SBA Component of 2020 HKDSE English Language Exam

October 2019

HKEAA

• Feedback for the 2019 Exam

– Statistical Moderation for 2019 Exam

– Supervisor and DCs Comments

• Events for 2019 – 2020 school year

• SBA Requirements for 2020 Exam

Overview

2019 DSE English Language

Results of Statistical Moderation

• All other components of English Language (Reading, Writing, L&IS, and Speaking) are used as anchor to moderate SBA marks

• The correlations between moderated SBA marks and all other components and Subject are high

Item 2018 2019

Total no. of candidates participated in SBA 51343 47971

No. of moderation groups 479 478

Mean of raw SBA marks 62.70 63.00

Mean of moderated SBA marks 62.63 63.01

Standard deviation of raw SBA marks 17.18 16.93

Standard deviation of moderated SBA marks 16.72 16.66

Global statistics

Category in Terms of AMI (Mean) AMI Category 2016 2017 2018 2019

Code Comment N % N % N % N %

-3 much lower than expected 0 0.0% 0 0.0% 0 0.0% 0 0.0%

-2 lower than expected 0 0.0% 0 0.0% 0 0.0% 0 0.0%

-1 slightly lower than expected 37 7.6% 39 8.1% 48 10.0% 34 7.1%

0 as expected 396 81.1% 395 82.0% 378 78.9% 401 83.9%

1 slightly higher than expected 50 10.2% 44 9.1% 45 9.4% 40 8.4%

2 higher than expected 4 0.8% 4 0.8% 6 1.3% 0 0.0%

3 much higher than expected 1 0.2% 0 0.0% 2 0.4% 3 0.6%

Total 488 100.0% 482 100.0% 479 100.0% 478 100.0%

Frequency of AMI (Mean)

Category in Terms of Intra-group Change Rate (Mark Spread)

Intra-change Rate Category 2016 2017 2018 2019

Code Comment N % N % N % N %

-2 narrower than expected 8 1.6% 3 0.6% 0 0.0% 3 0.6%

-1 slightly narrower than

expected 12 2.5% 21 4.4% 8 1.7% 9 1.9%

0 as expected 467 95.7% 456 94.6% 469 97.9% 464 97.1%

1 slightly wider than

expected 0 0.0% 0 0.0% 0 0.0% 0 0.0%

2 wider than expected 0 0.0% 0 0.0% 0 0.0% 0 0.0%

same SBA, n=1,2,3 1 0.2% 2 0.4% 2 0.4% 2 0.4%

Total 488 100.0% 482 100.0% 479 100.0% 478 100.0%

Frequency of Intra-group Change Rate (Mark Spread)

Supervisor’s Report on Individual Presentation

• Students took the individual presentation seriously and prepared well for it

• All were able to give a presentation of about 3 minutes, with some strong students giving longer presentations of up to 7 minutes

Performance of Stronger Students (IP)

• Able to speak fluently and naturally with clear and accurate pronunciation and intonation

• Had audience awareness and used body language to maintain audience interest

• Used a wide range of vocabulary and language patterns

• Developed their ideas clearly

Performance of Stronger Students (IP)

• Did not refer to notes or with only occasional, unobtrusive reference to a note card

• Some strong students memorised their presentation, so their final score was lower

Performance of Weaker Students (IP)

• Some still made an effort to do their best

• Many had difficulties in pronunciation, phrasing and intonation

• Wrote out their script or copy chunks of information onto the note card and then just read aloud

• Little audience awareness, although they did look up from time to time

Performance of Weaker Students (IP)

• Language mistakes: tenses, agreement, pronouns, word forms and sentence structures

• Did not have the vocabulary to develop and elaborate their ideas

• These affected their ability to express their ideas clearly

Use of PowerPoint in IP

• More students used PowerPoint presentations during their SBA assessment this year

• This is fine if the slides enhance a presentation

• In most cases, the slides were filled with information which the students read aloud

• The slides were more of a distraction than an aid and did nothing to enhance quality

• Suggestions: focus on two or three main ideas which can be expanded upon

Performance of Stronger Students (GI) • Able to respond to what had been said and to

further develop the points, contributing to a more coherent discussion

• Employed a wide range of communication strategies: rephrasing, summarising, asking questions and drawing others into the discussion

Performance of Weaker Students (GI)

• Read out written scripts regardless of what the preceding candidate said

• Not able to respond appropriately to what had been said; there was no real interaction among the group members

• Mostly used formulaic expressions like ‘I agree’ or ‘That is a good idea’ without any elaboration or justification

Performance of Weaker Students (GI)

• Turn-taking became very mechanical and the order of speaking followed a fixed pattern

• The group interaction became four mini-presentations on the given topic with little or no overall coherence

Recommendation

• Pronunciation and Delivery: Listening to simple audio books, paying attention to how the words are pronounced and the intonation patterns used

• Use simple vocabulary and simple sentence structures

• Higher ability students: Do presentation without referring to their note card; focus more on the use of intonation and body language to engage the audience

