HKDSE English Language Revisions, clarifications & concerns ~December 2010
Overview Paper 1 Relating the exam to the Curriculum & Assessment Guide Paper 2 Marking Guidelines Paper 3 Revised Paper Descriptors Paper 4 Exam admin & Additional Sample Materials Questions & Answers
Paper 1: Reading Relating the exam to the Curriculum & Assessment Guide
Paper 1: Reading Assessment Design of Grading Recommendation Framework Assessment Tasks 4
Reading To assess the ability of candidates to Understand and interpret the purpose and meaning of a broad range of texts Identify the contextual meaning of words and phrases Interpret the tone and mood of a writer Distinguish and evaluate views, attitudes or arguments in fairly complex texts Understand the use of range of language features Interpret, analyse, select and organise ideas and information from various sources 5
Reading Consists of two parts: Part A - Compulsory Part B - Section 1 (easier) Section 2 (more difficult) Candidates choose either Section 1 or 2 Candidates attempting Section 2 can attain up to Level 5** Candidates attempting Section 1 can attain up to Level 4 only 6
Reading Written texts of varying lengths and levels of difficulty Different question types including multiple-choice items, short responses and more extended open-ended responses 7
Design of assessment tasks Reading texts A range of text-types will be used Continuous texts / non continuous texts 8
Text types Editorials / newspaper articles Feature articles Excerpt from novels, short stories, poems Personal recounts, interviews Book reviews / reports, film reviews, etc 9
Text types Charts Advertisements Recipes Itineraries Timetables, etc Appendix 4, P.151, English Language Curriculum and Assessment Guide (Secondary 4-6) 10
Skills to be assessed Use linguistic and contextual clues to determine the meaning of the written text Identify main and supporting ideas Relate cause to effect Understand and appreciate the tone, mood and intention of the writer and his/her attitude P. 24-25, English Language Curriculum and Assessment Guide (Secondary 4-6) 11
Identifying specific information Q. 39 (Easier section) When was this website created? Q. 40 (Easier section) Who set up the website? Q. 43 (Easier section) Where is the writer of message A living now? 12
Identifying the meaning of words Q. 48 (Easier section) Look for words or expressions in message D which are opposite in meaning to: a. negative : b. independently : c. admit : 13
Identifying the meaning of words Q. 71 (More difficult section) Look at the idiom below which are used in the article. Decide which of the options provided is closest in meaning a raw deal (line 61) unequal gambling opportunities uncooked food unfair treatment 14
Identifying views and attitudes Q. 55 (Easier section) Read the following replies, matching each with ONE of the messages on pages 4-5 of the Reading Passage booklet Despite all the challenges you mentioned, I d love Hong Kong to. 15
Identifying views and attitudes Q. 16 (Compulsory Part) What is the tone of the last two words, yeah, right in line 98? Q. 68 (More difficult section) What do you think is the writer s message? 16
Understanding the development of a point of view or argument Q. 66 (More difficult) Give TWO reasons for the girls drifting apart. Q. 67 (More difficult) Based on the poem, who do you think ultimately made the right choice? Give reasons to support your views. 17
Graded Approach Levels 1 3 Easier items Compulsory items More difficult items Levels 4 5 18
Grading Equating the items using statistical means Candidates attempting the compulsory and easier sections will be capped at Level 4 Subject experts will take level of difficulty of the paper and performance of candidates in that year and the level descriptors into consideration 19
Recommendations Teachers should go over the level descriptors with their students carefully give advice to their students about which section in the optional tasks they should attempt based on their performance in the sample papers and practice paper (available in 2012) 20
D. bit I can certainly say that things have changed positively in general. Sure enough, there are a lot of things and issues that we want resolved, but I cannot deny that the HKSAR government has been working hand in hand with the general public to make Hong Kong a better to live in. I love Hong Kong. I am proud to be Chinese, and I am also proud to be from Hong Kong C.Y. H. (England)
Paper 2: Writing Marking Guidelines: Nature & purpose of marking guidelines How appropriacy is tested Relate the guidelines to a candidate s script
