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校本評核常見問題 - 英國語文
Assessment Tasks (For Both Parts A and B of the SBA Component)
Questions:
Answers:
  1. If a teacher asks students to present the story that they have read in small groups and encourages the group members to ask the presenter questions, should the assessment task be considered a presentation or an interaction or both?

    Such informal presentations to small groups are strongly encouraged as they are often less stressful than a more formal presentation to the whole class. It would count as a presentation only for the student who presented the story - the teacher should assess the presentation only, not the responses or answers that the "presenter" gives in the Q&A session. It could count as an interaction for the other group members (but not the presenter) if it is an extended discussion, but not if members only ask the presenter single questions without contributing to any general discussion. Students must not be assessed on both interaction and presentation on the same assessment occasion, as it does not allow for formative feedback between assessments and will give too much weight to a single assessment occasion.

     

     

  2. Is there a required length in terms of minutes for an assessment task?

    As long as each student can have the opportunity to speak for at least 3-5 minutes, which should give teachers enough oral output to assess, the precise length does not matter. If a teacher is assessing a group of 4, he/she may need to assign approximately 8-12 minutes for the entire interaction. However, teachers are strongly urged not to use buzzers, stopwatches or any other devices which may create unnecessary stress in students, force them to speak too fast or cut off discussions just as students are becoming authentically engaged in the task. It is not necessary to allocate the same time to every student; it is more important to ensure they have sufficient time to do their best, and this vary from student to student.

     

     

  3. Can students use PowerPoints for an individual presentation?

    Yes, but like note cards, students will be marked down significantly if they read directly from them – the PowerPoint can only be used to guide a presentation and no marks are given for the actual PowerPoint itself.

     

     

  4. Can all students from the same class or form be assessed by the same task?

    It is up to the teachers to decide on the most appropriate tasks for their students, because only they know what texts their students are reading/viewing and what task can be easily integrated into the existing syllabus. Teachers may do the same task within one class or with the entire school, but should take the students' backgrounds, interests and language skills into consideration when they decide whether the whole form or the entire class should be assessed by the same task. It may be fairer to give different tasks to students with stronger or weaker language skills. For example, a strong student may not do so well on an easier task as they are not interested in it and/or it does not require them to demonstrate the sophisticated language features they are capable of using. Similarly, students who are struggling or very reluctant to speak may need a task which looks very easy to inspire their confidence. In SBA fairness is achieved by giving students the opportunity to do their best.

     

     

  5. If students have read more than one text in a school year, can they do more than one assessment task? Can they talk about two texts in one presentation or group interaction? (Part A only)

    It is up to the teachers to decide how many assessment tasks students should do, but they only need to report one mark per year: either for group interaction or individual presentation. A student could be asked to compare two texts he/she has read/viewed, as that will result in a reason to use a range of oral language. However, this would count as only one assessment task. Alternatively, a student could be asked to do two different assessment tasks based on two different texts, but only one of the scores should be submitted to the HKEAA. Students are not allowed to repeat the same task with the same text, nor should they treat the task as if they were learning the lines in a play, as this will lead to a very stilted, unnatural "performance" and lower marks.

     

     

  6. Are students in a group expected to read/view the same text/film for group interaction? (Part A only)

    Some tasks require students to have read the same text and then discuss it together. Some other tasks expect students to get together and read different texts. Teachers might choose one kind of assessment task rather than the other for particular reasons. For example, if teachers had very weak students who may have problems actually talking to each other, teachers might choose to put them into groups where they have all read different stories or seen different films, so there will be an information gap, i.e. a natural reason to talk to each other, and a more effective assessment activity. On the other hand, if some students are quite articulate and have read/viewed the same text, teachers might group them together and ask them to see if there are any differences in their responses to the text. If they have all read the same book but they have different views, it may result in some very lively discussion.

     

     

  7. Can the students talk about more than one text during an assessment? (Part A only)

    There is no restriction. It is up to the teachers. If teachers are confident that their students can perform well, they may ask students to do a presentation which aims to compare two texts. There is a lot of flexibility in terms of the assessment tasks, but such an assessment activity may be more difficult; so perhaps could be used as an assessment activity later in S6.