Recommendation

• Access to a wide range of authentic materials such as TED talks, recordings of public speaking competitions, podcasts etc. can help students understand the different techniques that can be used to give good presentations and also the value of effective speaking skills

Recommendation

• Understand the importance of listening to what others are saying as what each student says should follow on from what the preceding speaker has said

• Engage in a genuine discussion with appropriate eye contact which can then help all the group members achieve higher marks

• Self / peer evaluation are effective ways of helping students understand their areas for improvement

Comments by District Coordinators

Reading and viewing Programme

• Students should be encouraged to read more recent materials

Comments by District Coordinators

Assessment tasks

• Ensure the purpose/goal of the presentation / discussion is clearly stated in the task

• Should set tasks according to the ability level of students

• Should set tasks more interesting instead of simply using the samples which may be outdated.

• Some schools have been using the same assessment tasks for a number of years

Comments by District Coordinators

Preparation time:

• Shorter preparation time should be given to students to prevent over-preparation / rehearsal

Comments by District Coordinators

Assessment and use of Assessment Criteria:

• Teachers need to follow the assessment criteria more strictly especially in the case of reading aloud and memorized presentations At least one question should be asked in such cases

• Teachers need to observe the mandatory conditions

Comments by District Coordinators

Logistics

• Teachers should be reminded to include a more detailed description of the tasks with the assessment forms

• Ensure the recording is audible

• Would prefer schools to submit only one CD / USB

• Moderation Report sent to Principals in late September 2019

• Panel Chairpersons / SBA School Coordinators should contact Principals

• Refer to the SBA circular which will be sent to schools in late September

Moderation reports for the 2019 exam

Events for 2019-2020

Date Event

August 2022 SBA Handbook posted on EA website

September SBA Moderation Reports sent to schools

October Briefing Session

School Visits

November PD Course

24 February – 7 March 2020

Inter-school Sharing Sessions for S6 Teachers (for 2020 Cohort)

February – March

Labels for SBA Mark Submission to be available on SBA Online Platform

Fri, 20 March Deadline for schools to submit marks and samples

22 June – 4 July

Inter-school Sharing Sessions for S5 Teachers (for 2021 Cohort)

SBA Requirements

Paper Weighting

1. Reading 20%

2. Writing 25%

3. Listening & Integrated

Skills

30%

4. Speaking

10%

SBA (for School

Candidates)

15%

REPORTING OF RESULTS Component Weighting

Reading 20%

Writing 25%

Listening & Integrated

Skills

30%

Speaking 25%

(Paper 4 & SBA)

SBA COMPONENT (Part A) *for school candidates only Number and

type of texts to

be read /

viewed

S4 S5

S6

Total

Number and

timing of

assessment

tasks to be

undertaken

One or Two

texts

One or Two

texts

One or Two

texts

Four texts, one each

from the following

four categories (print

fiction, print non-

fiction, non-print

fiction, non-print

non-fiction)

*One task, group interaction or

individual presentation, to be

undertaken during the second

term of S5 or anytime during

S6 (7.5%)

One task, based on

the reading and

viewing programme

(7.5%)

SBA COMPONENT (Part B) *for school candidates only

* Of the two marks reported, one mark should be based on a group interaction and

one on an individual presentation.

† The assessment task for Part B can be based on an individual Elective Module or

a combination of Elective Modules taught.

For repeaters (S6) and transfer (S6) students, one mark for Part A should be

reported

S4 S5

S6

Total

Number and

timing of

assessment

tasks to be

undertaken

*One task, group interaction or

individual presentation, to be

undertaken during the second

term of S5 or anytime during

S6 (7.5%)

†One task,

based on the

Elective

Module(s)

taught (7.5%)

34

MANDATORY ASSESSMENT CONDITIONS (1)

• Type of assessment task and type of text must be familiar to students

• Specific background knowledge and non-language skills NOT assessed

• Assessment must be conducted by the English subject teacher, with fellow students as audience

• Individual presentation tasks must allow students to produce a performance of at least 3-5 minutes

• Group interaction tasks must provide students with multiple opportunities to demonstrate interaction skills and make a balanced contribution

35

MANDATORY ASSESSMENT CONDITIONS (2)

• Students must NOT read aloud or take notes during the assessment but can refer to brief notes on a note card

• Students can be given more than one assessment a year, but are not allowed to repeat the same assessment task or engage in extensive rehearsal

• The teacher-assessor may interact with individual students during an assessment to ask questions to clarify and/or extend the student’s ideas and to probe the range and depth of their oral language skills

Arrangements for students with Special Educational Needs (SEN) For Speaking Exam

• Special arrangements refer to extra preparation and examination time

• Ancillary aids

• Question Paper in special format (enlarged QPs, in Braille)

• Exemption for candidates with aural and oral disabilities

Public Speaking exam SBA

Extra preparation time

Yes Not applicable

Extra examination time

Yes Not applicable

QP in special format (E.g.. enlarged QP)