Level Descriptors & Marking Guidelines Level Descriptors Audience: All end users- subject experts to general public Purpose: Explicit statements of standards for guidance in grading Explicit statements of standard of candidate for end users Language used: Non- technical - for non-experts
Level Descriptors & Marking Guidelines Marking Guidelines Audience: Subject experts markers Purpose: Explicit statements of levels of performance for marking Language used: Technical for experts
Paper 2: Marking Guidelines Overview 7 levels 3 domains Total: 21 points
Paper 2: Marking Guidelines CE English Lang Paper 1B HKDSE Paper 2 Relevance and adequacy of content for purpose Accuracy and appropriacy of language patterns, vocabulary, spelling and punctuation Planning & organisation Content Language Organisation Appropriacy of tone, style and register to genre
Paper 2: Marking Guidelines CE English Lang Paper 1B HKDSE Paper 2 Relevance and adequacy of content for purpose Accuracy and appropriacy of language patterns, vocabulary, spelling and punctuation Planning & organisation Content Language Organisation Appropriacy of tone, style and register to genre
Paper 2: Marking Guidelines CE English Lang Paper 1B HKDSE Paper 2 Relevance and adequacy of content for purpose Content Accuracy and appropriacy of language patterns, vocabulary, spelling and punctuation Language Planning & organisation Organisation Appropriacy of tone, style and register to genre
Paper 2: Marking Guidelines Technical Terms 1. Audience 2. Register 3. Tone 4. Style 5. Genre 6. Text-type 7. Coherent
Paper 2: Marking Guidelines Technical Terms 1. Audience The intended readership of the text (as opposed to reader i.e. the marker or examiner)
Paper 2: Marking Guidelines Technical Terms 2. Register A speech variety used by a particular group of people, usually sharing the same occupation or the same interests. It can distinguish itself by specialized lexis and grammatical structures e.g. legal English, language used by football fans etc.
Paper 2: Marking Guidelines Technical Terms 3. Tone Variation in a person s writing. This can vary in several ways e.g. on the impolite-polite parameter, on the serious-humorous parameter, depending on context of interaction.
Paper 2: Marking Guidelines Technical Terms 4. Style Variation in a person s writing. It usually varies on the informal-formal parameter, depending on context of interaction.
Paper 2: Marking Guidelines Technical Terms 5. Genre A written communicative event with recognisable characteristics. These will depend on: the purpose of writing; who the author and the audience is and their relation; text conventions etc. e.g. recipe, incident report, research article, business letter replying to a complaint
Paper 2: Marking Guidelines Technical Terms 6. Text-type A written communicative event with its own restrictions and conventions e.g. a letter, a story.
Paper 2: Marking Guidelines Technical Terms 7. Coherent The property a text has when the content is structured in a logical and recognizable manner.
Subcategories within Domains Content (C) Fullfilling requirements of the question Relevance Development of ideas Creativity and imagination Awareness of audience
Subcategories within Domains Content (C) Fullfilling requirements of the question Relevance Development of ideas Creativity and imagination Awareness of audience
Subcategories within Domains Language (L) Range of sentence structures Accuracy of grammar Spelling & punctuation Appropriacy of vocabulary Appropriacy of register, tone & style to genre and text-type
Subcategories within Domains Language (L) Range of sentence structures Accuracy of grammar Spelling & punctuation Appropriacy of vocabulary Appropriacy of register, tone & style to genre and text-type
Subcategories within Domains Organization (O) Effective organisation of paragraphs Cohesive ties Coherence & appropriacy of overall structure
Subcategories within Domains Organization (O) Effective organisation of paragraphs Cohesive ties Coherence & appropriacy of overall structure
Sample Question 6: Content- Awareness of audience Author: Originally from HK just returned after 7 years away Audience: A friend overseas who either: Doesn t know Hong Kong Is also from Hong Kong originally Knows Hong Kong but isn t from here
Sample Question 6: Language -Appropriacy of register etc. Register, Tone & Style: No specialized vocab expected apart from in-jokes between friends Tone possibly humorous, ironic, friendly, depressed Style informal (vocab, grammar structures, set phrases, connectors etc.)
