Territorywide System Assessment 2005

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Territory-wide System Assessment 2005

• Primary 3 6
• English Language

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of Students Achieving English BCin 2004 and
2005
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Territory-wide System Assessment 2005

• Primary 3
• English Language

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P.3 Student Performances in TSA 2005Listening
Strengths

• Key words (e.g. a table, a money box) ?
• Main ideas (e.g. in riddles toys, utensils in
  the kitchen, festivals, vehicles)
• Intonation (e.g. feeling happy and sad) ?
• Sounds (e.g. distinguishing 3D from 3A, 3B
  3C stressed from unstressed sounds 30 and
  13)

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P.3 Student Performances in TSA 2005 Listening
Weaknesses

• Key words (e.g. distinguishing Dora from
  Dorothy, Doreen Doris)
• Main ideas (e.g. grapes in a riddle) ?
• Sounds (e.g. day and play in a poem)
• Connection between ideas (e.g. the use of
  connectives first and then for correct order)
  ?
• Inference skills (e.g. inferringMandy is
  clever. fromExcellent! Youre the winner of
  this game. ?)

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P.3 Student Performances in TSA 2005 Reading
Strengths

• Key words (e.g. hamburgers, sunny weather)

• Main ideas (e.g. identifying the main idea
  Little Duck was happy in Thanks. These
  sandwiches taste good. )

• Book concept (e.g. telling the number of stories
  in the book) ?

• Unfamiliar words (e.g. hurray and yummy )

• Inference skills (e.g. able to tell the boy was
  pleased from his smiling face ) ?

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P.3 Student Performances in TSA 2005 Reading
Weaknesses

• Key words (e.g. weekend, sale)

• Main ideas (e.g. the reason for an activity ?)

• Unfamiliar words (e.g. smashed from contextual
  clues) ?

• Inference skills (e.g. unable to infer what they
  thought about a character in the story)

• Pronoun references (e.g. it, him, that) ?

• Connection between ideas (e.g. and, or )

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P.3 Student Performances in TSA 2005 Writing
Strengths

• able to understand the task requirements
  (e.g. signs, letter, e-mail story) ?

• able to write a short story based on a series of
  given pictures
• (e.g. a story about Piggy and the Apple Tree) ?

• able to provide the correct recipient and sender
  in writing a letter and an e-mail ?

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P.3 Student Performances in TSA 2005 Writing
Weaknesses

• only gave brief answers to guiding questions
  without supporting details (e.g. a letter) ?

• many grammatical and spelling mistakes (e.g.
  Dont step on the glass. instead of Dont step
  on the grass. )

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P.3 Student Performances in TSA 2005 Speaking
Strengths

• able to give appropriate spontaneous responses to
  simple daily situations
• able to read texts aloud quite clearly
• able to provide brief answers to questions about
  their personal experiences (e.g. seasons,
  fast food shop, library
  activities on Sundays)
• able to respond to questions on topics related to
  their daily life in the pictures

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P.3 Student Performances in TSA 2005 Speaking
Weaknesses

• showed some hesitations when encountering
  unfamiliar words
• could only give short and brief answers to
  questions raised by oral assessors without
  elaboration
• lacked the necessary vocabulary to express
  themselves adequately

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Comparison of Student Performances P.3 Listening
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Comparison of Student Performances P.3 Listening
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Comparison of Student Performances P.3 Reading
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Comparison of Student Performances P.3 Reading
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Comparison of Student Performances P.3 Writing
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Comparison of Student Performances P.3 Writing
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Comparison of Student Performances P.3 Speaking
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Comparison of Student Performances P.3 Speaking
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Territory-wide System Assessment 2005

• Primary 6
• English Language

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P.6 Student Performances in TSA 2005 Listening
Strengths

• Key words (e.g. scores 95, day of a week
  Sunday, quantity of ingredients 1 pack, 2
  cups)
• Sequence (e.g. procedure for baking a cake) ?
• Specific information (e.g. age group all ages,
  price 13 per packet, place supermarkets to
  buy biscuits in an advertisement)
• Predicting development (e.g. why Lucy brought
  Miss Lam to her home to give back her cat in
  a story about Lucy and the cat)

