週一 09 十二 2019

 Language Competency Indicators Scheme

The “Language Competence Indicators Scheme” has been developing since September 2005. It can be regarded as an effective and multi-dimensional assessment tool to assess and diagnosis students’ strengths and weaknesses in their language acquisition along our school’s Language Curriculum. It can also help teachers and parents monitor students’ learning progress for developing strategies catering for individual needs.

The assessing categories are divided into two parts, speaking and reading.

For speaking, students are expected to be able:

a) to present information, ideas and feelings clearly and coherently

b) to participate effectively in an oral interaction

For reading, students are expected to be able:

  1. to understand the basic conventions of written English
  2. to construct meaning from texts
  3. to locate information and ideas

The indicators of assessment are shown below:

 Speaking

 -       Pronunciation and Intonation Enhancement Program

 -       Speaking Passport

 -       Oral Examination

 Reading

 -       Extensive Reading Scheme

 -       General English Examination (Reading Comprehension & Reader Sections)

 

 

中文科語文能力指標

中文科語文能力指標由05-06年開始推行,旨在發展校本多元性評估工具,為學生制定一項語文指標讓家長及老師瞭解學生的學習進程,從而照顧學生學習上的個別差異,詳情如下:

初小中文科語文能力指標的評核範圍包括識字、閱讀及說話三部分,而高小則包括閱讀、說話及寫作三部分,期望學生能夠

甲、識字指標:

1. 增加認字的數量,奠定閱讀的基礎

2. 運用識字策略

 

 

乙、 閱讀指標:

1. 增進語文基礎知識

2. 運用閱讀策略

3. 建立閱讀興趣及良好的閱讀習慣

 

丙、說話指標:

1. 以普通話正確朗讀課文

2. 以簡單的普通話語句跟別人溝通

3. 建立說普通話的興趣

 

丁、寫作指標:

1.能按照不同情況寫出正確的實用文

2.能記述事情及表達個人感受

3.能建立寫作的興趣