Sample Question 6: Language -Appropriacy of register etc. Genre: Not rigid enough to talk about full set of recognizable characteristics or discourse community Text-type: Letter writing conventions esp. beginning and ending May be flouted since is intimate, informal letter
Sample Question 6: Organization - Appropriacy of overall structure Various approaches possible narrative, argumentation, even combination of both Possible conventional letter introduction and ending (though not entirely necessary)
Candidate s s Script: Content Awareness of Audience Quite strong in places: Intro, ending, remembering promise (para.5) Doesn t really establish strong idea of whether it is a foreign friend / from Hong Kong etc. Friend would have to be interested in Hong Kong transport, crowdedness and reclamation In places reads like an essay on reclamation for teacher (paras. 5 & 6)
Candidate s s Script: Content Awareness of Audience 5 Maintains the reader s interest and shows general awareness of audience throughout 4 Mostly maintains the reader s interest and shows some awareness of audience 3 Engages the reader s interest sporadically and shows occasional awareness of audience
Candidate s Script: Content Awareness of Audience 5 Maintains the reader s interest and shows general awareness of audience throughout 4 Mostly maintains the reader s interest and shows some awareness of audience 3 Engages the reader s interest sporadically and shows occasional awareness of audience
Candidate s Script: Language - Appropriacy of register etc. Register / Style (good points): Attempts to make informal: Interactive: You think I am telling lie? (para. 2) Phrases: long time, no see, (para. 1) Ah!, (para. 5), I am really surprise (para. 4) Connectives: Anyway (para. 7); and, before, although Avoidance of academic connectors (moreover, nevertheless etc.)
Candidate s s Script: Language - Appropriacy of register etc. Register / Style (weak points): Formal vocabulary of economics essay wider transportation network linking place together (para. 3); economic development (para 6); I can not comprehend the reclamation (para. 5) Rhetorical question Is that worthy giving up the memory and trade for economic development? (para. 5) Formal cohesive devices as (meaning because) (para. 3, 4 & 5) that fact (para. 5)
Candidate s Script: Language - Appropriacy of register etc. Tone Friendly previous promise to send photo (para. 5) Intimate- The only thing I feel sad is I could not go to school with you. (para. 1) Incongruous questions- Do you think I am fool? (para. 7) Public rhetoric: Is that worthy giving up the memory and trade for economic development? (para. 5) Depressed telephone call: thanks for listen to me. (para. 7)
Candidate s s Script: Language - Appropriacy of register etc. 5 Register, tone and style are appropriate to the genre and text-type 4 Register, tone and style are mostly appropriate to the genre and text-type 3 There is some evidence of register, tone and style appropriate to the genre and texttype
Candidate s s Script: Language - Appropriacy of register etc. 5 Register, tone and style are appropriate to the genre and text-type 4 Register, tone and style are mostly appropriate to the genre and text-type 3 There is some evidence of register, tone and style appropriate to the genre and texttype
Candidate s s Script: Organization - Appropriacy of overall structure Opening paragraph and closing conventional Overall structure- argumentation through a weak narrative structure Incoherence: Do you think I am fool? Anyway, thanks for listen to me. (para. 7)
Candidate s s Script: Organization - Appropriacy of overall structure 5 Overall structure are coherent and appropriate to the genre and text-type 4 Overall structure is mostly coherent and appropriate to the genre and text-type 3 A limited range of connectives and sequencers are used appropriately
Candidate s s Script: Organization - Appropriacy of overall structure 5 Overall structure is coherent and appropriate to the genre and text-type 4 Overall structure is mostly coherent and appropriate to the genre and text-type 3 A limited range of connectives and sequencers are used appropriately
Candidate s Script: Overall Mark Content (C) 4 Language (L) 4 Organization (0) 5 Total Marks (out of 21) 13
Paper 2: Marking Guidelines Conclusion Standards-referenced marking gives us the opportunity and the responsibility to take all aspects of performance in the Marking Guidelines into account when judging candidates work
Paper 3: Listening and Integrated Skills Revised Paper Descriptors
Listening and Integrated Skills Descriptors Level 5 Integrated Skills All Data File instructions are interpreted and followed appropriately. Relevant information is located and transferred appropriately from complex texts. Contrasting views and attitudes in complex written texts are evaluated. The content is complete and relevant to the writing task/purpose. There is a wide range of written sentence structures, and the use of language structures, spelling and punctuation is highly accurate. Register, tone and style are appropriate, and appropriate features of the genre are used. The organization is wholly coherent.
