2015 DSE English Language Briefing Session - · PDF file2015 DSE English Language Briefing...

1

2015 DSE English Language

Briefing Session

October 2015

2

Briefing rundown

Overall statistical performance

Paper 1

Paper 2

Paper 3

Paper 4

Marker & examiner recruitment for 2016

Q & A

3

Upcoming publications in

November

2015 DSE English Language Examination

Report and Question Paper

2015 DSE English Language Samples of

Candidates’ Performance for all papers and

all levels on HKEAA website

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

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

4

Entry Statistics 2012-2015

5

Attendance in 2015

Day school candidates: 60,426

Whole group: 68,724

6

General performance in 2015

7

General performance in 2015

HKDSE

2015

Paper 1

9

Number of Candidates

Part 1A 68,616

Part 1B1 36,443 (53%)

Part 1B2 32,173 (47%)

Paper 1: Reading

10

Paper 1: Reading

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

Part A 40 49.42 19.67

Part B1 40 50.85 20.32

Part B2 40 45.80 17.95

11

Paper 1: Reading


Part A 40 49.42 19.67

12

Paper 1A: Reading Overview

Reading Passage No. of

Marks

Part A • Part A comprises two reading

passages about two different books

written by the author Daniel Tudor, a

British expatriate living in Korea.

• The first passage is about his latest

book, ‘A Geek in Korea’

31

13



Marks

Part A • The interview is presented in a Q&A

format, with questions bolded to

highlight the different sections of the

text.

• Topics covered include Korean popular

culture, e.g. K-pop and Korean TV

dramas.

• Reading skills included identifying

basic factual information, interpreting

Tudor’s choice of words, and relatively

straight forward interpretation of his

opinions.

31

14



marks

Part A • The second reading passage is a book

review about an earlier book written by

Tudor called ‘Korea: the Impossible

Country’.

• Topic is more focused on the rise and

development of wider Korean society.

• The written discourse of the review is

more challenging than the interview.

• In this section, candidates are required

to make inferences about the writer’s

evaluation of the book.

9

15

Paper 1A comments

• Some of the easiest items were those which

required candidates to locate explicit information

• In Q.17i-iv, candidates had to complete a

summary of a paragraph by filling in blanks with

words taken from the original text.

90%

91% 88%

78% 44%

16

Paper 1A comments

• Items requiring candidates to interpret implication

proved difficult

• Q.27

17

Paper 1A comments

There were multiple context clues to assist candidates here:

1. ‘that’ in the topic sentence refers to ‘a list of must-read books’ in the

previous paragraph

2. an actual list of must-read books is given in the coming paragraph;

“the other indispensables” is used to introduce this list;

3. the words ‘the list of must-read books’ repeated at the end of the

paragraph

18

• Only 4% of candidates answered question

correctly.

• Indicates a tendency for candidates to focus

on the immediate vicinity of keywords and

specific details when reading the texts, rather

than on inter-paragraph and other wider

contextual clues.

Paper 1A comments

19

Part 1A score distribution for all

candidates Mean: 49.42 %

Mode:

20 marks

20

How 1B1 candidates performed

in 1A Mean: 38.58%

Mode:

18 marks

21

How 1B2 candidates performed

in 1A Mean: 61.03 %

Mode:

26 marks

22

Paper 1B1: Reading


Part B1 40 50.85 20.32

23

Paper 1: Reading Overview


marks

Part B1 • Part B1: two reading passages linked

by a theme – driving and safety.

• The first passage is a ‘Witness

Statement’ – short text written in the

first person.

• The statement provides factual details

about the accident.

• Candidates need to answer simple

questions such as identifying the

name of the witness, where the car

accident took place, when it took

place, and which car was responsible.

15

24

Paper 1B1: Reading Overview


marks

Part B1 • The second passage is an article

which introduces the concept of self-

driving cars and their advantages and

disadvantages.

• Candidates are required to identify

facts in the report, including some

simple figures, what problems self-

driving cars may cause and the main

concerns which are preventing the

introduction of driverless vehicles.

