hkdse english language briefing session powerpoint (nov 2016) · different question types, e.g....

HKDSE 2016 English Language�Briefing

Briefing rundown

• Overall statistical performance

• Paper 1

• Paper 2

• Paper 3

• Paper 4

• Q & A

2

Attendance in 2016

Day school candidates: 55,466

Whole group: 62,986

3

Entry Statistics 2012-2016

4

General performance in 2016 (no.)

5

General performance in 2016 (%)

6

7

Paper 1

Reading

Number of Candidates

Part 1A 62,913

Part 1B1 28,311 (45%)

Part 1B2 34,780 (55%)

8

Paper 1: Reading�

Full Mark Mean Score (%) S.D. (%)

Part A 41 62.0 21.7

Part B1 43 43.6 20.2

Part B2 43 50.9 19.5

9

Part 1A

10


Part A 41 62.0 21.7

11

Part 1A:

Reading Passages

Reading Passage No. of

Marks

Part

A

• Part A comprises

two reading

passages on the

theme of

superstitions:

• Text 1: Listicle

about 10 common

superstitions

8

12

Part 1A:

Reading Passages

Reading Passage No. of

Marks

Part

A

• Part A comprises

two reading

passages on the

theme of

superstitions:

• Text 2: Report

summarizing a

researcher’s

studies into

superstition

33

13

Part 1A:

Questions

38%

Mean percentage

correct for these

items 75%

14

Part 1A: Questions

62%

76%

83%

79%

52%

41%

44%

Part 1A: Questions

15

66%

41%

Part 1A: Questions

16

41%

58%

63%

76%

36%

55%

Part 1A score distribution

for all candidates

17

Mean: 62%

Mode: 34

How 1B1 candidates performed in 1A

18

Mode: 27 marks

Mean: 47.5%

19

How 1B2 candidates performed in 1A

Mean: 73.8%

Mode: 35 marks

Part 1B1

20


Part B1 43 43.6 20.2

Part 1B1: Reading Passages

21

Reading Passage No. of marks

Part B1 Part B1: five reading passages:

•a review of a food truck

•a newspaper article about a proposal to

introduce food trucks in Hong Kong

•Three letters to the editor responding to

the proposal

- Letter 1

- Letter 2

- Letter 3

6

5

13

5

11

Part 1B1: Questions

61% 22% 17%

23

Part 1B1: Questions

28%

61%

63%

60%

24

Part 1B1: Questions

49%

48%

28%

66%

15%

5%

16%

25

Part 1B1 score distribution

Mode: 19 marks

Mean: 43.7%

Part 1B2

26


Part B2 43 50.9 19.5

Part 1B2: Reading Passages

27

Reading Passage No. of marks

Part B2 • The reading passages selected for Part

B2 were textually more challenging

compared to texts used in Parts A and

B1.

• First B2 text: case study about food truck

business

• Second B2 text: article that was against

food trucks

• Third B2 text: article that supported food

trucks

13

12

15

Part 1B2: Questions�

Text 8:

complete a

fact file about

the company

Mean

percentage

correct: 57%

76%�

71%�

47%�

26%�

75%�

71%�

66%�

62%�20%�

28

29

Part 1B2: Questions

46%- trend of food trucks

21%- media treating food trends as a breakthrough invention

Part 1B2: Questions�

The real trend is the redundant food truck – like one serving pizza parked

across the sidewalk from a rent paying pizzeria.

15%�

30

31

Part 1B2: Questions

22% 24% 25% 27%

32


Mode: 23 marks

Mean: 50.9%

33

Paper 1 Recommendations

• Candidates demonstrated a good awareness of

different question types, e.g. knowing when to

copy a short section and when to use their own

words

• When completing the fact file which requires

finding answers from different parts of a text,

candidates should not make reference to the same

point more than once

• E.g. Reasons for opening the food truck

• Cheaper than opening a restaurant

• Cost less than $100,000

Paper 1 Recommendations

• Pay attention to the use of ambiguous pronoun

references in their own answers,

• E.g. 34. Why does the writer think the problems

raised by Chris Wong are not a problem now?

