跳至主要內容 跳至瀏覽
校本評核常見問題 - 英國語文
Text Selection (For Part A of the SBA Component Only)
Questions:
Answers:
  1. Do teachers need approval from the HKEAA when they choose SBA texts?

    No. Teachers are free to choose any texts they find suitable for their students with reference to the text selection criteria provided. Teachers should exercise their professional judgment as they are the ones who know what kinds of texts are most appropriate for their students. As long as the content of the texts are rich enough for students to generate sufficient/meaningful oral output for assessment, it will be fine. The recommended list is provided for reference only.

     

     

  2. Should the whole class read the same texts or can students read different texts?

    The texts are not meant to be taught as 'readers' so there is no need for the whole class to read/view the same texts. Teachers can decide on this based on their professional knowledge and understanding of their students' language ability and interests. It is important to make sure that the text chosen for the SBA is appropriate for individual students in terms of content, difficulty level and so on, and that it is interesting to your students. It should be noted that it would be highly unlikely for the whole class of 40 students to have the same ability and interests. Therefore, teachers are encouraged not to prescribe texts, but to give some freedom to the students to choose what they want to read. If teachers force students to read or view something that is not at their level or is not interesting to them, it would be defeating the purpose of extensive reading. However, if some groups of students within a class want to read the same texts, that should be encouraged as they can support each other through the reading process.

     

     

  3. Can teachers use some of the recommended books as readers and then use them?

    If teachers have used a book from the recommended list as a class reader and actually taught it (which is a great idea to model a lot of processes needed to establish extensive reading, e.g. keeping a log book, discussing your responses to the book, etc.), students cannot use the same book for the actual assessment of Part A.

     

     

  4. Should the books chosen from the list of recommended texts be of the same edition as stated or can they be the same title but a different version?

    Teachers can use a different version of the text or a different edition as stated on page 1 of the Recommended Texts for the SBA Component. However, if teachers are thinking of using a simplified version, they should choose carefully because some texts are badly simplified or too simple; but there is no reason why a student should not read both the original work and a simplified version, using the simplified version to build their understanding before reading the original text. Similarly, students can watch the movie version of a text for the same purpose, especially if it has Chinese subtitles.

     

     

  5. If a student reads a book and views a film based on the same book, do they count as two texts?

    No. One of the purposes of the reading/viewing programme is to encourage extensive reading/viewing. Students are encouraged to approach a text in different ways - for example, read a simplified version of a book, watch a film based on the book and then read the original work; watch a film first with the Chinese subtitles and then without them; read the Chinese translation of a novel before reading it in English - but it will be counted as one text. Students will benefit from this multi-lateral approach. They will learn more and will have more insightful and interesting comments to make in the oral assessment.

     

     

  6. 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 will not be allowed to use the same texts for two different subjects. They will need to sign a declaration that they have read/viewed the texts for the purpose of the HKDSE English Language SBA and that it is their own work that is being assessed. Students who cheat will be subjected to similar penalties for cheating in public examinations or handing in plagiarised work, i.e. disqualification from the subject or from the entire examination.

     

     

  7. 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'?

    It is fine for students to read/view a fiction and a non-fiction text on the same topic as the texts are different subject matter - e.g. one is a story about the Titanic; the other is an account of finding the Titanic, so they can be counted as two texts. In fact, it is possible to design an assessment task related to two texts on the same topic.

     

     

  8. 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 SBA is not to assess how much students can read or how many difficult texts they can handle. If students choose to use easier texts but still manage to generate a very good presentation or interact well with their group members, they deserve a good mark. In other words, teachers do not have to take into account the difficulty of the text in assessing students, although obviously they will have to consider the nature of the text when setting the assessment tasks. Teachers may also have to negotiate with some students about their choice of text to encourage more extensive reading/viewing.

     

     

  9. Do schools have to use a class reader?

    Teachers do not have to adopt any class readers if their students are already confident readers and understand what they are expected to do for the SBA. However, teachers may consider using a class reader to help students become familiar with the assessment procedures and give them opportunities to do interactions and presentations through some pre-assessment activities. Students should then be asked to read another book on their own in preparation for the actual assessment.

     

     

  10. Can students read/view more than four texts for Part A of the SBA?

    Students should be encouraged to read/view as many texts as they like but the SBA will only be based on four texts. Students who have read/viewed more than four should be allowed to choose the texts they want to be assessed on as long as they are assessed on texts from two of the four categories.

     

     

  11. Will changes be made to the recommended list every year?

    No. The recommended list is only for teachers' reference. Teachers can choose texts according to the Text Selection Guidelines and choose texts that they think suitable for their students.

     

     

  12. How can students get access to different categories of texts?

    Students are not expected to buy their own copies of the texts. Teachers can set up a class or school collection including texts chosen from the recommended lists and other texts of their own choice. This practice allows students to browse through the available texts before deciding on which ones to read/view.

     

     

  13. 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.

     

     

  14. 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 Part A of 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).

     

     

  15. Are there any special arrangement/allowances for students with special educational needs?

    When conducting SBA tasks, schools can provide special arrangements in accordance with the type and severity of disabilities of the students. The purpose of which is to enable these students to complete assignments or activities in an appropriate environment and be equitably assessed. Schools can consider the following special arrangements as a reference:

    • Provision of ancillary aids
    • Provision of special assistance during the conduct of the assessment
    • Use of Braille books or audio books for students with visual disabilities

    Schools need not apply to the Hong Kong Examinations and Assessment Authority (HKEAA) for the specific arrangements granted to students in the SBA. However, such arrangements should be marked in the assessment records.

    If a school cannot provide specific assessment arrangements to individual students, the principal should file an application for special treatment to the HKEAA, including exemption from part or whole of the SBA tasks (students with aural and oral disabilities, for example, are normally exempted from participating in the Speaking Examination, and hence the SBA).