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校本評核常見問題 - 英國語文
Authentication and Cheating
Questions:
Answers:
  1. Will there be any checking to 'catch' teachers who teach the texts as class readers?

    There will not be any checking whether teachers teach the texts as class readers by the HKEAA, but the school needs to ensure that students are encouraged to read independently as well outside class. If the assessment records show that students from one class or school have all used the same texts for their assessment, questions will eventually be asked about whether there is indeed an extensive reading programme in the school and an advisory team may visit the school. However, it needs to be reiterated that the SBA is an assessment of oral language use, not reading, so there is no need for intensive reading/viewing, nor any 'study' of the text itself. It is more important that the text is interesting so that it motivates students to talk to each other about it.

     

     

  2. Students can seek assistance and have the text explained to them in Chinese without actually reading it. Then they will still be able to do the group discussion and individual presentation. How can teachers prevent this from happening?

    Students should keep a record of their reading/viewing in a log book and teachers can collect this for checking. Some of the work can also be done in class so that teachers can monitor their students' progress. Since teachers know the standards of their students and normally teach them for three years, it is unlikely that students can get away with work that is not their own.

    It should also be noted that students who do not actually read/view the texts will not benefit from the reading/viewing experience and will lack the language necessary for talking about what has been read/viewed, and so will perform less well.

     

     

  3. What can be done about students who refuse to take part in the SBA?

    If a student goes to an oral exam but says nothing, he/ she gets a zero. The same principle also applies to SBA. However, SBA should be easier for students to take part in even if they have very weak oral skills because they interact with their own teachers and classmates, and be given tasks more appropriate to their level, whereas in the public oral exam, there is a prescribed task and students have to interact with strangers. Many students don't take the exam because they find it too challenging and they don't want to suffer humiliation in front of strangers. But this should not happen in school because their own English teacher is the assessor and the students can interact with their classmates who are about the same level. So it is hoped that no student will refuse to take part. If they do refuse to take part, teachers should give them a lot of encouragement and allow them to start with simpler tasks that they can manage. If the student still refuses to participate in all three assessment tasks, then the final resort is to give that student a zero, and to make sure he/ she knows the consequences for not taking part in the school-based assessment, which means 15% of his/ her marks are automatically gone.

     

     

  4. Will students be penalised if they over rehearse or plagiarise?

    If over-rehearsal affects the students' performance and makes it very unnatural and lacking in authenticity, then this will be obvious and students will not score highly on the assessment criteria. The students' own teacher is also the assessor, so there is no point in students over-rehearsing. It will be apparent to the teacher if a student is giving a memorised presentation or if a group of students are acting out a planned interaction. The teacher should then ask follow-up questions to ascertain the students' true speaking ability or require them to do another assessment task.

     

     

  5. What is the role of the HKEAA in monitoring cheating and authenticity?

    The HKEAA will not be going to every school to inspect the work of individual students. However, the SBA District Coordinators will conduct advisory visits to schools if necessary. The purpose of such visits is for support as well as for inspection. Teachers should keep the assessment records of each student on file and produce them as evidence of the SBA if required. The video recordings also form part of the evidence for teachers and for schools. They are ways to maintaining good quality within the system.

     

     

  6. Will students be penalised for cheating if they get help from tutorial schools for the SBA?

    It depends on the kind of help they get. If the tutorial school is simply discussing the books with the students in great detail, giving them a lot of notes, teaching them how to plan the individual presentation and developing their speaking skills, then it would be all right. It is up to the teachers to set the assessment task and to validate their students' work. If there are reasons to suspect that a student has not done any work on his own and is using a 'model' presentation, the teacher can ask some additional questions or request the student to do another task. If the student is able to perform other tasks well, it may be the student has learnt a lot from the tutorial schools, and is able to transfer the skills he learned. Otherwise, the teacher should re-assess the student.

     

     

  7. Can students get help from other people in preparation for the SBA? Will it be considered 'cheating'?

    It depends on the nature of the help given, not who gives the help. It doesn't matter whether the help is from another teacher, the subject teacher, a tutor or a parent. Help in terms of teaching the student reading and speaking skills, pronunciation, language structures, etc, anything to really improve the student's language ability, is strongly encouraged. It is not cheating. However, help which involves writing out a speech for the student to memorise, or writing a script for a group interaction for a group of students, is cheating because such help lets students use work that is not their own. It is also counter-productive as such memorisation and/or rehearsal will lead to very stilted and unnatural language use. It also does nothing to help students to improve their actual English skills. The bottom line is we want to ensure students are taught the kinds of skills that they can transfer to new situations. We also want to assess our students' true speaking ability and how they can interact using their own language in authentic situations.