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

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Presentation on theme: "1 Territory-wide System Assessment 2005 Primary 3 & 6 English Language."— Presentation transcript:

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

2 2 % of Students Achieving English BC in 2004 and 2005 Year TSA 2004TSA 2005 P P

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

4 4 P.3 Student Performances in TSA 2005 Listening – 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’)

5 5 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. inferring‘Mandy is clever.’ from‘Excellent! You’re the winner of this game.’ ★ ) ★

6 6 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 ) ★ ★

7 7 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’ )

8 8 P.3 Student Performances in TSA 2005 Writing – Strengths able to understand the task requirements (e.g. signs, letter, & 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 ★ ★

9 9 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. ‘Don’t step on the glass.’ instead of ‘Don’t step on the grass.’ )

10 10 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

11 11 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

12 12 Comparison of Student Performances P.3 Listening TSA 2004TSA 2005 able to identify key words about numbers and letters able to distinguish a wide range of mid- vowels (e.g. pot) and some initial consonants (e.g. Molly) able to identify key words about objects (e.g a table, a money box) able to identify some initial consonants (e.g. Lung, Tung, Fung, Hung) only able students could identify rhyming words (e.g. ‘day’ and ‘play’)

13 13 Comparison of Student Performances P.3 Listening TSA 2004TSA 2005 able to identify the intonation about happy feelings (e.g. ‘Hurray’) only able students could distinguish stressed and unstressed sounds (e.g. ‘70’ and ‘17’) able to identify the variation in intonation about feelings (e.g. sad and happy feelings) more students were able to distinguish stressed and unstressed sounds (e.g. ‘30’ and ‘13’)

14 14 Comparison of Student Performances P.3 Reading TSA 2004TSA 2005 weak in book concept – writer and illustrator – contents page few students were able to make inferences from reading texts great improvement in book concept more students were able to make inferences from pictorial cues (e.g. able to tell the boy was ‘pleased’ from his smiling face)

15 15 Comparison of Student Performances P.3 Reading TSA 2004TSA 2005 only able students with good reading ability were able to interpret pronoun references (e.g. ‘she’ & ‘you’) only able students could interpret reference words (e.g. ‘him’ & ‘that’) and identify the connection between ideas (e.g. ‘and’ & ‘or’)

16 16 Comparison of Student Performances P.3 Writing TSA 2004TSA 2005 unable to provide details to the topics unable to sequence ideas had difficulty in writing complete sentences and correct verb forms gave brief answers to guiding questions lacked the skills in organising their ideas had difficulty in writing complete sentences and correct verb forms

17 17 Comparison of Student Performances P.3 Writing TSA 2004TSA 2005 only able students showed creativity and imagination weak in story writing based on a picture given more students showed creativity and imagination did better in writing a story based on a series of given pictures

18 18 Comparison of Student Performances P.3 Speaking TSA 2004TSA 2005 responded quite well to formulaic expressions in everyday situations read the texts aloud quite clearly responded better to formulaic expressions in simple situations (e.g. How are you?) more students were able to read the text aloud quite clearly

19 19 Comparison of Student Performances P.3 Speaking TSA 2004TSA 2005 provided brief answers to questions about the pictures provided brief answers on a familiar topic in their conversations (e.g. school, beach & birthday party) unable to elaborate on their answers about the pictures gave only short and brief answers when talking about personal experiences (e.g. seasons, fast food shop, library & activities on Sundays)

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

21 21 P.6 Student Performances in TSA 2005 Listening – Strengths 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)

22 22 P.6 Student Performances in TSA 2005 Listening – Weaknesses 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)

23 23 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 Mary’s pets) Key words (e.g. ingredients of a recipe: ‘a quarter’ = ‘1/4’ cup of water & ‘half a dozen’ = ‘6’ eggs)

24 24 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)

25 25 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 ★ ) ★

26 26 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 ★ ) ★

27 27 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

28 28 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)

29 29 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’

30 30 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’

31 31 Comparison of Student Performances at P.3 & 6 in LISTENING in TSA 2005 P.3P.6 able to identify – key words about objects (e.g. a table, a money box) with given cues – main ideas in riddles by interpreting verbal and pictorial cues (e.g. toys, vehicles) able to identify – key words such as scores ‘9:5’, day of the week ‘Sunday’ and quantity ‘1, 2’ – specific information (e.g. age group ‘all ages’, price ‘$13’ and place ‘supermarkets’ to buy the biscuits in advertisement)

32 32 Comparison of Student Performances at P.3 & 6 in LISTENING in TSA 2005 P.3P.6 only able students could identify rhyming words (e.g. ‘day’ & ‘play’) with options given in spoken texts only able students could identify rhyming words (e.g. ‘back’ &‘snack’) with the question given in spoken texts

33 33 Comparison of Student Performances at P.3 & 6 in READING in TSA 2005 P.3P.6 able to identify main ideas and key words with pictorial cues unable to identify the connection between ideas (e.g. ‘and’ & ‘or’) able to locate specific information from charts, posters & notices ★ ★ able to understand the use of connectives ‘to’ & ‘and’ to link ideas in a notice

34 34 Comparison of Student Performances at P.3 & 6 in READING in TSA 2005 P.3P.6 only able students were able to interpret – inferences – rhymes – unfamiliar words only able students were able to interpret – inferences – rhymes – unfamiliar words & expressions – simile – personification

35 35 Comparison of Student Performances at P.3 & 6 in WRITING in TSA 2005 P.3P.6 understood the task requirements (signs, a letter, an & a story) did better in a story able to provide a correct letter format – sender and recipient understood the task requirements (library rules, a response to a play, a story & a reply to a letter) did better in a reply able to provide a correct letter format – sender and recipient – appropriate beginning and/or closing

36 36 Comparison of Student Performances at P.3 & 6 in WRITING in TSA 2005 P.3P.6 had difficulty in vocabulary, sentence structures, spelling, cohesive devices and verb forms only able students could provide more details in their writing clearly had difficulty in vocabulary, sentence structures, spelling, cohesive devices and verb forms only able students could provide many ideas clearly and coherently with elaboration

37 37 Comparison of Student Performances at P.3 & 6 in SPEAKING in TSA 2005 P.3P.6 able to read texts aloud clearly despite some hesitations when encountering vocabulary able to provide brief answers to topics related to personal experiences (seasons, fast food shop, library, activities on Sundays) able to read texts aloud quite clearly despite some mistakes in pronunciation able to provide brief answers to a given topic in Teacher-Student Interaction (shopping, jobs, food & drinks, festivals)

38 38 Comparison of Student Performances at P.3 & 6 in SPEAKING in TSA 2005 P.3P.6 capable of giving appropriate responses to the questions related to the pictures given only able students could provide further details to questions raised by oral assessors able to provide relevant ideas to the topic with appropriate eye contact in the ‘Presentation’ only able students could give elaboration when interacting with oral assessors or doing the presentation

39 39 Thank you!


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