25

25

Paper 1B1 comments

Candidates were very successful in finding basic

facts across both texts.

Q.36-39 29%

77%

70%

53%

26

Paper 1B1 comments

• candidates able to extract possible answers from the

entire second text.

• However, most of these were focused in the final third

of the text, logically concentrated under the sub-

heading of ‘The problems of self-driving cars’.

Q.53

– required to

identify four main

concerns holding

back the

introduction of

self-driving cars

27

Cost

Safety

Demand

Technology is not perfect

Not enough testing/research

28

Paper 1B1 comments

• 53% scored at least one mark

• 39% scored at least two marks

• 34% scored at least three marks

• 28% scored all four marks

29

Part 1B1 score distribution Mean:

50.85%

Mode:

27 marks

30

Paper 1B2: Reading


Part B2 40 45.80 17.95

31

Paper 1B2: Reading Overview


marks

Part B2 • Part B2 is an essay that comments

on the state of Liberal education in

America and how criticism has

become too dominant in the

classroom and work culture.

• Candidates are required to work

through Roth’s arguments and

answer questions such as the

dangers and outcomes of liberal

learning, and the different definitions

of ‘critical’.

34

32

Paper 1: Reading

Overview


items

Part B2 • Following the essay are two very

short texts which are comments

written by readers of Roth’s essay.

• Candidates are required to interpret

the opinions of the two readers, who

make different responses to Roth’s

argument.

6

33

Paper 1B2 comments

Several items towards the end of the paper focus

on higher order skills, especially requiring

knowledge of metaphor or subtle implication

Q.74 required candidates to state the two

implications of ‘critical’ in the title of the Roth’s

article, “Young Minds in Critical Condition”.

34

Paper 1B2 comments

A clear understanding of the key messages of the text as

a whole was useful in answering this correctly

32% scored one mark

10% scored two marks

35

Paper 1B2 comments Q.76 asked candidates to extract and reformulate points

from the text, which was a short comment criticising

liberal education.

• 62% scored at least one mark

• 51% scored at least two marks

• 32% scored at least three marks

• 12% scored all four marks

36

Paper 1B2 comments

• Candidates were allowed to replicate short

chunks of the original text here, as long as

they were restructuring the writing in their own

words, and not copying long extracts from the

original text.

• Some of the most successful candidates were

able to paraphrase the points concisely in their

own language constructions.

• Candidates overall were extremely successful

at summarising ‘in their own words’ in this

way.

37

Part 1B2 score distribution Mean: 45.8%

Mode:

19 marks

38

Paper 1 Recommendations

• Since this paper tests reading skills, perfect

spelling and grammatical accuracy were not

required in the longer open-ended questions.

• Marks were awarded if the message was

clear.

• However, single word answers, text is

expected to be more accurate.

39


• There were slightly more open-ended questions

across the three parts this year than in previous

years.

• Many of these could be answered using single-

word or very short answers, and could

sometimes be copied from the texts if carefully

and selectively done.

40


• In answering this type of item, candidates must

be reminded not to copy excessively from the

texts

• Excessive copying can lead to correct answers

being written down, but lost within a mass of

incorrect or irrelevant details, and therefore

being scored as incorrect overall.

• Less confident candidates often provided long,

rambling answers, sometimes lifting several

sentences straight from the text.

41


• An overall understanding of a text as a whole

is often as important as a close reading of

specific information.

• Candidates would likely benefit from

interpreting the overall stance or message of

a text, taking into account organisational

features such as sub headings or introductory

sentences, and being aware of cohesive

devices such as pronoun referencing and use

of synonyms that link various parts of the

texts.

42

2015 HKDSE ENGLISH LANGUAGE

PAPER 2

WRITING

43

Statistical information (1)

No. of candidates sat: 68,211

Mean

Part A: 23.99/42 (57.1%)

Part B: 19.97/42 (47.5%)

S.D.

