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Overview of TSA 2015 and onwards
(for Secondary Schools)
Education Assessment Services Division
18 September 2014
TSA Review
Background
• TSA has been in place since 2004
• Collect feedback from schools to inform improvements in
the implementation of TSA
Purpose
• To optimize the implementation of TSA in the coming
years
• Optimization includes question items, coverage, reporting
functions and implementation arrangements
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TSA Review
Focus Group meetings held
• in September and October 2011
• in November and December 2012
• In September 2013
Personnel
• Involving over 150 primary and secondary schools from
different school types and strata
• Representatives: School Heads, Deputy School Heads,
PSM(CD)/Academic Masters, Subject Panel Chairpersons
/ Teachers
3
TSA Review
Topics
• Optimization of TSA Reports
• TSA Implementation Mode
• Source of Stress
• Use of TSA data
• TSA Design and Content
• TSA Administration Arrangement
4
Views from Schools
TSA Reporting Functions
• Deletion of Page 1 of TSA Primary School Report, i.e. the
removal of the school’s pass rates (i.e. no BC attainment
rates in the three subjects provided to primary schools)
• The content of the School Report for secondary schools
will remain unchanged
for secondary schools only
5
Views from Schools
TSA Reporting Functions
• Provision of interactive features of the Item Analysis
Reports (sorted by BC) with access rights of different
school stake-holders
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TSA Reports
Reports
Content
Format
School Report
 State the percentages of students attaining the
BC standards (for secondary schools only
starting from 2014)
 State the school average scores and school
average versus territory-wide average for each
skill/dimension in each sub-paper
 PDF
Item Analysis
Report (Sorted by
sub-papers)
 Illustrate individual school performances in
different sub-papers of the three subjects by
indicating the percentages of student responses
in each item
 PDF
 EXCEL (since 2013)
Item Analysis
Report (Sorted by
BC)
 Illustrate individual school performances in
different BC descriptors by indicating the
percentages of student responses in each item
 PDF
 EXCEL (since 2013)
 Online platform
(commence in 2014)
Supplementary
Report
 Exclude students requiring different learning
needs and/or students with Special Educational
Needs (SEN)
 Exclude Non Chinese-speaking students (NCS)
 PDF
Territory-wide
System
Assessment
Report
 Illustrate the performances of students at P.3,
P.6 and S.3 in Chinese, English and Maths
 https://www.bca.hkeaa.edu.hk/bca/login.do
 Print
 Online
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Views from Schools
TSA Implementation Mode
• Implementation mode of P3 and S3 TSA be status quo
• P6 opt-in arrangement in alternate years be continued
Year
Level
2013
2014
Primary 3, Primary 6 & Secondary 3
Primary 3, Secondary 3
2015
2016
Primary 3, Primary 6 & Secondary 3
Primary 3, Secondary 3
.
.
.
.
.
.
Subject
Chinese,
English &
Mathematics
12
Views from Schools
TSA Administration Arrangement
• Maths TSA in primary and secondary levels be
conducted after English Language TSA
13
Subject Order in the Secondary 3 TSA (e.g. 2015)
Date
23 June 2015
Session
1
2
3
4
1
24 June 2015
2
3
4
Subject
Chinese Language – Writing
(Break)
Chinese Language – Reading
(Break)
Chinese Language – Audio-visual
Chinese Language – Listening
English Language – Writing
(Break)
English Language – Reading
English Language – Listening
(Break)
Mathematics
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Views from Schools
TSA Design (Secondary Schools)
- Assessment time and no. of items across levels be
adjusted
- A variety of question types be provided
15
Views from Schools
TSA Design (Secondary Schools)
- Assessment time for certain sub-papers in S.3 English
Language be adjusted to allow students sufficient time to
demonstrate their language skills. For example, students
do not have enough time to express their ideas,
especially in ‘Group Interaction’ since the existing
duration is only 3 minutes.
- For S3 English Reading and Listening, more questions
involving filling in blanks be included
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Secondary 3 TSA Framework (Starting from 2015)
Chinese Language
Subject
Dimension
Sub-paper
閱讀
9CR1
9CR2
中三
中國語文
No. of Items per
Sub-paper
Assessment Time
Changes
21-24
30分鐘
NIL
15-16
約20分鐘
NIL
2
75分鐘
NIL
9CR3
聆聽
9CL1
9CL2
寫作
9CW1
9CW2
9CW3
說話
準備時間：5分鐘
9CSI1-8
8(個人短講)
9CSG1-8
8(小組討論)
9CAV
12-14
準備時間：5分鐘
視聽資訊
NIL
說話時間：2 分鐘
NIL
討論時間：8 分鐘
約15分鐘
NIL
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Secondary 3 TSA Framework (Starting from 2015)
English Language
Subject
S.3
English
Language
Dimension
Sub-paper
Reading
9ER1
9ER2
No. of Items per
Assessment Time
Sub-paper
35-40
Changes

Assessment
time: from 30
mins to 35
mins

Assessment
time: from
about 25 mins
to about 35
mins
35 mins
9ER3
Listening
9EL1
9EL2
30-35
about 35 mins
1
40 mins
NIL
9ESP1 - 8
8 (Individual
Presentation)
preparation time:
3 mins
assessment time:
2 mins
NIL
9ESG1 - 8
8 (Group
Interaction)
9EL3
Writing
9EW1
9EW2
9EW3
Speaking
preparation time: Assessment time:
3 mins
3 mins to 4
assessment time: from
mins
4 mins
18
Secondary 3 TSA Framework (Starting from 2015)
Mathematics
Subject
S.3
Mathematics
Dimension
Sub-paper
Number &
Algebra
9MC1/9ME1
Measures,
Shape &
Space
9MC2/9ME2
Data
Handling
9MC4/9ME4
No. of Items per
Sub-paper
Assessment Time
Changes
48-52
65 mins
NIL
9MC3/9ME3
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Web-based Student Assessment
Background
- Part of the BCA Project as proposed by the Education
Commission in 2000.
- The Student Assessment (SA) was ready for use
starting from 2003
Purpose
- To provide an extra assessment tool to schools wishing
a better understanding of individual students’ learning
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No. of Web-based SA items
Online item bank (as of August 2014)
- More than 34,000 items in Chinese Language, English
Language and Mathematics across key stages 1-3
Subject
Chinese
Language
English
Language
Mathematics
Total
Key Stage
Key Stage 1
3,388
3,512
4,733
11,633
Key Stage 2
3,579
4,003
4,254
11,836
Key Stage 3
2,980
3,578
4,308
10,866
Total no. of items
34,335
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SA Hands-on Training Workshops
Purpose
- How to use the SA system
Mode
- Deliver upon invitation by individual schools (on-site)
- Invite schools on a territory basis
Gains (on-site workshops)
- Suit the schedules of individual schools
- Training materials to be customized to cater to the
needs of teachers’ professional development in different
schools
22
School Partnership Scheme for SA
Background
- An extension to the School-based Pilot Scheme
(commenced in 2011)
Purpose: To bring assessment into daily practice by
- Assisting teachers with the use of SA data in diagnosing
the strengths and weaknesses of students, so as to
inform learning and teaching;
- Helping schools facilitate the development of schoolbased assessment through the use of SA.
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Other SA Promotion Activities
- SA Youtube
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Other SA Promotion Activities
- ‘What’s new’
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Thank you!
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