‘they have moved to food courts inside buildings’

34

Paper 1 Recommendations�

• Accuracy in spelling and grammar is not required

for open-ended questions

• Marks were awarded if the message was clear

• For some cloze/gap-filling tasks, accuracy is

required as the close itself serves as a reading

comprehension text

35

36

Paper 2

Writing

Statistical information No. of candidates sat: 62,552

Mean: Paper - 49.5%

Part A: 51.9%

Part B: 47.8%�

S.D.: Paper - 20.3%�Part A: 20.9%

Part B: 21.3%

37

Statistical information

Question Topic Mean Score

(out of 42)

Mean (%) Popularity

(%)

1 21.8 51.9

2 Sports Communication 19.5 46.4 34.1

3 Workplace Comm. 21.7 51.7 22.6

4 Debating 22.6 53.8 20.6

5 Social Issues 18.7 44.5 5.2

38

Statistical information

Question Topic Mean Score

(out of 42)

Mean (%) Popularity

(%)

6 Short Stories 17.1 40.7 4.0

7 Popular Culture 13.2 31.4 3.1

8 Poems and Songs 21.7 51.7 2.4

9 Drama 19.5 46.4 7.3

Unattempted 0.7

39

Mark Distribution of Question 1

(Number sat: 62,549)

40

Mark Distribution of Question 2 (Number sat: 21,271)

41


42


43

Marking Guidelines�

• Both Parts A and B use the same set of

marking guidelines

• Content, Language and Organization are

assessed

44

Marking Guidelines (For Part B only )�

• If content is off-topic, candidates should not

be awarded more than 3 marks in each of the

other domains

45

Performance of candidates in Question 1 –�Compulsory Part�

• The majority of candidates were able to write

relevant responses

• A small number mistakenly interpreted the

question as one asking for a list of school rules

which were important, or a list of activities

organised by the Students’ Union to facilitate

making friends

46

Performance of candidates in Question 1�

• Many candidates used an appropriate tone,

encouraging, welcoming and advising their

fellow students

• Weaker candidates emphasised the negative

consequences of not adhering to the rules.

Such speeches sounded more like a lecture

from a disciplinary teacher than brotherly or

sisterly advice

Performance of candidates in Question 2 –�Learning English through Sports Communication�

• Candidates were familiar with the features

of a letter

• Better responses were able to develop

persuasive points that sought to change the

mind of readers

• Some candidates adopted a tone that

‘lectured’ the newspaper’s readers

48

Performance of candidates in Question 3 -

Learning English through Workplace Communication�

• Most candidates wrote an article that was

appropriate for the readers of the school

magazine

• A number of articles spent too long

explaining why graduates cannot find jobs

in Hong Kong instead of giving reasons why

these graduates should look abroad for

opportunities

49

Performance of candidates in Question 4 –�Learning English through Debating�

• Some candidates did not read the question

carefully and wrote about monitoring where

their children were rather than monitoring

their phone activity

• There was some evidence that the higher-

performing candidates had read letters to

newspapers and were therefore aware of

their features, style and tone

50

Performance of candidates in Question 5 –�Learning English through Social Issues�

• Many candidates were not very good at

developing suggestions about why local street

life is worth preserving

• Weaker candidates focussed on several aspects

of street life instead of the one stated in the

question

• Some gave irrelevant points such as food trucks

or trams

51

Performance of candidates in Question 6 –�Short Stories�

• Stronger candidates were very competent in

storytelling and had clearly read a lot of

literature and had become familiar with short

story conventions, such as dialogue, vivid

vocabulary and a plot with a resolution at the

end

• Many candidates struggled with this question

however, and some stories did not seem to be

about revenge at all

52

Performance of candidates in Question 7 –�Learning English through Popular Culture�

• This question was rather poorly answered

overall and most candidates struggled to

complete it

• Many candidates only focussed on youth

trends and did not mention how to present

them at a festival, with justifications for

presenting them

53

Performance of candidates in Question 8 –�Learning English through Poems and Songs�

