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The report outlines listening, reading, writing, and speaking assessment structures, reporting achievement percentages for the basic competency strand from 2006–2014. It summarizes strengths and weaknesses for listening, reading, writing, and speaking, gives examples from papers, and concludes with enhancement measures and implications for interactive reporting and teaching support.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/territory-wide-system-assessment-2014-secondary-3-english-tsa-student-performances-and-enhancement-measures/297289/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/territory-wide-system-assessment-2014-secondary-3-english-tsa-student-performances-and-enhancement-measures/297289.png","ImageObject",300,407,{"name":92,"@type":93},"Ethan Miller","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-18",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What are the main purposes of TSA in this report?","Question",{"text":113,"@type":114},"The report states that TSA aims to enhance teaching and learning in Chinese, English, and Mathematics, provide support to schools in need, and monitor the effectiveness of education policies.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How is the S3 English written assessment organized?",{"text":118,"@type":114},"It uses specific testing points aligned with Basic Competency descriptors from the Education Bureau, and items are distributed across sub-papers for equating so that comparisons can be made across students’ abilities.",{"name":120,"@type":111,"acceptedAnswer":121},"What listening strengths and weaknesses are highlighted for S3 students from 2012–2014?",{"text":122,"@type":114},"Strengths include extracting specific information, connecting ideas, and interpreting explicit and implicit information in dialogues, along with discriminating vowel and consonant sounds. Weaknesses include difficulty with gist, linking ideas, intonation-related aspects, and understanding contextual clues in poems and dialogues.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},297289,1789743593,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145},687207017582,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","TERRITORY-WIDE SYSTEM ASSESSMENT  \n2014  \nSECONDARY 3 ENGLISH  \nMs. Sabine Honig  \nEducation Assessment Services Division 21st November, 2014  \nProgramme  \n\n| Time | Content | Speaker |\n| --- | --- | --- |\n| 9:30 a.m. - 10:30 a.m. | S.3 Student Performances in TSA 2014 | Ms. Sabine Honig |\n| 10:30 a.m. - 10:40 a.m. | Break |  |\n| 10:40 a.m. -11:15 a.m. | S.3 Student Performances in TSA 2014 |  |\n|  | Enhancement Measures for TSA and Interactive Reporting Platform |  |\n| 11:15 a.m. -11:30 a.m. | Q & A Session |  |\n\nOverview  \n􀂾 Background  \n􀂾 TSA Results 2012-2014  \n􀂾 S3 Student Performances in 2014  \n􀂾 Listening  \n􀂾 Strengths and Weaknesses from 2012-2014  \n􀂾 Examples from the papers  \n􀂾 Conclusions  \n􀂾 Reading  \n􀂾 Strengths and Weaknesses from 2012-2014  \n􀂾 Examples from the papers  \n􀂾 Conclusions  \n􀂾 Writing  \n􀂾 Strengths  \n􀂾 Weaknesses  \n􀂾 Exemplars  \n􀂾 Common Mistakes  \n􀂾 Conclusions  \n􀂾 Speaking  \n􀂾 Strengths  \n􀂾 Weaknesses  \n􀂾 Conclusions  \n􀂾 Enhancement MeasuresOnline Item Analysis Report  \n3  \nPurposes of TSA and Written Assessment  \nPURPOSES  \n􀂾 To enhance teaching and learning in Chinese, English and Mathematics  \n􀂾 To enable the government to provide support to those schools in need of assistance  \n􀂾 To monitor the effectiveness of education policies  \nWRITTEN ASSESSMENT  \n􀂾 Specific testing points – Basic Competency (BC) with descriptors provided by the Education Bureau (EDB)  \n􀂾 Items cover a wide range of BC descriptors but each student only does one sub-paper for each subject  \n􀂾 Common items are distributed across sub-papers for equating purposes to compare students’ abilities  \nPercentages of Students Achieving  \nEnglish Language  \nBasic Competency in 2006-2014  \n\n| YEAR | TSA 2006 | TSA 2007 | TSA 2008 | TSA 2009 | TSA 2010 | TSA 2011 | TSA 2012 | TSA 2013 | TSA 2014 |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| S3 | 68.6% | 69.2% | 68.9% | 68.8% | 69.2% | 69.2% | 69.1% | 69.5% | 69.3% |\n\nTerritory-wide System Assessment 2014  \n| Dimension/ Skill | S3 English Language |  |  |\n| --- | --- | --- | --- |\n|  | Sub-paper | No. of Items | Assessment Time |\n| Listening | 9EL1\u003Cbr>9EL2\u003Cbr>9EL3 | 29 | About 25 minutes |\n| Reading | 9ER1\u003Cbr>9ER2\u003Cbr>9ER3 | 36 | 30 minutes |\n| Writing | 9EW1\u003Cbr>9EW2\u003Cbr>9EW3 | 3 | 40 minutes |\n| Speaking | Individual Presentation | 8 | 3 minutes for preparation 2 minutes for assessment |\n|  | Group Interaction | 8 | 3 minutes for preparation 3 minutes for assessment |\n\nListening -Text types  \n\n| 2012 | 2013 | 2014 |\n| --- | --- | --- |\n| Exchanges-interviews/ conversation, short and long | Exchanges\u003Cbr>-dialogues\u003Cbr>-conversations\u003Cbr>-radio broadcast\u003Cbr>-informative programme | Exchanges\u003Cbr>-discussion\u003Cbr>- radio broadcast\u003Cbr>􀃆 interview\u003Cbr>- TV report (unedited audio)\u003Cbr>-information session |\n| Literary Text-poem | Literary Text-poem | Literary Text-poem |\n\nS3 Student Performances in Listening – Strengths from 2012-2014  \n􀂾 extracting specific information – facts  \n􀂾 connecting ideas  \n􀂾 able to interpret and evaluate information (explicit and implicit) in dialogues  \n􀂾 distinguish between main ideas and supporting details  \n􀂾 discriminating between a range of vowel and consonant sounds  \n􀂾 understanding gist  \n􀂾 understanding intonation  \n􀂾 understanding different views and attitudes  \n􀂾 able to deduce the meaning of unfamiliar words  \nS3 Student Performances in Listening – Weaknesses from 2012 – 2014  \n􀂾gist  \n􀂾 connecting ideas  \n􀂾intonation  \n􀂾 extracting and identifying specific information  \n􀂾 inability to understand contextual clues in a poem  \n􀂾tone/intonation  \n􀂾 understanding of language features – unable to identify examples of rhymes  \n􀂾 unable to understand contextual clues in a dialogue/conversation  \n􀂾 unable to connect ideas together  \n􀂾 unable to work out the meaning of unfamiliar words/expressions  \nStudent Performances in Listening 2014  \nStrengths  \n• There was no significant improvement in listening performance as compared to previous years  \n• St","cbCaiggX1DkshCYY","https://ap.wps.com/l/cbCaiggX1DkshCYY","pdf",9876172,136,"English","# Overview\n## Background\n## TSA Results 2012-2014\n## S3 Student Performances in 2014\n# Purposes of TSA and Written Assessment\n## Purposes\n## Written Assessment\n# Percentages of Students Achieving Basic Competency\n## English Language 2006-2014\n# S3 English Language Assessment Dimensions and Structure\n## Listening\n## Reading\n## Writing\n## Speaking\n# Listening: Text Types (2012-2014)\n# Listening: Strengths from 2012-2014\n# Listening: Weaknesses from 2012-2014\n# Student Performances in Listening 2014\n## Strengths","[{\"question\":\"What are the main purposes of TSA in this report?\",\"answer\":\"The report states that TSA aims to enhance teaching and learning in Chinese, English, and Mathematics, provide support to schools in need, and monitor the effectiveness of education policies.\"},{\"question\":\"How is the S3 English written assessment organized?\",\"answer\":\"It uses specific testing points aligned with Basic Competency descriptors from the Education Bureau, and items are distributed across sub-papers for equating so that comparisons can be made across students’ abilities.\"},{\"question\":\"What listening strengths and weaknesses are highlighted for S3 students from 2012–2014?\",\"answer\":\"Strengths include extracting specific information, connecting ideas, and interpreting explicit and implicit information in dialogues, along with discriminating vowel and consonant sounds. Weaknesses include difficulty with gist, linking ideas, intonation-related aspects, and understanding contextual clues in poems and dialogues.\"}]","TERRITORY-WIDE SYSTEM ASSESSMENT 2014 - Secondary 3 English TSA Student Performances and Enhancement Measures | PDF",343]