Part A: 8.05/42 (19.7%)

Part B: 8.07/42 (19.2%)

44


Third marking rate:

Part A: 12.9%

Part B: 12.1%

45


Theme Mean

(out of 42) Popularity (%)

Sports

Communication 17.36 26.8%

Drama 17.78 6.5%

Social issues 22.05 42.9%

Debating

24.69 7.1%

46


Theme Mean

(out of 42) Popularity (%)

Workplace

Communication 17.96 5.0%

Popular culture

22.46 5.9%

Poems &

songs 15.68 2.5%

Short stories 15.01 2.8%

Mark Distribution of Question 1

(Number sat: 68,211)

47

48

Mark Distribution of Question 2 (Number sat: 18,288)

50%

49

Mark Distribution of Question 4 (Number sat: 29,125)

50%

50

Marking Guidelines (1)

Both Parts A and B adopt the same set

of marking guidelines

Candidates’ performances in Content,

Language and Organization are

assessed

51


Content:

Whether content fulfils all the requirements of the question

Whether the content is relevant

Whether ideas are developed/supported

Whether creativity and imagination are shown when appropriate

Whether the text engages the reader’s interest

Whether there is an awareness of audience

52


Language

Range of accurate sentence structures

Grammar accuracy; if there are errors, whether these errors affect overall clarity

Range and appropriacy of vocabulary

Spelling and punctuation

Whether register, tone and style are appropriate to the genre and text-type

53


Organization

Whether the text is organized effectively

Whether the ideas are logically developed

Cohesion in the text

Cohesive ties and use of cohesive devices

Overall structure is coherent, sophisticated

and appropriate to the genre and text-type

54

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

55

Performance of candidates in

Question 1 – Compulsory Part

Candidates performed better on the first

area than the second part

Stronger candidates gave equal attention to

the two parts, while weaker ones tended to

add the evaluation in a short final

paragraph

56

Performance of candidates in Question 2 -

Learning English through Sports Communication

Most candidates were able to suggest

new activities and give reasons for their

inclusion in PE lessons

Stronger candidates were able to give

balanced attention to all parts of the

task and demonstrate their lexical range

Many candidates struggled, however,

with audience awareness and

appropriate register and tone

57


Learning English through Drama

The stronger candidates were

imaginative and creative with their

stories and produced rich dialogue.

They also showcased used vivid

vocabulary appropriate to a story

Some candidates talked about

themselves rather than old people

fulfilling their dreams (relevance)

58

Performance of candidates in Question 4 –

Learning English through Social Issues

Stronger candidates seemed well aware

they were writing an article for a school

magazine that would likely be read by

other students and were able to adopt a

style and make language choices that

were appropriate for such a text.

59

Performance of candidates in Question 4 –

Learning English through Social Issues

Weaker candidates sometimes did not

address the issue of the impact on local

schools adequately

60


Learning English through Debating

Many candidates were familiar with the

‘letters to the editor’ section of newspapers

where readers give their views on current

affairs.

Candidates were able to adopt a suitable

tone and give clear justifications for their

points.

The weaknesses in this answer centred on

an overuse of stock phrases and clichés that

were inappropriate for this text type.