• Stronger candidates were able to give creative

answers that exploited interesting personal

examples

• Weaker candidates were not able to elaborate on

ways to cope with challenges

• Some candidates did not read the question

carefully and instead writing about how

celebrities cope with challenges, rather than

using personal examples

54

Performance of candidates in Question 9 –�Learning English through Drama�

• Stronger candidates used appropriate language for

communication with family members but the use of

stock phrases in some candidates’ responses was a

problem in terms of appropriacy

• Poorer responses were rather repetitive in nature

and some candidates thought they were taking up a

career as an artist rather than an actor

55

Script A Level 5 Question 2

Comments on Content

• Content addresses the requirements of the questions

adequately – view on whether the public should use

sports facilities in schools, with three reasons

• Reasons are generally well-developed

• Almost totally relevant

56


Language

• Wide range of sentence structures with a good grasp

of simple and complex sentences

• Examples of more sophisticated lexis are used e.g.

‘permanent sports facilities’

• Tone and register appropriate

57


Organization

• Overall structure is coherent and appropriate to the

text type

• Effective use of topic sentences to enhance the

logical development of ideas, though in the sentence

‘I am going to give three reasons’ in the introductory

paragraph is odd in a letter to the editor

58

Script B Level 4 Question 1

(Part A)

Content

• This speech addresses the content requirements

well. The ideas are well developed with a lot of

supporting points which illustrate the benefits of

following school rules and being part of a family

• There is an element of sophistication in presenting

different attitudes to rules, and some humour (‘Well

because it is’)

59


(Part A)

Language

• The language is mostly accurate and there is some

complexity of phrasing, although attempts to express

complex ideas sometimes lead to errors

• Vocabulary is wide and suited to the genre. Rhetorical

questions are appropriate in context

• The register, tone and style are well-handled. There is a

strong personal voice here

60


(Part A)

Organization

• The text is mostly organized effectively, with a clear structure and ideas which are well developed

• The opening is not very engaging since it simply states how the speech will be organized, but the ending does a better job, marred only by the last line (which is unnecessary and spoils the tone)

61

Script C Level 3 Question 4

Content

• A large part of paragraph one is copied from

the prompt

• Relevant ideas but some could have been

better developed (e.g. learning a language)

• Shows occasional awareness of audience

62


Language

• Some simple sentences are accurately constructed

• Occasional attempts are made to use more complex

sentences, but some are not grammatically correct

• Grammatical mistakes (agreement, word form, tense,

etc.) sometimes impede meaning

• The lexis used in general is appropriate

63


Organization

• Ideas are developed logically in general

• Some cohesive devices are used to link ideas

but the pronouns are sometimes used

inconsistently

• Paragraphing is clear in general

• The concluding paragraph is not effective

64

Script D Level 2 Question 1

(Part A)

Content

• The content covers the necessary points and discusses school rules and interpersonal relationships

• The main point of the first paragraph is that school rules protect you, but this point is simply stated and not developed at all

• The second paragraph is about friendship but it is difficult to get more than this from it, and the reference to exams is not clearly relevant

65


(Part A)

Language

• There are errors of different kinds (spelling, word choice, part of speech, agreement etc.) and they occur in all sentences

• Vocabulary is mostly very basic, with the exception of ‘encourage your friends’, which is part of a nice modal construction

• The writer tends to begin sentences with ‘It’ and this affects coherence and gives rise to an inappropriate impersonal tone

66


(Part A)

Organization

• There has been an attempt to structure the

writing

• The overuse of ‘It’ at the beginnings of sentences

makes it a challenge to understand the intended

flow of ideas

67

Script E Level 1 Question 7

Content / Organization

• A few relevant ideas

• Attempts to develop the ideas but not successful

• Clear structure of a letter to parents – greetings, an

opening stating choice and reasons, though reasons

are not clear or logically developed

• Attempts to use some cohesive ties to link ideas but

not often effective

68

Script E Level 1 Question 9

Language

• Some short, simple sentences are used

• There are multiple errors in language and

lexical choices, which often impede

communication

69

Recommendations to candidates�• Read the questions carefully to fulfil all the

requirements of the task

• Relevance is one of the criteria which helps markers differentiate original from memorised materials

• Avoid using low-frequency linguistic features indiscriminately

• Spend time on planning and proofreading answers

70

71

Paper 3

Listening & Integrated Skills

Paper 3: Listening & Integrated Skills:

