and varying accents
• Exposure to a wider range of speeds in spoken texts
• Exposure to various tones and different intonation
30
Reading – Text Types
2012 2013 2014
Information Texts
- blogs
- information leaflet
- article
Information Texts
- pamphlet
- letters
- poster and
customer reviews
- article
Information Texts
- article
- blog with blog
comments
- online news
- movie poster, movie
information and reviews
- blog
Narrative Texts
- poem
Narrative Texts
- poem
Narrative Texts
- poem
31
S3 Student Performances in Reading – Strengths 2012 - 2014
able to determine the meaning of texts written on familiar topics and for various
purposes
capable of distinguishing views and attitudes through contextual clues
able to comprehend and make plausible conclusions about the meaning of
unfamiliar words and expressions using reference skills
able to understand language features such as alliteration, onomatopoeia,
personification and rhyming words
able to distinguish fact from opinion
able to distinguish different views and attitudes
adept at inference and identifying main ideas
able to determine the meaning of texts written on familiar topics and for various
purposes
able to identify general and specific information as well as details supporting main
ideas
able to understand the connection between ideas
32
S3 Student Performances in Reading – Weaknesses 2012 - 2014
unable to extract specific information from a familiar text genre
difficulty in locating information in more difficult/unfamiliar text genres
difficulty in interpreting the meaning of unfamiliar words and expressions with contextual clues
not able to understand language features or correctly identify examples of alliteration and rhyme
lacking in inference skills
inability to identify the main idea or gist
not able to locate some contextual clues
unable to identify different views and attitudes in particular contexts
not able to correctly identify text type
unable to identify fact from opinion in particular contexts
not able to infer and identify main ideas
not able to understand the connection between ideas
33
Student Performances in Reading 2014
Strengths - specific information - contextual clues - connecting ideas - locating information in simple chart - rhyme - sequencing - inference - unfamiliar word/expression
- understanding different views
and attitudes
- locating the main idea
- knowledge of the world
- scanning
Students performed well in the poem this year.
34
Reading Examples - Strengths
35
Reading Examples - Strengths
36
Reading Examples - Strengths
37
Reading Examples - Strengths
38
Reading Examples - Strengths
39
Reading Examples - Strengths
40
Reading Examples - Strengths
41
Reading Examples - Strengths
42
Reading Examples - Strengths
43
Reading Examples - Strengths
44
Reading Examples - Strengths
45
Reading Examples - Strengths
46
Reading Examples - Strengths
47
Reading Examples - Strengths
1
2
3
4
48
Reading Examples - Strengths
49
Reading Examples - Strengths
50
Reading Examples - Strengths
51
Reading Examples - Strengths
52
Reading Examples - Strengths
53
Reading Examples - Strengths
54
Reading Examples - Strengths
55
Reading Examples - Strengths
56
Reading Examples - Strengths
57
Reading Examples - Strengths
58
Reading Examples - Strengths
Using pictorial clue
59
Reading Examples - Strengths
60
Student Performances in Reading 2014
• Weaknesses
- understanding different
views and attitudes
- connecting ideas
- identifying specific
information
- identifying details that
support a main idea
- contextual clues
- inference
- unfamiliar word/expression
61
Reading Examples - Weaknesses Connecting ideas
Students found it difficult to connect the ideas 9ER1 & 2 Part 1 Q.1,2 & 6
62
Reading Examples - Weaknesses More connecting ideas…
Students found it difficult to connect the ideas 9ER1 Part 3 Q.2 & 6
63
Reading Examples - Weaknesses
Contextual clue Students found it difficult to draw conclusions from the clues provided. 9ER1 Part 3 Q.5
64
Reading Examples - Weaknesses
Specific information Students found it difficult to locate specific information in the provided texts 9ER1 Part 3Q.7 &11
65
Reading Examples - Weaknesses
Unfamiliar word Students had difficulty working out the meaning of unfamiliar words 9ER2 Part 2 Q.2
66
Reading Examples - Weaknesses
Unfamiliar word/expression Students had difficulty working out the meaning of unfamiliar words in 9ER2 & 3 Part 3 Q.4,5 &9
67
Reading Examples - Weaknesses
Connecting ideas Students found it difficult to connect ideas in the passages 9ER2 & 3 Part 3 Q.8,11 &12
68
Conclusions - Reading
• Expand vocabulary of students – linked to the content provided in the written texts and student usage – a variety of topics will expand the vocabulary of students and spark interest
• Exposure to different text types – authentic newspaper articles, poems, articles, pamphlets, reviews – books, movies, fact sheets… and different topics/content both online and in paper format
• Familiar and unfamiliar topic/content material • Exposure to different question types and
question intents
69
Student Performances in Writing 2014
• Writing – Strengths Generally students performed better in writing the email.