61

Most candidates answering this question

were able to structure an email that

informed and suggested actions

The stronger answers were well-

organized and ensured that the reader

would have no problem identifying the

best action to take to deal with the

complaint, and no problem understanding

why this action was the most appropriate

Performance of candidates in Question

6 – Workplace Communication

62

Some candidates described more than

one complaint or did not develop solutions

thoroughly enough


6 – Workplace Communication

63

Many responses scored lower marks

through irrelevant content, often

describing films or shops or the

importance of popular culture, which

was not appropriate for the task


7 – Learning English through Popular

Culture

64

Stronger candidates were creative and

imaginative and suggested very

interesting activities such as booths

decorated as poets’ houses

Many candidates did not suggest two

activities but rather planned whole days

and failed to elaborate sufficiently on

how the suggestions would help

enhance students’ interest in learning

English


Learning English through Poems and Songs

65


Learning English through Short Stories

Stronger candidates gave compelling

reasons for their invitations based on how

well-known the author was among pupils

and what themes they often wrote about

Some responses did not mention an

author. This made it difficult to give

convincing reasons why the author was

chosen and what activities they could help

with

66

Content

Content addresses the requirements of the

questions adequately but the last argument

needs more elaboration

Reasons are generally well-developed, though

more elaboration is needed on the last

argument

Almost totally relevant

Script A

Level 5 Question 5

67

Language

Wide range of sentence structures with a good

grasp of simple and complex sentences e.g. the

first sentence in para. 1

Examples of more sophisticated lexis are used

e.g. ‘mesmerising Victoria Harbour’ and

‘embellished by countless skyscrapers’ in para. 2

Occasional common errors do not affect overall

clarity e.g. ‘reknowned city’ (para. 1), ‘most areas

in HK doesn’t allow…’ (para. 4)

Script A

Level 5 Question 5

68

Organization

Effective use of topic and concluding

sentences to enhance the logical development

of ideas

Overall structure is coherent, sophisticated and

appropriate to the text type even though the

concluding paragraph has merged with the last

argument

Script A

Level 5 Question 5

69

Content

The content is relevant and fulfills the

requirements of the task

The reader’s interest is maintained throughout

The arguments are convincing

The arguments for the 9am start are the

predictable ones (e.g. more sleeping time) but

the caution that students ‘may think of this

opportunity as an extra hour of playing time’ is a

creative addition

Script B Level 4 Question 1

(Part A)

70

Language

A wide range of accurate sentence structures

Tenses and verb forms mostly correct throughout,

and the shifting modality is well-handled

Vocabulary is wide and used appropriately

Collocations are accurate

A few errors but these do not affect understanding.

Register, tone and style are quite well handled and

consistent throughout


(Part A)

71

Organization

The writing is well organized, in general.

Each paragraph is numbered (Firstly

etc.) and contains a single point, which

is well developed.

The causes and proposed solution are

coherent, and cohesively presented

(using phrases such as ‘as a result’).


(Part A)

72

Content

Relevant ideas but some are not well-

developed (e.g. the reasons why

parents send their children overseas

and impact on local schools and

children)

Shows occasional awareness of

audience

.

Script C Level 3 Question 4

73

Language

Some simple sentences are accurately

constructed

Occasional attempts are made to use more

complex sentences, but some are not

grammatically correct

Grammatical mistakes sometimes impede

meaning

On the whole, the lexis used is appropriate, in

general


74

Organization

Ideas are developed logically in general

Some cohesive devices are used to link

ideas

The candidate has problems organizing

the ideas into proper paragraphs


75

Content

There are some relevant ideas but they

suffer from a lack of development

A lot of repetition of the same idea

The point about school being like home

is well- (if inaccurately) made, as is the

reference to the ‘professional’ on the

right number of hours to sleep, but the

content is otherwise very conventional

Script D Level 2 Question 1

(Part A)

76

Language

The level of sophistication is low, with very

simple grammatical constructions and basic

vocabulary

Very little natural or more complex phrasing

and few longer sentences with correctly-

structured clauses

The opening of the letter is not appropriate.

There are a few accurate phrases but there

are many errors and they often affect

meaning


(Part A)

77

Organization

An attempt to structure the writing

Too many points in each paragraph and

cohesive ties are overused and often

inappropriate

Overuse of linking word or phrase, e.g.

in the third paragraph: ‘In addition’, ‘In

my view, ‘It is because’, ‘As a result’,

and ‘Also’ begin the first five sentences


(Part A)

78

Content / Organisation

Paragraph 1 is heavily based on prompts

A few relevant ideas but none is developed.

Attempts to use some cohesive ties to link ideas

but not often effective

Script E Level 1 Question 7

79

Language

Some short, simple sentences are used

There are multiple errors in sentence

structures, which often impede

communication

Script E Level 1 Question 9

80

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 memorized materials

Avoid using low-frequency linguistic features indiscriminately

Organization: Consider using synonyms, lexical repetition, pronouns, etc.

