Territory-wide System Assessment 2005

1. Territory-wide System Assessment 2005 Primary 3& 6 English Language

2. % of Students Achieving English BCin 2004 and 2005

3. Territory-wide System Assessment 2005 Primary 3 English Language

4. 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’) P.3 Student Performancesin TSA 2005Listening – Strengths

5. 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. inferring‘Mandy is clever.’ from‘Excellent! You’re the winner of this game.’ ★) P.3 Student Performancesin TSA 2005Listening – Weaknesses

6. Key words(e.g. hamburgers, sunny weather) P.3 Student Performances in TSA 2005Reading – Strengths • 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 ) ★

7. Key words(e.g. ‘weekend’, ‘sale’) P.3 Student Performancesin TSA 2005Reading – Weaknesses • 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’ )

8. able to understand the task requirements (e.g. signs, letter, e-mail & story) ★ P.3 Student Performancesin TSA 2005Writing – Strengths • 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 ★

9. only gave brief answers to guiding questions without supporting details (e.g. a letter)★ P.3 Student Performances in TSA 2005Writing – Weaknesses • many grammatical and spellingmistakes(e.g. ‘Don’t step on the glass.’ instead of ‘Don’t step on the grass.’ )

10. 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 P.3 Student Performancesin TSA 2005Speaking – Strengths

11. 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 P.3 Student Performancesin TSA 2005Speaking – Weaknesses

12. Comparison of Student PerformancesP.3Listening

13. Comparison of Student PerformancesP.3Listening

14. Comparison of Student PerformancesP.3 Reading

15. Comparison of Student PerformancesP.3 Reading

16. Comparison of Student PerformancesP.3Writing

17. Comparison of Student PerformancesP.3 Writing

18. Comparison of Student PerformancesP.3 Speaking

19. Comparison of Student PerformancesP.3 Speaking

20. Territory-wide System Assessment 2005 Primary 6 English Language

21. Key words(e.g.scores ‘9:5’, 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) P.6 Student Performancesin TSA 2005Listening – Strengths

22. Rhyme(e.g.“Sit back and have a snack.”) Intonation(e.g. speaker’s 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 won’t it stop?” being inferred as ‘the tap is on’ – the reason ‘I’ can’t sleep) P.6 Student Performancesin TSA 2005Listening – Weaknesses

23. Simile(e.g. ‘His short, stiff hair is like a brush’ & ‘Her fur is as white as snow’ in a poem about Auntie Mary’s pets) Key words(e.g. ingredients of a recipe: ‘a quarter’ = ‘1/4’ cup of water & ‘half a dozen’ = ‘6’ eggs) P.6 Student Performancesin TSA 2005Listening – Weaknesses

24. 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) P.6 Student Performancesin TSA 2005Reading – Strengths

25. 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 ★) P.6 Student Performancesin TSA 2005Reading – Weaknesses

26. 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 ★) P.6 Student Performancesin TSA 2005Reading – Weaknesses

27. 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 P.6 Student Performancesin TSA 2005Writing – Strengths

28. 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) P.6 Student Performancesin TSA 2005Writing – Weaknesses

29. 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’ P.6 Student Performancesin TSA 2005Speaking – Strengths

30. 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’ P.6 Student Performancesin TSA 2005Speaking – Weaknesses

31. Comparison of Student Performances at P.3 & 6 in LISTENING in TSA 2005

32. Comparison of Student Performances at P.3 & 6 in LISTENING in TSA 2005

33. Comparison of Student Performances at P.3 & 6 in READING in TSA 2005

34. Comparison of Student Performances at P.3 & 6 in READING in TSA 2005

35. Comparison of Student Performances at P.3 & 6 in WRITING in TSA 2005

36. Comparison of Student Performances at P.3 & 6 in WRITING in TSA 2005

37. Comparison of Student Performances at P.3 & 6 in SPEAKING in TSA 2005

38. Comparison of Student Performances at P.3 & 6 in SPEAKING in TSA 2005

39. Thank you!