Yes Yes

Ancillary aids

Yes Yes

Audio texts and books in Braille for students with visual disabilities

Not applicable

Yes

Mode of assessment GI and Individual Response Can adjust if students can produce medical certificate

Arrangements for SEN students in SBA

Reminder:

• Explain to the student(s) the accommodation, or why accommodation is not necessary

• Record the kind of accommodation / exemption involved

Exemption • Formal approval from the HKEAA required

• Application form: https://www.hkdse.hkeaa.edu.hk

• Apply at the beginning of school year

• Provide supporting documents: 1. School’s recommendation for exemption

2. Relevant medical supports; psychologist’s supports; attendance record (such as record of extended sick leaves)

• Contact the SBA Team of the HKEAA for questions related to logistical arrangements (General: 3628 8070; Ms Kwok: 36288066)

SBA Requirements for Repeaters /Transfer candidates

Name Candidate Number

R/T Part A Part B

Chris Wong 123456789 52 43

Jackie Lee 123456788 65 N/A

Chris Chan 123456787 45 52

Fanny Liu 123456786 32 46

Joe Leung 123456785 65 72

Ken Fung 123456784 46 53

• Who should attend: Teacher assessors of the same form

• Procedure: 1. Start with anchor set (Green DVD)

2. View the samples (H, M & L) from different classes

3. Assessors discuss students’ performances (give enough time for this)

• Focus should be on the students’ PERFORMANCE in the assessment, not impression of students’ abilities / efforts / attributes, etc.

• Give sufficient time for assessors to share good practices and assessment tasks in each class

Suggestions for running Within-school Sharing Sessions for S5 and S6 teachers

• SBA Teachers’ Handbook

• Introduction to the SBA Component of HKDSE English Language (DVD + Booklet for download)

• Implementing Criteria and Standards (with Anchor Sets for both Parts A & B) (DVD)

• FAQs (www.hkeaa.edu.hk HKDSE Assessment Information SBA Subject Information on SBA English Language)

• SBA PD courses for new teachers

Support to teachers

Submission of SBA marks & samples of performance

After all assessments have been conducted:

• School Coordinator should hold a within-school standardization meeting

• School Coordinator should attend inter-school sharing sessions, adjust marks after the sharing session if necessary

• Panel Chairperson to indicate the 6 sets of samples (one from Part A and one from Part B) on the SBAS (2 high, 2 mid and 2 low)

• Print the school code label on the online platform

• The six sets of performances should be submitted to the HKEAA office by 20 March 2020

Submission of samples of performance (1) (for School Coordinators)

• Choose 6 sets (6 clips for Part A; 6 clips for Part B)

• 2 high, 2 mid and 2 low of the students recorded and duplicate the performances in a VCD or DVD

• Video files should be playable using common freeware such as Real Player, Windows Media Player, etc.

• IP or GI will be acceptable

• Teacher should indicate clearly on the Assessment Records the students whose performances are selected

– For GI clips , teachers should indicate clearly on the assessment records the students they want the DCs to focus on (e.g. the 2nd one from the right; High)

Submission of samples of performance (2) (for School Coordinators)

A school where students’ scores range from 0 – 24. When selecting video clips, teachers should choose two clips scored 3-5 marks, 2 clips scored 10-12 and 2 clips scored 23-24

How to select samples of performance (1)

24 0* 12

Another school where students’ scores range from 8 – 22. When selecting video clips, teachers should choose two clips scored 8-10 marks, 2 clips scored 14-16 and 2 clips scored 20-22

How to select samples of performance (2)

8 14-16 22

How to name the files On the DVD

Open two folders, one for Part A

and one for Part B

Name the files clearly using the format below: ELANG(123456).mpeg

ELANG(123456).pdf

If two performances are selected from one file (for GIs only), they should name the file clearly

On the assessment records

Indicate clearly which clip the DC should refer to

For GIs, mark clearly the student (e.g. the first student on the left) on the assessment records the DC should refer to when he/she views the sample

Logistics for submitting samples of performance at end of S6

Schools to

conduct

SBA

Schools to

conduct

within-school

meeting

Schools to

take part in

inter-school

sharing

sessions

Schools to enter

and submit SBA

marks; choose

students whose

samples will be

submitted

Schools to enter marks,

print the school code

label and submit CD-R

to HKEAA on or before

20 March 2020:

6 sets (6 x Part A; 6 x

Part B) of performances

with assessment records

of relevant students to

HKEAA office

Schools are required to submit all the S5 and S6 SBA marks to the HKEAA online in one go in S6 in March 2020 for the 2020 HKDSE Exam

Submission of SBA Marks

• Statistical moderation supplemented with sample review of students’ work

• All schools submit samples of students’ work for review by SBA DCs

• Statistical moderation conducted by the HKEAA

• Supervisor and M-AD to make final adjustment to individual schools with reference to statistical moderation and the sample review

Moderation of SBA Marks

Thank You