81

Recommendations to candidates

Spend time on planning and proofreading answers

Write legibly

82

Paper 3

Listening & Integrated Skills

83

Paper 3: Listening & Integrated

Skills: Overview

General performance in Parts A and B

Focus on Task 9

Task completion

Own language

Data file manipulation

Recommendations

84

Paper 3: Number of Candidates Part B

85

Paper 3: Listening & Integrated

Skills


Part A 58 47.9 25.6

Part B1 54 42.1 22.9

Part B2 54 43.3 16.7

86

Paper 3B: Integrated Skills

Part B1 (easy section) Part B2 (difficult section)

Task 5 Task 6 Task 7 Task 8 Task 9 Task 10

46.78% 44.61% 35.0% 42.23% 48.44% 39.06%

87

Part 3B1 score distribution

88

Part 3B2 score distribution

89

Paper 3B2: Integrated Skills: Task 9

Task completion

Own language

Data file manipulation

Recommendations

90

Paper 3B2: Integrated Skills

Situation:

You are Starsky Chung. You work for North

Star Artists, an international agency that

manages a range of pop music bands and

singers.

Your boss is Malcolm Parker, who works in the

London office of North Star Artists. He is

sending a British pop band called Bubblegum

to Hong Kong to do some promotions for their

next CD. You need to look after them while

they are here.

91


Task

Next, I read Ms. Ma’s response to your enquiry about

filming the video on 19th May at The Peak Sky Deck.

Can you email her to address her questions and

concerns to help persuade her to grant our request?

Task 9:

Email to The Peak Sky Deck (18 marks)

Write an email to the manager at The Peak Sky Deck

using information from the B2 Data File and your notes.

Write around 180 words.

92


93

Task 9 Main areas

Reason for choosing The Peak Sky Deck

Benefits for The Peak Sky Deck and Hong Kong

Details of filming / Reassurances

94

Task 9: Marking Scheme – 9.2

Reason for choosing The Peak Sky Deck

9.2a song / (music) video is called “Around the world

with you” 3*

9.2b filming at different tourist landmarks around the

world 3*

95

Task 9: 2a & 2b

Tapescript

Malcolm: Right, Eduardo. Let’s discuss the pop video for the song

“Around the world with you”. What’s your thoughts?

Eduardo: What I plan to do is to film Bubblegum at famous

landmarks around the world .

Malcolm: I get it. “Around the world with you” – so that’s why you’re

filming at these different places. Different landmarks

around the world.

96

Task 9: 2a

Tapescript







around the world.

97

Task 9: 2b

Tapescript







around the world.

98


Benefits for The Peak Sky Deck and Hong Kong

9.3a not a lot of tourists recognize The Peak Sky Deck /

Hong Kong landmarks 7

9.3b

pop videos help people recognize landmarks (around

the world) // the video will make The Peak Sky Deck

a recognized tourist landmark / increase recognition

of The Peak Sky Deck

7

9.3c will encourage more tourists (from USA and Europe)

to come to Hong Kong 7

99

Task 9: 3a & 3b

Hong Kong’s landmarks still not on the tourist map

A survey recently conducted by the Hong Kong Tourism Working Group, in which international

tourists transiting through Hong Kong’s airport were asked to identify world-famous landmarks, has

shown that Hong Kong is still not on the map for many overseas tourists. The results below speak

for themselves.

TABLE 1: Most recognized landmarks in major world cities

Landmark City Country % of respondents

who recognized it

Where did they

recognize it from?

Statue of Liberty New York USA 98% TV, movies and music

videos

The Great Wall of

China

Beijing China 94% TV, movies and music

videos

Tsim Sha Tsui Clock

Tower

Hong Kong China 31% tourist brochures

The Peak Sky Deck Hong Kong China 27% tourist brochures

SOURCE: © The Hong Kong Tourism Working Group

Commenting on the results at a press conference held last week, spokesman for the Hong Kong

Tourism Working Group, Harold Tam, gave his views on the findings of the survey.

