1. 1 Territory-wide System Assessment 2006 Primary 3 & 6 English Language

2. 2 School Report 科目 Subject 完成紙筆評估的 學生人數 Number of students completing written assessment (A) 已達基本水平的 學生人數 Number of students achieving Basic Competency (B) 學校已達基本水平的 學生百分率 School percentage of students achieving Basic Competency (B/A X  全港已達基本水平 的學生百分率 Territory-wide percentage of students achieving Basic Competency 中國語文 Chinese Language 342985 英國語文 English Language 34267779 數學 Mathematics 34319187 學校 School: School B (hkp00998) 級別 Level: 小三

3. 3 Item Analysis Report (sorted by Sub-paper ) 題號 Item no. 選項 Option 得分 / 等級 Score/Gra de 學校百分率 School percentage 全港百分率 Territory-wide percentage P1BQ0 3 A B C D* U# 18.9% 17.0% 3.8% 58.5% 1.9% 13.0% 7.9% 6.9% 70.8% 1.5% 學校 School: 學校甲 (hkp00998) 級別 Level: 小六 英國語文 English Language (Sub-paper: 6ERW2)

4. 4 範疇 Skill 基本能力 Basic Competency 卷別 Sub- paper 題號 Item no. 選項 Option 得分 / 等 級 Score/ Grade 學校百分率 School percentage 全港百分率 Territory- wide percentage ReadingL3-R-5-P6BC Using a range of reading strategies to understand the meaning of simple texts with the help of cues 6ERW1 6ERW3 P4B (49) P3B (44) 0 1 U# 40.0% 60.0% 0.0% 34.1% 65.9% 0.1% 6ERW1 6ERW3 P4B (50) P3B (45) 0 1 U# 41.0% 59.0% 0.0% 34.6% 65.3% 0.1% 6ERW1 P5A Q01 A B C D * U# 9.3% 50.0% 29.6% 9.3% 1.9% 11.1% 40.5% 19.1% 28.4% 0.9% 6ERW1 P5A Q03 A B C * D U# 18.5% 27.8% 33.3% 20.4% 0.0% 18.5% 14.5% 51.2% 14.3% 1.5% Item Analysis Report (sorted by Basic Competencies )

5. 5 Percentage of Students Achieving English Basic Competency in 2004, 2005 and 2006 Year TSA 2004TSA 2005TSA 2006 P.3 75.978.879.4 P.6 --70.571.3

6. 6 Territory-wide System Assessment 2006 Primary 3 English Language General Observations of Students’ Performances

7. 7 P.3 Student Performances in TSA 2006 Listening – Strengths Key words Initial consonants Intonation Sounds e.g. chicken wings ★ ★ e.g. distinguishing ‘Harry’ from ‘Gary’, ‘Kerry’ & ‘Terry’ e.g. feeling happy, sad, bored, puzzled and scared ★ ★ e.g. distinguishing ‘20 th ’ from ‘12 th ’, ‘22 nd ’ & ‘30 th ’; stressed from unstressed sounds ‘30’ and ‘13’

8. 8 P.3 Student Performances in TSA 2006 Listening – Weaknesses Key words Sounds Connection between ideas e.g. distinguishing ‘butter’ among other distracters ‘jam’ & ‘fruit’ e.g. distinguishing ‘Pong’ from ‘Hong’, ‘Tong’ & ‘Wong’ e.g. the use of connectives ‘first’, ‘then’ and ‘and’ for correct procedures ★ ★

9. 9 P.3 Student Performances in TSA 2006 Reading – Strengths Key words Main ideas Book concept Simple inference skills (with explicit contextual and visual clues) e.g. vase, G.S., playground e.g. identifying the main idea in riddles – objects, festivals & food e.g. identifying book titles and the content of the book ★ ★ e.g. able to tell the gift Mary received from ‘There is a ribbon on it. It can make sounds.’

10. 10 P.3 Student Performances in TSA 2006 Reading – Weaknesses Key words Main ideas Unfamiliar words (with contextual clues) e.g. ‘many lights…big star…at the top’ e.g. things that happened to Tom ★ ★ e.g. ‘The old man…took out a long magic wand’ ★ ★

11. 11 P.3 Student Performances in TSA 2006 Writing – Strengths Content able to write a short story based on a series of given pictures ★ ★ able to provide relevant answers to guiding questions ★ ★

12. 12 P.3 Student Performances in TSA 2006 Writing – Weaknesses Content unable to write stories with creativity and imagination ★ ★ only gave brief answers to guiding questions without supporting details ★ ★ Language many grammatical and spelling mistakes ★ ★

13. 13 P.3 Student Performances in TSA 2006 Speaking – Strengths Spontaneous Language Use able to give appropriate spontaneous responses to simple daily situations Reading Aloud able to read texts aloud quite clearly Personal Experiences/ Picture Descriptions able to provide brief answers to questions

14. 14 P.3 Student Performances in TSA 2006 Speaking – Weaknesses Reading Aloud do not make a good attempt at pronouncing unfamiliar words (e.g. shopping centres, holiday) Personal Experiences/ Picture Description give short and brief answers to questions without elaboration lack vocabulary to express themselves adequately

