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香港全港性系統評估TSA與PIRLS閱讀理解

香港全港性系統評估TSA與PIRLS閱讀理解

香港在檢討PIRLS 2006成果時,認為全港性系統評估的實施是其中一項成功的因素。檢驗其實施的時間點可以發現:

香港2001即參加PIRLS檢測,在2004年,在"全港性系統評估-Territory-wide System Assessment"中的中文閱讀理解部份,採取了PIRLS閱讀測驗架構的方式,評量小三學生階段的學習成就。雖然它與升學無關,只是一個輔助學習和教學的評估工具,教師在課程、教學、及應試技巧上一定會受到它的影響而花很多時間和心思,來幫助學生應試(廖佩莉 2009)。2004在小三試行全港性系統評估,如此一來,2006年香港所有的小四學生,肯定是熟悉了PIRLS閱讀題本的題型。

They knew what they were supposed to answered. (2004年的小二生,在2005年要接受小三全港性系統評估,在2006小四要接受PIRLS評估)  The perfect timing shows that apparently, Hong Kong government had had this plan in mind after PIRLS 2001, and pushed it forward in 2004( not too late, not too early), and they said that "We are moving in the right direction, as it was confirmed by PIRLS 2006 results."


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我寫的另一段文章:

http://www.bca.hkeaa.edu.hk/web/TSA/zh/2010priPaper/PriIndex.html

The above hyperlink shows how Hong Kong runs its Territory-wide System Assessment.  They are playing it for real.  If we go through the reading article for grade 3 and grade 6 students, we can rthat if HK  teachers know that their students are to take this TSA every year, and the questions asked will be just like what's in  PIRLS, naturally the way they deliver the texts and ask questions will be following the same track provided both by TSA and PIRLS.  The immediate result is of course, the students know how to answer to the point.  

Now the question is: Are they educated well or simply trained well for PIRLS?

What do we want from our students?

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