“The results are disappointing. It shows us that unlike New York, Hong Kong does not have its own

equivalent of the Statue of Liberty. The question we need to ask ourselves is how can we make our

landmarks known around the world?”

And why is it so important to have a world-famous landmark? Another recent survey, which

questioned thousands of people from the USA and Europe who had recently bought airline tickets to

a foreign country, showed what they most enjoyed about visiting another country:

FIGURE 1: Activities most enjoyed by tourists from USA and Europe

visiting foreign countries


100

Task 9: 3c

Hong Kong’s landmarks still not on the tourist map

A survey recently conducted by the Hong Kong Tourism Working Group, in which international

tourists transiting through Hong Kong’s airport were asked to identify world-famous landmarks, has

shown that Hong Kong is still not on the map for many overseas tourists. The results below speak

for themselves.

TABLE 1: Most recognized landmarks in major world cities

Landmark City Country % of respondents

who recognized it

Where did they

recognize it from?

Statue of Liberty New York USA 98% TV, movies and music

videos

The Great Wall of

China

Beijing China 94% TV, movies and music

videos

Tsim Sha Tsui Clock

Tower

Hong Kong China 31% tourist brochures

The Peak Sky Deck Hong Kong China 27% tourist brochures


Commenting on the results at a press conference held last week, spokesman for the Hong Kong

Tourism Working Group, Harold Tam, gave his views on the findings of the survey.

“The results are disappointing. It shows us that unlike New York, Hong Kong does not have its own

equivalent of the Statue of Liberty. The question we need to ask ourselves is how can we make our

landmarks known around the world?”

And why is it so important to have a world-famous landmark? Another recent survey, which

questioned thousands of people from the USA and Europe who had recently bought airline tickets to

a foreign country, showed what they most enjoyed about visiting another country:

FIGURE 1: Activities most enjoyed by tourists from USA and Europe

visiting foreign countries


101


Details of filming / Reassurances

9.4a need to close off whole Sky Deck building 8

9.4b will film from midnight to 6am / start at midnight

and film for 6 hours / after business hours 8

9.4e no fans will come // location / filming is a secret 8

102

Task 9: 9.4a

Eduardo: Yes, I know. Did you hear what happened when we were

in New York at the Statue of Liberty last week? We had to hire 100

extra security guards. Because we had all these crazy fans turning

up. Is that the road we want to go down in Hong Kong?

Malcolm: I wouldn’t have thought so. Not in Hong Kong. It’ll all be

very secret – no one will know about the location apart from us. So

no tweets, no Facebook from anybody. I guess you’ll need to close

The Peak Sky Deck while you film though.

Eduardo: Yes, we’ll have to close off the whole building. What we did

in New York might be the answer though. There, we filmed from

midnight after everything closed, after business hours – we can

suggest this to The Peak Sky Deck. It should only take six hours to

film too.

103

Task 9: 9.4b













film too.

104

Task 9: 9.4e













film too.

105

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 selective with the inclusion of information

from tabular sources.

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.

Paper 4 - Speaking

Exam dates: 4 – 14 May 2015

106

Paper 4 - Speaking

107

Full

Mark

Mean

Mark

Mean

Score (%)

S.D.

(%)

Paper 4 56 28.83 51.3% 16.9

Paper 4 - Speaking

Domains Mean

(total 14)

Pronunciation and delivery 7.28

Communication strategies 7.12

Vocabulary and language patterns 6.95

Ideas and organisation 7.49

108

Samples of performances

Four videos will be uploaded onto the HKEAA

website http://www.hkeaa.edu.hk/en/hkdse/assessment/subject_informat

ion/category_a_subjects/hkdse_subj.html?A1&1&2_25

There will be a range of performances in

each video

Annotations for two of the videos will be

provided

109

Changes in Paper 4

110

No more labels

• From 2015 onwards, Candidates’ surnames

were not printed on adhesive labels.

• Candidates may refer to other members in

their group by addressing them as Candidate

A, B, C or D.

