territory - wide system assessment 2014 secondary … · overview background tsa results 2012 -...

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

13


14


15


16


17


18


19


20


21


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


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


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


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.


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

- email

- 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


36


37


38


39


40


41


42


43


44


45


46


47


1

2

3

4

48


49


50


51


52


53


54


55


56


57


58


Using pictorial clue

59


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


Specific information Students found it difficult to locate specific information in the provided texts 9ER1 Part 3Q.7 &11

65


Unfamiliar word Students had difficulty working out the meaning of unfamiliar words 9ER2 Part 2 Q.2

66


Unfamiliar word/expression Students had difficulty working out the meaning of unfamiliar words in 9ER2 & 3 Part 3 Q.4,5 &9

67


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


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


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


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

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


Login and Update Password Accept the “Protocol of School Level

Data of the TSA”

119

New Interactive Report


120

Online Item Analysis Report (sorted by Basic Competencies)


Level

Subject

Skills

121

Online Item Analysis Report (sorted by Basic

Competencies)


122

New Interactive Report Question Paper

123

TSA Data

Item with Answer


124

Online Item Analysis Report – Teacher User Guide

http://www.bca.hkeaa.edu.hk

125


126


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


129


(sorted by Basic Competencies)


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

http://wlts.edb.hked/

http://wlts.edb.hked/

territory - wide system assessment 2014 secondary … · overview background tsa results 2012 -...

Documents