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English Language Secondary 3

The Territory-wide System Assessment in English Language provides valuable data for learning and teaching improvement. It assesses student progress towards basic competency in English and aligns with curriculum guides. The assessment involves three interrelated strands: Interpersonal, Knowledge, and Experience. Moderated by various educational staff, it ensures coverage across contexts and item types. Analyzing results, redesigning items, and administering the assessment are key components.

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English Language Secondary 3

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  1. Territory-wide System Assessments 2007 English Language Secondary 3

  2. Assessment for Learning Territory-wide System Assessment Provides the Government and schools with valuable data for the improvement of learning & teaching as well as provision of support services Student Assessment Provides teachers with resources and data to improve student progress towards learning objectives

  3. Percentage of Students Achieving English Language Basic Competency

  4. Relationship to the English Curriculum English Language Education: Key Learning Area Curriculum Guide Primary 1 – Secondary 3, CDC, 2002 CDC Syllabuses for Secondary Schools, English Language, Secondary 1 – 5, 1999 Second Version of Basic Competency (BC) at the end of KS3, Secondary 3, 2003

  5. Basic Competency (BC) • Basic Competency descriptors - Curriculum Development Institute (CDI) • Three Interrelated Strands • Interpersonal Strand (IS) • to establish and maintain relationships • to exchange ideas and information • to get things done • Knowledge Strand (KS) • to provide or find out, interpret and use information • to explore, express and apply ideas • to solve problems • Experience Strand (ES) • to respond and give expression to real and imaginative experience • To develop an ever-improving capability to use English

  6. Design and Development : Territory-wide System Assessment • Moderation Group • Tertiary staff members • CDI staff members • Serving teachers (including NET teachers) • Examination and Assessments staff members • Territory-wide System Assessment (TSA) • Ensure coverage across different contexts, text & item types • Endorse items • Administer research test • Analyze research test results • Redesign inapplicable items • Administer the Territory-wide System Assessment

  7. S.3 Students (BC) Strengths Students could …

  8. S.3 Students (BC) Difficulties

  9. S.3 Best Performances (BC) Students could …

  10. S. 3 (BC)Speaking Strengths Students could …

  11. S3 (BC) Speaking Difficulties

  12. School Report

  13. School Report – Paper: Skill or Dimension

  14. Item Analysis – (Sorted by Sub-papers) (specific info) (contextual clues) (theme)

  15. Item Analysis – Sorted by Sub paper

  16. Item Analysis – (Sorted by Sub-papers) (main idea) (inference/contextual clues)

  17. Item Analysis – (Sorted by Sub-papers) ‘A Busy Day’

  18. Devised after Pretests

  19. Report 2007 - Interpreting Data Writing (9EW2)

  20. Report 2007 - Interpreting Data Sub-paper 9EW2 Writing

  21. Report 2007 - Interpreting Data Writing (9EW3)

  22. Report 2007 - Interpreting Data Sub-paper 9EW3 Writing

  23. Item Analysis – (Sorted by Basic Competency) Listening task 9EL2, Part 1 A conversation between Mrs. Chan, her daughter, Judy and son, Peter. Judy wanted a credit card and was afraid to ask her mother for one. So she asks Peter to help convince their mother to let her have a credit card. (contextual clues/inference) (details supporting main idea) (intonation)

  24. Item Analysis – (Sorted by Basic Competency)

  25. Item Analysis – (Sorted by Basic Competency)

  26. Item Analysis – (Sorted by Basic Competency)

  27. Thank You www.systemassessment.edu.hk Hong Kong Examinations and Assessment Authority Education Assessment Services Division Tel: 3628 8833 3628 8108

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