Overview

• Number of B1 and B2 candidates

• General performance in Parts A and B

• Focus on Task 10

• Recommendations

72

Paper 3: Percentage of Candidates Part B

73

Paper 3A: Listening�


Part A 58 55.1 26.0

Part B1 54 41.7 23.3

Part B2 54 43.5 16.4

74

Part 3A score distribution for all candidates

75

Paper 3A results per task�

Mean (%)

Task 1 Choosing the museum 67.3

Task 2 Teenage culture exhibitions 62.1

Task 3 Teenage inventions 44.5

Task 4 James Dean lecture 43.7

76

Part 3A score distribution for 3B2 candidates

77

Part 3A score distribution for 3B1 candidates

78

Paper 3B1: Integrated Skills�


Part A 58 55.1 26.0

Part B1 54 41.7 23.3

Part B2 54 43.5 16.4

79

Paper 3B: Integrated Skills�

Situation

You are Indy Wong. You are a museum assistant

for Lara Gau at the Hong Kong Social History

Museum. Lara has a few things she wants you to

do to help out.

80


Three tasks:

– Task 5: An exhibition flyer

– Task 6: Progress report on new café�

– Task 7: Letter to school about part-time

student jobs

81

Paper 3B1: Integrated Skills

82

Part B1 (easy section)

Task Task 5 Task 6 Task 7

Mean 38.6% 44.9% 41.7%


83

Paper 3: Listening & Integrated Skills�


Part A 58 55.1 26.0

Part B1 54 41.7 23.3

Part B2 54 43.5 16.4

84


Three Tasks:

•Task 8: Email about borrowing plough

•Task 9: Website description of farmhouse�

•Task 10: Report on museum’s problems

85

Paper 3B: Integrated Skills

86

Part B2 (difficult section)

Task Task 8 Task 9 Task 10

Mean 50.7% 41.8% 38.1%


87

Paper 3B2: Integrated Skills: Task 10�

I need you to write the main section of a report to

the Museum Board, which covers the problems the

museum has been having and the recommendations

we would like to suggest. Please mention incidents

which illustrate these problems.

88


Problem Incident Recommendation

Smoking in

toilet

Visitors triggered

alarm causing

evacuation

Announcement to play

when enter

Safety for

children

Girl fell off ox &

broke arm

FT staff to assist groups

PT staff to do

worksheets

Inadequate

signage

Group got lost in

basement

More eye catching signs

with bigger letters

89

Paper 3B2 Task 10: score distribution

90

Paper 3B2: Integrated Skills: Task 10

Level 1 Performance

• Task completion - a few points included though

expressed unclearly

• Language - a lot of copying verbatim, very little of own

language

• Audience - confusing

• Organization - some paragraphing but incoherent�

91


Level 2 Performance

• Task completion - some points included

• Language - frequent errors, some of own language;

simple language used well; a little repetitive

• Audience - sense of purpose of text

• Organization - clear prospecting intro; each problem

signalled and paragraphed

• Unfinished

92


Level 3 Performance

• Task completion - decent coverage of two of the

problems/recommendations. One problem entirely

missing

• Language - frequent errors, own language used, simple

language used well. A little repetitive

• Audience - consistent



• Overuse of sentence-initial connectors

93


Level 4 Performance

• Task completion - good coverage of two of the

problems/recommendations. One problem entirely

missing

• Language - reasonable range though some errors, own

language used. Some copying

• Audience - consistent. Good attempt at formal style�



94


Level 5 Performance

• Task completion - good coverage of all three the

problems/recommendations

• Language - reasonable range though some errors; own

language used. Clear message throughout

• Audience - consistent. Good attempt at formal style�

• Organisation - clear prospecting intro; each problem

signalled and paragraphed. Good rounding off

conclusion

95

Paper 3B: Recommendations

Candidates should:

• Always take note of the word guide to get an idea of

the scope of the task at hand

• Be discerning with the inclusion of information

• Take the opportunity to show their own English not just

an ability to copy

• Construct a text fit for purpose not simply string�together answers�

• Think of audience, purpose of text and register in order

to manipulate the Data File text to fit

96

Paper 3B: Recommendations from the�Assessment Guidelines�

• Will comprise integrated listening/reading and writing tasks

based on the same theme

• Candidates will be required to process information by

selecting and combining data from spoken / written sources in

order to complete various listening / writing tasks in a

practical work or study situation

• At least one of the writing tasks will require candidates to�produce an extended piece of writing (100 – 200 words)�

97

Paper 3B: Recommendations from the�Assessment Guidelines�

Not stipulated:

– The nature of the listening task

– The number of tasks

– The length of the tasks

– The points allocation per task

– The total points allocation for Part B

– The aspects of performance tested

– Etc.