The format of the email was not as much of an issue as letters in previous years.
Students had more ideas to write about when they were familiar with the topics.
Vocabulary was also better when students were familiar with the topics.
Competent writers displayed planning and organisation. They also linked ideas in and between paragraphs. Paragraphs also had supporting details. Competent writers also showed a clear understanding of
the audience, format and the context and purpose of the piece.
70
9EW1 - Article
71
9EW2 - Story
72
9EW3 - Email
73
Writing
Strengths
• 9EW1
• 9EW2
• 9EW3
Exemplars and Annotation
74
9EW1 - Article
75
9EW1 - Article
76
9EW1 - Article
77
9EW2 - Story
78
9EW2 - Story
79
9EW2 - Story
80
9EW3 - Email
81
9EW3 - Email
82
9EW3 - Email
83
Some strengths to highlight 9EW1 – Titles Issues for the school newsletter The Work of the Discipline Committee Fight Against the Poor Discipline Rectifying Disciplinary Problems in Our School Problems Solved! What school is all about School Discipline Newsletter about some events… Long Live Discipline Guardians of Discipline A Peek Into The Blackbox – Issues Solved by the Discipline Committee What Has Our Discipline Committee Done? How Discipline Works in Our School
84
Some strengths to highlight 9EW1 – Sentences, Phrases and Vocabulary brawl on the contrary formulating different policies heavier penalty to provide a harmonic and peaceful surroundings punctually it is hoped that it is sustainable (talking about the action taken) to emphasise the seriousness of cheating schools reputation plagued by the problems given the magnitude of the destruction academic morality vandalism eradicated kiosk food court
85
Some strengths to highlight 9EW2 – Titles A Horrible Typhoon Magic Typhoon Typhoon Holiday For Us Typhoon is a Gift A Typhoon Experience Mr. Number Eight Destructive ‘Parrot’ Flew Into Hong Kong 9EW2 – Vocabulary/Expressions drenched from head to toe precautions compassion crops damaged rebuild houses and grow crops again
86
Some strengths to highlight 9EW3 – Sentences, Phrases and Vocabulary blockbuster aristocrat character development the story is new and fresh although flawed I believe the movies positive traits outweigh its negative ones Dear Jackie, As you have requested…. Bye for now, Pat I don’t suggest Fists and Feet because it contains violence and students will imitate the actors actions …harmful to students and others and it has no educational value/lesson to be learnt and students get no benefit from it I would like to recommend some films like
87
Some strengths to highlight 9EW3 – Other films mentioned by students as examples of films to watch Frozen The Perks of Being A Wallflower Captain America – The Winter Soldier The Book Thief The King’s Speech Despicable Me Maleficient Salt The Great Gatsby Inception X-Men The Last Stand Confessions of a Shopaholic Divergent Avatar Hunger Games
88
Some strengths to highlight 9EW1, 9EW2 & 9EW3 Capable students were able to use complex structures in their writing – in their
introductions, body and also conclusions.
Some students demonstrated a very good command of topic specific vocabulary – in particular in relation to activities that happened at school (article), or what happened to them or others on the day the typhoon hit (story), and the suggestions of films for film week (email).
They were able to form their own opinion(s) independent of the writing prompts provided and share it with the reader and were good at describing particular films and why they would be suitable for students (email).
Capable students checked their work carefully and in doing so avoided simple spelling mistakes and grammatical errors.
Capable students also did not rely solely on the prompts provided, rather they used them as a starting point and developed their own ideas around them.
