primary 3 tsa 2004 primary 6 tsa 2007 english language progression of student performances
Post on 14-Dec-2015
229 Views
Preview:
TRANSCRIPT
Primary 3 TSA 2004
Primary 6 TSA 2007 English Language
Progression of Student Performances
2
Progression of Student Performances
P3 TSA2004 P6 TSA2007
• Listening
• Reading• Writing• Speaking
3
Percentages of Students Achieving English Language Basic Competency in 2004 – 2007
Year TSA 2004 TSA 2005 TSA 2006 TSA 2007
P.3 75.975.9 78.8 79.4 79.5
P.6 -- 70.5 71.3 71.371.3
Numbers and Percentages of Students Achieving or Not Achieving Basic Competency in Both 2004 and 2007
Achieved basic competency in both 2004 and 200745,046(68%)
Achieved basic competency in 2004 but not 20076,358(9.6%)
Achieved basic competency in 2007 but not 20043,363(5.1%)
Number of students sitting the TSA in the same school in both 2004 and 2007
66,226
4
Progression of Student Performances
LISTENINGP.3 TSA 2004 P6 TSA 2007
• key words - numbers & letters - cues with options • intonation • sounds
•specific information- identifying information with pictorial cues
intonation sounds
Strengths•connection between ideas
•inference skills
Weaknesses
•main ideas
5
Progression of Student Performances
READINGP.3 TSA 2004 P6 TSA 2007
•key words (with pictorial cues)
•main ideas (in a sentence)
•connection between ideas (in a sentence)
• specific information• unfamiliar words• main ideas (a stanza in a poem) simple inferencingStrengths• text-types
Weaknesses• main ideas
6
Progression of Student Performances
WRITINGP.3 TSA 2004 P6 TSA 2007
Content • gave limited information
Language •made grammatical mistakes in simple sentences•provided a small range of vocabulary with many spelling mistakes
Content•provided some details•showed an attempt to give justification
Language•made many grammatical mistakes in longer sentences
•provided a wider range of vocabulary but with many spelling mistakes
7
Progression of Student Performances
SPEAKINGP.3 TSA 2004 P6 TSA 2007
Read Aloud • made mistakes in pronunciation, e.g. ‘cute’, ‘name’• dropped end consonants, e.g. ‘kind’, ‘loves’• showed difficulty with blends, e.g. ‘friends’, ‘children’
Picture Descriptions•provided brief answers (one to two-word answers)
•lacked vocabulary to express their ideas
Presentations• had difficulty
completing the tasks
• used a limited range of vocabulary & basic sentence patterns
8
END
THANK YOU
top related