Changes in Paper 4

111

No more ‘One minute left’ sign

• From 2016 onwards, examiners will not hold

up a ‘One minute left’ sign

• Timer is facing candidates; they will be

responsible for monitoring the time lapse

• Consistent with Part B and Chinese Oral

Exam

Changes in Paper 4

112

Microphone

Oral

Examiner 2

Timer

Oral

Examiner 1

Web Camera

Aluminum

Case

Notebook

Computer

Blackboard

Door USB Flash Disk Digital Camera

113

Marker & examiner recruitment for

2016

Application procedures

Selection procedures for markers

Selection procedures for oral examiners

Application Procedures • Apply through Examination Personnel Online

(EPO) System (http://epo.hkeaa.edu.hk)

• From end November to end December

• User ID and password from school principal

• Can apply to be both a marker in written

papers and oral examiner

114

Application procedures for

markers

• Marker of written paper

• Maximum five choices

• DSE English:

• Paper 1

• Paper 2A

• Paper 2B

• Paper 3

115

Application procedures for

markers

Number of markers needed:

116

Paper No. of Markers

1 ~180

2A ~250

2B ~250

3B ~300

Application procedures for oral

examiners

• Can choose to be full-time or standby or both

• Must be able to get to the centre by 4:30 (SB)

or 4:45 (FT)

• Minimum of five choices of exam centres

• Supply & demand - less popular centres will

increase chance of appointment

117

Application procedures for oral

examiners

Number of oral examiners needed:

118

Type of Examiner No. of Markers

Full-time ~400

Standby ~70

Selection process for markers

• Points system based on :

• academic qualifications

• relevant teaching experience

• marking experience

• other relevant criteria

• Same points system used for all subjects

• Fair and objective

119


• List drawn based on applicants’ points

• Markers drawn from first choice list initially.

• May draw on second and third choice

depending on needs.

• At least 10% of markers are new every year.

120


• Exam dates:

• Paper 1 and 2: Fri. April 8 2016

• Paper 3: Sat. April 9 2016

• Marking period

• Mid- April – end of May

Marking period:

Mid

121


• Marking

• On screen marking in:

• HKEAA assessment centres (Lai King, Tsuen Wan,

Tai Hing, San Po Kong and Fortress Hill)

• Additional on-campus assessment centres

• From 9:00 am to 10:30 pm, seven days a week

during the marking period

122

Selection process for oral

examiners

• ~32 Exam centres

• Exam centre type:

• 2 floors: 12 FT examiners; 2 SB examiners

• 3 floors: 18 FT examiners; 3 SB examiners

• Centres selected based on:

• Student numbers in districts

• Which schools offer premises for use.

123


examiners

Provisionally allocate experienced oral

examiner applicants to districts

124

125

Shortfall

Shortfall Excess

Excess


examiners

Provisionally allocate experienced oral

examiner applicants to districts

Select new examiner applicants to interview

based on points system and district chosen

Add successful new examiner applicants to

pool of experienced examiner applicants

Allocate to exam centres based on first

choice centres and points system

Each exam centre should have at least one

new oral examiner each year

126


examiners

If you choose an ‘excess’ exam centre you

may not be offered a position even though

you are an experienced oral examiner.

If you choose a ‘shortfall’ exam centre you will

increase your chances of being offered a

position even though you have fewer points

and /or less experience.

127


examiners

The profile of a ‘shortfall exam centre’:

District:

Siu Sai Wan, Tuen Mun, Yuen Long, Northern

District

Transportation

Further away from MTR, less frequent buses,

need to walk

School

The ‘less established’ schools tend to be less

popular

128


examiners

• Examination period

• Thurs. April 28 – Wed. May 11 2016

• Examiners should be available to examine

every exam day

129

Questions

130

2015 DSE English Language Briefing Session - · PDF file2015 DSE English Language Briefing...

Documents

Transcript of 2015 DSE English Language Briefing Session - · PDF file2015 DSE English Language Briefing...