89
Writing
Weaknesses
• 9EW1
• 9EW2
• 9EW3
Exemplars and Annotation
90
9EW1 - Article
91
9EW1 - Article
92
9EW2 - Story
93
9EW2 - Story
94
9EW3 - Email
95
9EW3 - Email
96
Some errors to ponder
9EW1 Students were not very competent at presenting the before and after the events
and the results.
Students generally provided a title for their article but there were also articles that
had no title provided must follow the instructions provided. Some of the titles
used were also very unimaginative or a complete sentence The World of
Excellent Discipline
A number of students just wrote – Article about the work of the discipline committee
Titles must relate to the topic being discussed
Some students also misread the instructions and wrote and email to Ms. Leung/Mr.
Lai
Weaker students tended to follow the prompts exactly and just retold the story of
what happened in the pictures instead of following the instructions provided
97
Some errors to ponder
9EW1 – Misspelling of topic vocabulary habbit habit
cleaness cleanliness
a number of students mispelled behaviour/because/discipline
quite quiet
oppration co-operation
mezzy messy
cough caught
mischiefs mischief
proberly properly
drity/durty dirty
oftenly often
exame exam
98
Some errors to ponder
9EW1 – Misspelling of topic vocabulary cont…
lirary/libraread/library/liberly/reading room/libarly/libraty/ library
arrestment arrest
electrified electrocuted
fighted/frought fought
raibbish/rabbish rubbish
trukshop tuckshop
noise noisy
danger things dangerous
cheet cheat
99
Some errors to ponder
9EW2
Students were not very competent at presenting their story. They just used the
picture prompts and copied down information.
Students generally provided a title for their story but there were also stories that
had no title provided must follow the instructions provided. Some of the titles
used were also very unimaginative or incomplete … Hit Hong Kong
Titles must relate to the topic being discussed
Weaker students tended to follow the prompts exactly and just retold the story of
what happened in the pictures instead of following the instructions provided
Work was not proofread and many spelling mistakes were made
100
Some errors to ponder 9EW2 – Titles When Typhoon Came Hit HK Typhoon The Day The Last Typhoon A Horriable Typhoon Day Hong Kong Observatory Typhoon Come To Hong Kong
9EW2 – Vocabulary/Expressions A news a news segment/the news They cared of me they took care of me My arm could be find my arm would be fine Now informationer NOW TV Reporter The sun shined the sun shone Time goes time went
101
Some errors to ponder 9EW2 – Vocabulary/Expressions cont… reining raining hoilday holiday typheon typhoon pepert prepare make some precautions take some precautions calsroom classroom umbriella umbrella feel very boring feel very bored I suggestion I have a suggestion Palce place One day morning one morning Yestday yesterday Open the TV turn on the TV Clothers clothes Sits seats Outside was raining it was raining outside Open computer turn on the computer Firthday Friday Umbarlena umbrella
102
Some errors to ponder 9EW3 – Vocabulary/Expressions
This films set This films setting
The set is about The film is set in
supise surprise
Above is my suggest My suggestion(s) is/are listed above
scer scare/scary
This film is talk about/The movie is talking about This film is about
konfu/ku fu kung fu
is very fun is very funny
excit excite
Lisent listen
I holp I hope
I like all to see I would like everyone to see
I do not have not like films I do not have any films I dislike
103
Some errors to ponder 9EW3 – Greetings and Complimentary Close Some students did not use a greeting at all Dear Jackie friends Pat/ bye of now/ Good Luck Pat/ See you next meeting Pat Your faithfully bye for now film society members yous sincerely bye for now Jackie Pat no ending provided by deal film society members
104
Conclusions - Writing
• Spelling mistakes
• Grammar mistakes
• Lack of planning and organization as well as proofreading
• Adherence to prompts resulted in a lack of elaboration
• Exposure to a wider variety of vocabulary and expansion of vocabulary bank to enable more in depth explanations and reasoning and less dependence on prompts for ideas
• Students have imagination but there is an inability to express ideas in English – related to above points
• Students have an understanding of format but still need to be mindful of the purpose and audience
105
Speaking
Individual Presentation
Eating Out in Hong Kong
My Dream Holiday
