Primary 5 Chinese Language Performance Assessment

The scenario of the P5 PA was a teacher asking students to submit a project on the Chung Yeung Festival. The total score of the assessment was 50. There were a total of four main questions in the PA. The definitions of the 7 IL dimensions, a brief description of each task and the score distribution of these assessment tasks are presented as follows.

“Define” is defined as ‘the ability to use ICT tools to identify and appropriately define the information needed to tackle the problem/task.’ The “define” dimension carried 3 marks in this PA. Question (Q) 1.2 assessed students’ competence in the “define” dimension. It asked students to use appropriate keywords to search for information about traditional Chinese festivals. In order to complete this task, P5 students needed to first define the problem and then identified the information needed for this question.

“Access” is defined as ‘the ability to collect and/or retrieve information. This includes the ability to identify likely digital information sources and to get the information from those sources.’ The

“access” dimension carried 14 marks in this PA. Q1.1, which required students to access the Internet for appropriate information about traditional Chinese Festivals and match the festivals

with respective customs, carried 10 marks. Q4 required students to use the resources from the Internet and find out the origin of the Chung Yeung Festival, the custom for this festival, festive food and website addresses for reference purposes. 4 marks would be given upon successful completion of Q4.

“Manage” is defined as ‘the ability to apply an existing organizational or classification scheme for digital information’. The “manage” dimension carried 6 marks in this PA. Q1.1, which required students to organize the information collected and arrange the festivals in chronological order, carried 4 marks. In addition, both Q1.1 and Q4 required students to save their works into

‘My Documents’ folder with correct file names. In this respect, 1 mark would be given to Q1.1 and Q4 respectively.

“Integrate” is defined as ‘the ability to interpret and represent digital information. This includes the ability to use ICT tools to synthesize, summarize, compare and contrast information from multiple digital sources.’ The “integrate” dimension carried 7 marks in this PA. Q2 required students to select and integrate information about 「茱萸」 and clearly present the main points. 2 marks would be given to this question. Q4 required students to categorize the information collected, give a title to each category and put the information under the same category or within the same page. 2 marks would be given for the categorization. The appropriateness of the information collected for the target readers carried 3 marks.

“Evaluate” is defined as ‘the ability to determine the degree to which digital information satisfies the need of the task in ICT environments. This includes the ability to judge the quality, relevance, authority, point of view/bias, currency, coverage and accuracy of digital information.’ The

“evaluate” dimension carried 6 marks in this PA. Q3 provided students with an article and required them to find out and correct three mistakes with the help of search engines. This task assessed students’ ability on judging the accuracy of digital information.

“Create” is defined as ‘the ability to generate information by adapting, applying, designing, or inventing information in ICT environment’. The “create” dimension carried 7 marks in this PA.

Q1.1 required students to create a table to categorize the different festivals and respective customs. 2 marks would be given upon the completion of this task. Q4 required students to make use of special effects, e.g. font styles, colors, background, to enhance the presentation of their PowerPoint file. 5 marks would be given for the skillful use of these special effects.

“Communicate” is defined as ‘the ability to communicate information properly in its context of use for ICT environment. This includes the ability to gear electronic information for a particular audience and communicate knowledge in the appropriate venue.’ The “communicate” dimension carried 7 marks in this PA, including 1 mark for the correct input of an email recipient, 2 marks for a clearly defined subject, 2 marks for adopting an appropriate format and style and clearly

present the identity of the recipient and sender, 2 marks for applying an appropriate register and standard written Chinese when communicating with teachers.

Table 6.1 provides a brief description of each task and the distribution of the seven IL dimensions in this assessment accordingly.

Table 6.1 Task description and IL dimensions of P5 Chinese Language PA

Brief description of the

Question Question requirement IL

Dimensions

Highest Competence

Level Attained

Score

Able to match the customs with corresponding festivals correctly.

Access Advanced 10

Able to name the file as 「節日習俗」 and save it in the ‘My Documents’ folder.

Manage Basic 1

Able to arrange all the festivals chronologically starting from the Spring Festival.

Manage Proficient 2

Able to design an appropriate title for the table.

Manage Proficient 2 1.1 Students were required

to use the information found in the Internet and appropriate software to create a table matching the festivals with their respective customs and arrange these festivals in chronological order.

Able to create a table to categorize the different customs. Also, present the different

“customs” and “festivals” in two separate groups.

Create Proficient 2 1

1.2 Students were required to use appropriate keywords

Able to use appropriate keywords to search for information.

Define Advanced 3

Able to fill in the email recipient correctly. Communicate Basic 1 Able to fill in an explicit subject for the

email.

Communicate Proficient 2

Able to adopt an appropriate email format and style and clearly present the identity of the recipient and sender.

Communicate Proficient 2

Able to communicate with teachers using appropriate register and standard written Chinese.

Communicate Proficient 2 2 Students were required to

write an email to report to a teacher the meanings for the phrase「茱萸」, the radicals and homonyms of the two words and finally to request for the teacher’s comments.

An appropriate register and standard written Chinese should be adopted.

Able to integrate main points of the information collected and express them clearly.

Integrate Proficient 2

3 Students were required to compare the information collected with the passage provided and correct mistakes in the passage.

Able to compare information obtained from the Internet with the passage provided and correct all the mistakes in the passage.

Evaluate Advanced 6

Table 6.1 Task description and IL dimensions of P5 Chinese Language PA (Continued)

Brief description of the

Question Question requirement IL

Dimensions

Highest Competence

Level Attained

Score

Able to search for the origins, customs, festive food for the Chung Yeung Festival and create a PowerPoint file, citing all references.

Access Advanced 4

Able to name the PowerPoint file as 「重陽 節」 and save it in the ‘My Documents’

folder.

Manage Basic 1

Able to use titles to categorize information, to allocate similar information under the same title or within the same page.

Integrate Proficient 2

Able to integrate all the information collected to make PowerPoint slides, taking into consideration the literacy level and interests of the target readers (P3 students), instead of simply cutting and pasting information from the original source.

Integrate Advanced 3 4 Students were required to

collect texts and pictures about the Chung Yeung Festival, making use of search engines or other online instrument and then create PowerPoint slides for Primary 3 (P3) students.

Able to make use of special effects, including font styles, colors, background, audio effects, pictures, animations and/ or slide transitions.

Create Advanced 5