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P.6 Student Performances in TSA 2005 Listening
Weaknesses

• Rhyme (e.g.Sit back and have a snack.)
• Intonation (e.g. speakers worried tone
  Grandfather, look at this poor cat! Can I keep
  it? said Lucy.)
• Inference skills (e.g in a riddle, Drip drop,
  drip drop. Why wont it stop? being inferred as
  the tap is on the reason I cant sleep)

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P.6 Student Performances in TSA 2005 Listening
Weaknesses

• Simile (e.g. His short, stiff hair is like a
  brush Her fur is as white as snow in a poem
  about Auntie Marys pets)
• Key words (e.g. ingredients of a recipe a
  quarter 1/4 cup of water half a
  dozen 6 eggs)

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P.6 Student Performances in TSA 2005 Reading
Strengths

• Specific information (e.g. name, age, status and
  appearance of characters ? sequencing the
  popularity of books from a chart ?)
• Main ideas (e.g. why classmates read books ? )
• Connection between ideas (e.g. able to understand
  the use of connectives to and to get the
  total number of opening hours in a notice)

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P.6 Student Performances in TSA 2005 Reading
Weaknesses

• Unfamiliar words (e.g. interpreting flock by
  using contextual clues thousands of tourists ?)
• Inference skills (e.g. implicit ideas about what
  the writer wants to say and feels about HK in a
  poem ?)
• Main ideas (e.g. the blurbs of two books about a
  treasure hunt and Dolphin Dolly ?)

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P.6 Student Performances in TSA 2005 Reading
Weaknesses

• Rhyme (e.g. hand and dreamland, there and
  everywhere in a poem Hong Kong Live it! Love
  it! ?)
• Simile (e.g. tourists like birds in a poem
  Hong Kong Live it! Love it! ?)
• Personification (e.g. moon,sun in riddles ?)

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P.6 Student Performances in TSA 2005 Writing
Strengths

• able to understand the task requirements (e.g.
  library rules on a poster, a response to a play,
  a reply to a letter Susan and the Robot Cat ?)
• able to respond to simple texts with relevant
  content and expressions of ideas (e.g. a response
  to a play a reply to a letter ?)
• able to provide a correct letter format
• sender and recipient
• appropriate beginning and/or closing

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P.6 Student Performances in TSA 2005 Writing
Weaknesses

• no elaboration with supporting details
• lack of coherence (e.g. no cohesive devices to
  link ideas)
• many grammatical and spelling mistakes
• substitution of words and ideas from the given
  letter (e.g. a reply to a letter)

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P.6 Student Performances in TSA 2005 Speaking
Strengths

• able to read texts aloud quite clearly and
  audibly
• able to provide relevant answers in
  Teacher-Student Interaction on familiar topics
  (shopping, jobs, food drinks, festivals)
• able to deliver a speech with relevant ideas and
  appropriate eye contact in Presentation

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P.6 Student Performances in TSA 2005 Speaking
Weaknesses

• weak in reading the text with appropriate pace,
  stress, rhythm and intonation
• unable to give elaboration to questions raised by
  oral assessors
• lack of ideas and organisation in doing the
  presentation
• a small range of vocabulary and sentence patterns
  in T-S Interaction Presentation

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Comparison of Student Performances at P.3 6 in
LISTENING in TSA 2005
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Comparison of Student Performances at P.3 6 in
LISTENING in TSA 2005
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Comparison of Student Performances at P.3 6 in
READING in TSA 2005
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Comparison of Student Performances at P.3 6 in
READING in TSA 2005
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Comparison of Student Performances at P.3 6 in
WRITING in TSA 2005
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Comparison of Student Performances at P.3 6 in
WRITING in TSA 2005
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Comparison of Student Performances at P.3 6 in
SPEAKING in TSA 2005
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Comparison of Student Performances at P.3 6 in
SPEAKING in TSA 2005
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Thank you!