Working Parents
School Trips
Taking Public Transport
My First Day at Secondary School
Landfills
A Busy Place in Hong Kong
106
Speaking – Individual Presentation
107
Ideas & Organisation Express ideas that are relevant to inform and explain with details
Communicate ideas clearly and coherently
Vocabulary & Language Patterns Use varied and appropriate language patterns
Use appropriate vocabulary
Pronunciation & Delivery Speak clearly and fluently, with few or no errors in pronunication
Use intonation to enhance communication
Strategies for Oral Communication Show appropriate awareness of audience (e.g. eye contact)
Speaking - Individual Presentation Strengths
108
Speaking - Individual Presentation Strengths and Weaknesses
109
Speaking
Group Interaction
Dance Club – School Dance
Video Competition
Computer Club – Website
Class Project – Learning About Other
Cultures
Chinese New Year Flower Market
Stall
Writing Competition
Student Librarian Training Camp
Activities to help victims of an
earthquake
110
Speaking – Group Interaction
111
Task Completion – Ideas and Intelligibility Express and/or respond to ideas that are relevant with supporting
details
Strategies for Oral Communication Use appropriate formulaic expressions and/or simple turn-taking
strategies to maintain interaction
Speaking – Group Interactions Strengths
112
Speaking – Group Interaction Strengths and Weaknesses
113
Speaking from 2012 - 2014
Reading of notes
Dependence on prompts
Interaction skills
Vocabulary development
Listening skills – listen and respond to others
114
Enhancement Measures for TSA and
Interactive Reporting Platform
115
Enhancement Measures for TSA
Report Content
School Report Report on the Performances of Students in Chinese
Language, English Language and Mathematics (no
BC attainment data given)
Item Analysis Report
(sorted by Sub-papers)
Indicate the percentages of student responses in each
item
List the items in the sequence in which they appear in
each of the sub-papers
Item Analysis Report
(sorted by Basic
Competencies)
Indicate the percentages of student responses in each
item
List the items sorted by Basic Competencies
TSA 2014 Report
Report on the Basic Competencies of Students in
Chinese Language, English Language and
Mathematics (Key Stages 1 and 3)
https://www.bca.hkeaa.edu.hk
116
Enhancement Measures for TSA (Effective from 2014)
Enhancing the reporting functions of the TSA with a more interactive reporting platform for teachers to access the system to view the students’ overall performance
Online Item Analysis Report
• Interactive platform where teachers can obtain statistical information to facilitate teaching and learning
2 phases
• 2014: Item Analysis data via the web
Pop up Question Paper (with answers)
• 2015: Student Performance on a particular BC (over 3 years)
Pop up individual questions
117
Enhancement Measures for TSA
School Report
118
New Interactive Platform for
Online Item Analysis Report
Login and Update Password Accept the “Protocol of School Level
Data of the TSA”
119
New Interactive Report
Online Item Analysis Report
120
Online Item Analysis Report (sorted by Basic Competencies)
New Interactive Report
Level
Subject
Skills
121
Online Item Analysis Report (sorted by Basic
Competencies)
New Interactive Report
122
New Interactive Report Question Paper
123
TSA Data
Item with Answer
New Interactive Report
124
Online Item Analysis Report – Teacher User Guide
http://www.bca.hkeaa.edu.hk
125
Online Item Analysis Report – Teacher User Guide
126
Online Item Analysis Report – Teacher User Guide
127
Interpreting TSA Data
• Item Analysis (IA) Report (sorted by Basic Competencies)
• Analysing the performances of students using IA Report data
• Read the TSA Report
• Identify the strengths and weaknesses of students
128
Sample Outline the performance of students in general
Interpreting TSA Data
129
Online Item Analysis Report
(sorted by Basic Competencies)
Interpreting TSA Data
Strengths
Weaknesses
130
https://www.bca.hkeaa.edu.hk
Student Assessment
131
On-line Assessment Bank
Items & Reports
Open to schools for free
Student Assessment
132
Create
Assessments
Student Assessment Attempt
Assessments
View
Reports
Enhance teaching
and learning
Diagnose students’
learning problems
Adjust teaching
content / strategies
Teacher Student
133
Useful Website
http://wlts.edb.hkedcity.net
134
Territory-wide System Assessment 2015 S3 English Language Framework
135
THANK YOU!
136
This PowerPoint will be uploaded to
http://wlts.edb.hkedcity.net
on 11 December 2014