•All of these may vary from year to year

98

99

Paper 4

Speaking

Paper 4: Speaking�

• Oral exam was held in early May 2016

• 9 days examination + 2 days of SEN oral

examining

• 27 sets of questions papers

• Upload four videos

- Levels 1,2,4,5 (two)

- Levels 1,2,3,5 (two)

100

Paper 4: Speaking

Mean scores for each domain�

Score /14 Mean Score

(%) Pronunciation & Delivery 7.41 52.9

Communication Strategies 7.26 51.8

Vocabulary & Language Patterns 7.06 50.4

Ideas & Organisation 7.61 54.3

Total mean average 52.4

101

Paper 4 Candidates’Performance�

Part A: candidates were expected to

collaborate as a group on a given task

Exemplar 1. discuss importance of socialising

and places where young people like to hang

out after school

102

Candidate C - Level 5

Comments

• Listens carefully and promptly responds to another candidate’s query asking what

‘socializing’ means

• Uses strategies effectively to transition a change in the discussion topics, e.g.

‘Apart from learning skills and releasing stress…’, ‘Personally…’

• Information and ideas are clearly expanded and relevant to the topic, e.g. ‘we can

join escape games. The fee to join is cheap, (students) can form teams, can enhance

social skills…’

• Does not rely on notes and uses appropriate body language to communicate and

encourage interaction

103

Candidate B - Level 4

• Tries not to rely on notes and speak naturally but fluency is hindered by

hesitation and in attempts at more complex language patterns

• Self corrects effectively, e.g. ‘choose/choice’

• Accurate use of a wide range of vocabulary, e.g. ‘novelty,’ ‘cram’, ‘puberty’,

‘crucial’, ‘reach a consensus’, ‘catchtheir fancy’

• Expresses a range of relevant ideas, e.g. ‘can learn the cultures deeper, also

taste the product, gain accomplishment’

• Maintains interaction by suggesting they should discuss why the other

proposed after-school hangouts would not be a good choice

• Sustains conversation in Part B by recalling a personal experience

104

Candidate A - Level 2�

• Projects voice appropriately and words can be understood within the context

but reliant on notes and fluency is limited without them

• Expresses some relevant ideas, e.g. ‘open teenagers’ horizon’, ‘student in�

classroom – look at textbook – boring – that will be benefit for them’�

• Basic strategies used to respond purposefully to others, e.g. ‘I agree with you,

mixing bowl good choice’

• Conversation in Part B is partially relevant

105

Candidate D - Level 1�

• Expresses a few basic comprehensible phrases, e.g. ‘Excuse me, what is the

socializing?’

• Uses basic expressions to respond to others, e.g. ‘I agree’, however, she does not

mention anything more about the Space museum but instead says, ‘Hong Kong Park,

so I don’t choose this’

• Some key words mispronounced, e.g. ‘Mixing body’

• Does not understand question asked in Part B although she makes an attempt to

respond

106

Paper 4 Recommendations�

• Stay up to date with local news and current affairs & draw on this

knowledge to contribute to the discussion or for examples to support

arguments or a point of view

• Read text in the question paper carefully, extracting relevant points to

respond to the prompts, anticipate what others may say, and have some

responses prepared in advance

• Be authentic in interacting with other candidates

107

Publications�

• 2016 DSE English Language Question Papers

• 2016 DSE English Language Samples of Candidates’

Performance for all papers and all levels on HKEAA

website http://www.hkeaa.edu.hk/en/

• Published in November 2017

108

http://www.hkeaa.edu.hk/en

hkdse english language briefing session powerpoint (nov 2016) · different question types, e.g....

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