Data File Graphs showing viewing figures/advertising revenue Transcript of interview with producer Minutes of Programme Planning Group meeting Spoken text of studio audience views on Flatmates
Listening and Integrated Skills Descriptors Level 5 Covers all Data File instructions Locates and transfers from transcript, spoken text and graphic information Evaluates letter of complaint and feedback from studio audience completely and relevantly Embedding/emphatic structures/repetition/ acknowledgement-response patterns Connective phrases/words/logical organization of ideas in paragraphs
Listening and Integrated Skills Descriptors Level 3 Integrated Skills Some Data File instructions are understood and followed appropriately. Most relevant information is located, understood and transferred appropriately from straightforward texts on familiar themes. Some of the content relevant to the writing task/purpose is included. Some fairly complex written sentences are accurately constructed and punctuated. Register, tone and style are appropriate in straightforward, familiar types of writing, and features of familiar genres are used. The organization is coherent in parts of the text.
Listening and Integrated Skills Descriptors Level 3 Acknowledgement is more of a repetition Locates and transfers from transcript, spoken text and graphic information, though not always completely and sometimes not in own words Evaluation is not expected and none is given Fairly complex structures occur Tone and style appropriately polite and informal Mostly coherent, but some ideas are poorly foregrounded and linkage between them is not always logical, so affecting overall understanding
Listening and Integrated Skills Descriptors Level 1 Integrated Skills A few Data File instructions for simple tasks are followed in part. Some relevant information is located and transferred from short simple texts. Relevant content is included in the writing task if detailed cues have been given in the text(s). In parts, simple basic structures and punctuation are accurate enough to be understood. Basic features of familiar genres are used. One or two links are made between sentences.
Listening and Integrated Skills Descriptors Level 1 Acknowledgement is very basic with unclear referent Material from spoken text, transcript and minutes is included, but no reference to graphs. Paragraph about the meeting shows basic progression from decision, reason and hoped for consequence Addresses the complainant, suggests that action will be taken, tries to conclude (if inarticulately) with a hope for the complainant s understanding/appreciation of the (few) points made
Paper 4: Speaking 1 Updates of exam administration 2 Additional sample papers
Exam Administration Guidelines for Candidates Handbook published 2011 Seating arrangement
Time duration Preparation time: 10 minutes Examination time: Group of 4 candidates Discussion: 8 minutes Individual response: 1min per candidate Group of 3 candidates Discussion: 6 minutes Individual response: 1 min per candidate
Paper design Part A Discussion Reading passages: short written texts, pictures to generate discussion and guide talk Wide range of sources: newspapers, magazines, advertisements, brochures, letters, book/film reviews etc. Contextualised rubrics
Paper design Part B Individual Response Examiner will ask each candidate one question based on the group discussion task Refer to notecard and information derived from the discussion or express new ideas
Assessment Criteria Pronunciation and delivery (fluency, voice projection, intonation) Communication strategies (managing and maintaining interaction) Vocabulary and language patterns (level of accuracy in spoken discourse) Ideas and organisation (range of relevant ideas and development of ideas)
Scoring Marks will be awarded from 0 7 in each of the domains The maximum mark is 28 marks Candidate will be assessed independently by two examiners (total marks 56 marks)
Sample 4 Part A: Discussion Express their personal opinions (concerns about each food) Twist Deciding which food to write about How to write the article Part B: Individual response
Sample 5 Part A: Discussion Give feedback on an advertisement may need to describe some aspects of the advert Evaluate the slogan and graphics Suggest ways to improve the advert Part B: Individual response
Sample 6 Part A: Discussion Express their personal views and experience Part B: Individual response
Questions & Answers Please write your questions on a piece of paper and hand it to one of the assistants