15. 15 Comparison of Performances from 2004 to 2006 P.3 Listening Improvements Made Intonation Stressed and unstressed sounds Challenges Connection between ideas

16. 16 Challenges Reference words Connection between ideas Improvements Made Book concept Simple inference skills Comparison of Performances from 2004 to 2006 P.3 Reading

17. 17 Comparison of Performances from 2004 to 2006 P.3 Writing Improvements Made Content writing a story based on given pictures Language writing complete sentences Challenges Content showing creativity and imagination elaborating on ideas Language organising ideas using correct verb forms/ spelling

18. 18 Comparison of Performances from 2004 to 2006 P.3 Speaking Challenges elaborating on personal experiences Improvements Made respond well to formulaic expressions in simple situations read the text fluently and clearly

19. 19 Territory-wide System Assessment 2006 Primary 6 English Language General Observations of Students’ Performances

20. 20 P.6 Student Performances in TSA 2006 Listening – Strengths Key words Sequencing (with pictorial cues) Specific information e.g. matching‘teenagers’ with the correct age group e.g. following procedures for cooking a dish ★ ★ e.g. identifying age, names, places, in a survey

21. 21 P.6 Student Performances in TSA 2006 Listening – Weaknesses Main idea Inference skills Personification Predicting Development e.g. What message does Anna want to give Paul? ★ ★ e.g. inferring why Paul thinks school is not helpful ★ ★ e.g. personification of hen as mum ★ ★ e.g. ‘What do you think the judge is going to do?’ ★ ★

22. 22 P.6 Student Performances in TSA 2006 Reading – Strengths Text-types Specific information Unfamiliar expressions (with contextual clues) Simple inference skills e.g. play, story, newspaper e.g. identify dates on a poster e.g. ‘The baker’s face grew red. He jumped around like a mad monkey…’ – angry e.g. inferring the baker was ‘hard-working’ from ‘He worked from morning to night…’

23. 23 P.6 Student Performances in TSA 2006 Reading – Weaknesses Main ideas Unfamiliar words Inference skills Personification e.g. What is the main idea of the newspaper article? ★ ★ e.g. predicting the meaning of ‘folk tale’ ★ ★ e.g. inferring why turtles live in water from ‘I’ll be safe there.’ e.g. personification of stars as ‘Our twinkling lights shine…’ ★ ★

24. 24 P.6 Student Performances in TSA 2006 Writing – Strengths Content provide some relevant ideas with a few supporting details Language communicate quite clearly despite grammatical and spelling mistakes ★ ★

25. 25 P.6 Student Performances in TSA 2006 Writing – Weaknesses Content insufficient elaboration on relevant ideas ideas are not clearly / coherently organised Language limited range of vocabulary, sentence patterns,cohesive devices weak in grammar and spelling ★ ★

26. 26 P.6 Student Performances in TSA 2006 Speaking – Strengths Reading Aloud read texts aloud quite clearly and audibly Teacher/ Student Interaction provide relevant responses on familiar topics e.g. clubs, activities Presentation provide information / ideas quite clearly based on picture prompts maintain eye contact while speaking

27. 27 P.6 Student Performances in TSA 2006 Speaking – Weaknesses Pronunciation e.g. ‘ problems’, ‘project’, activities’ Elaboration e.g. neighbourhood, pollution

28. 28 Comparison of Performances in 2005 and 2006 P.6 Listening Improvements Made Key words Sequencing Specific information Challenges Inference skills Rhyme

29. 29 Comparison of Performances in 2005 and 2006 P.6 Reading Improvements Made Text types Unfamiliar words Challenges Inference skills Personification

30. 30 Comparison of Performances in 2005 and 2006 P.6 Writing Improvements Made Content interesting, relevant ideas with some elaboration Challenges Content clarity and coherence Language vocabulary, sentence patterns, cohesive devices, verb forms spelling / grammar

31. 31 Comparison of Performances in 2005 and 2006 P.6 Speaking Challenges Pronunciations of words Elaboration of responses Improvements Made Read texts quite clearly Provide relevant responses

32. 32 Comparison of Student Performances at P.3 & 6 in TSA 2006 SkillsBasic Competency P.3P.6 ListeningKey words  Sequencing  ReadingUnfamiliar words  Main ideas   satisfactory performance  could improve

33. 33 Comparison of Student Performances at P.3 & 6 in TSA 2006 SkillsBasic Competency P.3P.6 Writing - Content Relevant and brief ideas   Creativity and imagination  Writing - Language Grammar and spelling   satisfactory performance  could improve

34. 34 Comparison of Student Performances at P.3 & 6 in TSA 2006 SpeakingP.3P.6 Reading aloud quite clearly   Relevant but brief answers  Elaboration of ideas   satisfactory performance  could improve

35. 35 Thank you! For more details, please refer to the TSA 2006 Report on the Basic Competencies of Students in Chinese Language, English Language and Mathematics. This PowerPoint can be downloaded at www.systemassessment.edu.hk