- Do teachers need approval from the HKEAA when they choose SBA texts?
No, teachers do not require approval from the HKEAA when selecting SBA texts. They have the freedom to choose texts that they deem suitable for their students, with reference to the Text Selection Criteria provided. Teachers should exercise their professional judgment as they are in the best position to determine which texts are most appropriate for their students. As long as the chosen texts have sufficient content to generate meaningful oral output for assessment, they will be acceptable.
- Should the whole class read the same texts or can students read different texts?
The choice of whether the whole class should read the same texts or if students can read different texts depends on the students’ abilities. The texts selected for actual assessments are not intended to be taught as standard ‘readers’. Teachers can decide whether to implement extensive reading (where students in the same class read different texts) or intensive reading (where students in the same class read the same text with more guidance from teachers) based on their professional knowledge and understanding of their students’ language abilities and interests. It is crucial to ensure that the chosen texts for the SBA are appropriate for individual students in terms of content, difficulty level and overall appeal.
For group interactions, it is recommended that students read the same text(s) to minimize the information gap. When students have read different texts, the group may end up giving four separate mini presentations, making it challenging to assess communication strategies reliably. Therefore, teachers should not assign group interaction tasks to students who have read different texts. By having students read the same text, the group can engage in more meaningful discussions and interactions, allowing for a more accurate assessment of their communication strategies.
- Can teachers use a text as a class reader and then in the assessment?
If teachers have used a book as a class reader as part of their teaching, students cannot use the same book for the actual assessment. However, utilising a book as a class reader can be a valuable approach to model various processes involved in extensive reading, such as keeping a log book and discussing responses to the book.
- If a student reads a book and views a film based on the same book, do they count as two texts?
No, reading a book and watching a film based on the same book will be considered as one text. The purpose of the reading/viewing program is to encourage extensive engagement with the chosen text. Students are encouraged to approach the text in different ways, such as reading a simplified version of the book, watching a film adaptation, and then reading the original work. This multi-lateral approach helps students gain deeper insights and enables them to make more insightful and interesting comments during the oral assessment.
To fulfil the SBA requirements, one assessment should be based on at least one print text and the other assessment on at least one non-print text.
- Can students use the set texts for Literature in English or readers they read in lower forms for the SBA component of English Language?
No, students are not allowed to use the same texts for two different subjects. They must sign a declaration stating that they have read/viewed the texts for the purpose of the HKDSE English Language SBA, and that the work being assessed is their own. Any form of cheating or plagiarism will result in penalties, which may include disqualification from the subject or from the entire examination.
- Can students read/view a fiction and a non-fiction text on the same topic? For example, can they watch ‘Titanic’ (the movie) and read the non-fiction text, ‘Finding the Titanic’?
Yes, it is acceptable for students to read/view a fiction and a non-fiction text on the same topic. Since the texts cover different aspects of the subject matter, they can be counted as two separate texts. In fact, it is possible to design an assessment task that relates to two texts on the same topic.
- Should teachers encourage students to choose the same (or more or less the same) level of texts? If not, will students have to be assessed differently since some students may choose easy texts?
The purpose of the SBA is to assess students’ speaking abilities, not their reading proficiency or the difficulty of the texts they choose. If students choose easier texts but still deliver excellent presentations or interact effectively with their group members, they deserve a good mark. Teachers do not need to consider the difficulty of the text when assessing students, although they should consider the nature of the text when designing assessment tasks. Teachers may need to negotiate with some students regarding their choice of text to encourage more extensive reading/viewing.
- Do schools have to use a class reader?
Teachers are not obligated to use a class reader if their students are already confident readers and understand the requirements of the SBA. However, teachers may consider using a class reader to help students become familiar with the assessment procedures and provide opportunities for interactions and presentations through pre-assessment activities. Afterward, students should be asked to read another book independently in preparation for the actual assessment.
- Can students read/view more than two texts for the SBA?
While students are encouraged to read/view as many texts as they like, the SBA will only be based on two texts. Students who have read/viewed more than two texts should be allowed to choose the texts they want to be assessed on, as long as one assessment is based on at least one print text and the other assessment is based on at least one non-print text.
- How can students get access to different categories of texts?
English teachers can coordinate with the school librarian to provide students with access to a wide range of texts across different categories. The school library can stock books, magazines, newspapers, and other print materials, while digital resources such as e-books, online articles, and videos can also be made available. Teachers can guide students in selecting texts from various genres. Additionally, public libraries, bookstores and online platforms can be recommended as external sources for students to explore and access a diverse range of texts.
- Can very weak students choose to read very simple books, such as primary school readers?
Students should be encouraged to begin with texts at an appropriate level of difficulty so they will not be put off by books that they find unmanageable. However, they should progress to more demanding texts as they develop their language skills over the three years. The texts used for assessment purposes should be similar to the recommended ones in terms of length and level of difficulty.
- If students enjoy reading books related to their own interests, e.g. basketball, cooking, travel, how to speak Japanese perfectly, and so on, will these topics be accepted for the SBA?
Non-fiction topics drawn from students’ existing interests are an excellent way to get reluctant readers ‘hooked on books’. As part of class activities, students could indicate the topics they are interested in to the teacher, then look for documentaries or books in the library and read/view the texts that most interest them (in groups if necessary). For group interactions, it is recommended that students read/view the same text(s) to minimize the information gap, as when students have read different texts, the group may end up giving four separate mini presentations, making it challenging to assess communication strategies reliably. Therefore, teachers should not assign group interaction tasks to students who have read different texts. By having students read the same text, the group can engage in more meaningful discussions and interactions, allowing for a more accurate assessment of their communication strategies.
- Are there any special arrangements/allowances for students with special educational needs?
When administering SBA tasks, schools have the flexibility to provide special arrangements based on the type and severity of students’ special educational needs. The purpose is to create an inclusive environment where all students can complete assignments or activities and be assessed fairly. Schools can consider the following special arrangements as a guideline:
- Provision of auxiliary aids
- Provision of special assistance during assessments
- Use of Braille books or audio books for students with visual impairments
Schools are not required to seek approval from the HKEAA for these specific arrangements in the SBA. However, it is important to document these arrangements in the assessment records.
If a school is unable to provide specific assessment arrangements for individual students, the principal should submit an application for special treatment to the HKEAA. This may include requesting exemptions from certain parts or the entirety of the SBA tasks. For instance, students with aural and oral disabilities are typically exempted from participating in the Speaking Examination, and consequently, the SBA as a whole.
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