     

     

  8. Will there be more guidelines on how to design assessment tasks?

    Yes. Teacher can click here for more sample assessment tasks. Teachers are also encouraged to try some out and share with other teachers. Teachers are also free to adapt the sample tasks or develop their own to suit their needs. When designing their own assessment tasks, teachers can refer to the Checklist for Evaluation to see if their tasks meet all the criteria in the checklist.

    They can also make use of the HKedCity SBA platform to share ideas and assessment tasks.

     

     

  9. It is said that students should not be asked to do a role-play or pretend to be a particular character for the assessment task. However, if they insist on assuming a role, can they be allowed to do so?

    No. Teachers should make sure students understand the purpose of the assessment tasks. They should be given clear instructions to follow as they do in any other sorts of school situations. Students cannot pretend to be a character for the assessment activity, although such activities are very useful in teaching to develop student skills in pronunciation, intonation and volume, as well as building confidence. Formal SBA assessments need to be constructed with the aim of eliciting natural and authentic spoken language which conforms to the broad task-types of group interaction and individual presentation.

     

     

  10. How much help can teachers provide to students before the assessment and during the assessment?

    The principle is that teachers do not ask students to do anything that has not been thoroughly taught, which means they should not ask students to compare and contrast different characters from a book if students have never been taught how to do a comparison. Teachers should design useful teaching activities to develop students' speaking and reading skills before assessing them and make sure that whatever kind of assessment task they are choosing, whether it is a debate or an individual presentation to the class or a small group interaction where they compare and contrast some texts, students have done that kind of task as a learning activity before. For the actual assessment, students should use a different text or a different part of the text. The whole point of the assessment is to see what students can do independently. So, the task can be changed slightly or the input material (i.e. the text) can be different, so that teachers can see how well students can transfer their skills.

     

     

  11. Can teachers rehearse with their students before the assessment?

    Teachers should make sure students have done some work on presentation and interaction skills as part of the teaching programme. They could audio or video-record the students' early attempts and give them some feedback and suggestions on how to improve. However, they should not rehearse the actual assessment task with the students. For instance, if a teacher asks his/her students to compare and contrast two characters from Harry Potter as a pre-assessment activity and then gives them feedback and suggestions for improvement, he/she should not allow the students to do the same task and text (i.e. comparing the same two characters from Harry Potter) for the actual SBA. The teacher could instead ask them to compare two other characters.

     

     

  12. Will set questions for school-based assessment tasks be provided so that teachers do not have to come up with many different questions for different students?

    Set questions tend to invite standard answers and so may not be a good idea. The individual presentation is not meant to be formal but rather personal so individualised questions based on the students' own reactions to the texts are preferred. The purpose of the SBA is to evaluate students' speaking ability in familiar contexts, not their ability to give prepared answers or a memorised presentation. However, a framework of guiding questions (See Appendix H of the HKDSE English Language SBA Handbook ) is provided to help teachers formulate questions at different levels of difficulty.

     

     

  13. The public oral exam includes a group discussion. Why is 'group interaction' assessed again in the SBA?

    The group interaction in the SBA is different from that in the public exam because students will be interacting with classmates instead of strangers, and will be talking about something which they have read/viewed instead of a prescribed topic which they will only have a few minutes to prepare for in the exam room. One of the purposes of introducing the SBA component is to improve the validity of the speaking assessment by including aspects that cannot be tested in a public exam setting. However, it should be noted that when students take part in group interactions for the SBA, they will also be practising similar skills required for the public oral exam and teachers will give them practice in this mode of speaking anyway. So the group interaction should not create too much extra work.

     

     

  14. How much preparation time should teachers give students?

    It depends on the requirements of the assessment task and how likely it is that their students will cheat. Teachers should do their best to prevent students from presenting memorised materials as their own. If shortening the preparation time helps to prevent cheating, then they can decide to give students the exact assessment question only a few minutes before the actual assessment.

    However, it should be emphasized that two kinds of preparation are necessary for the SBA:

    1. Preparation for the task type, i.e. the teaching and learning activities that help to improve the students' reading and speaking skills.
    2. Preparation for the exact assessment task for the purpose of reporting an SBA mark - this can be more strictly timed to prevent rehearsals and memorisation of speeches/scripts.

    Teachers should give students the assessment schedule as much in advance as they like, prepare their students for the text and the task type, and then do the actual assessment, for which some preparation time is allowed so students can make notes on a small note card, organise their ideas, and check the text and their log books if necessary.