Executive Summary
Chapter 6 Findings on Chinese Language Performance Assessment
6.4 Students’ Performance at Item Level
6.4.2 Students’ Responses for Each Item .1 Primary Schools .1 Primary Schools
6.4.2.2 Secondary Schools and Special Schools
The participants of the Secondary Chinese Language PA included students from both the secondary and special schools. The following section presents students’ performance in secondary schools first, followed by special schools.
Question 1
Q1 required students to use the information found from the Internet and appropriate software to create a table and match the different literature works with their corresponding dynasties. This question assessed students on the IL dimensions of “access” (6 marks), “manage” (7 marks) and
“create” (2 marks).
Secondary Schools
89.48% of the students responded to Q1 (see Appendix 6.2). Students’ performance in “access”
was satisfactory (see Table 6.26). The mean score was 3.01 out of 6 and mean score percentage was 50.17%. 34.32% of the students scored between 5 to 6 marks and reached the “advanced”
level of “access” (see Student 233005 as an example). The most common error that students made was mixing up literature works of the Yuan Dynasty with those of the Sui Tang Dynasty, for instance, Student 232007 matched 「西廂記」 written by Wang Shi-fu of Yuan Dynasty with Sui Tang Dynasty. In addition, 10.94% of the students completed this task but scored 0 marks (see Student: 231012 as an example). This might suggest that these students had not mastered the competence in “access”.
Table 6.26 Percentage distributions of S2 students for each score of Q1 (Access) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt
the question)
1.00 2.00 3.00 4.00 5.00 6.00
Total (%)
Mean Score
(SD)
Mean Score Percentage
(%) 10.94 10.52 11.30 10.59 9.10 13.23 17.49 16.83 100 3.01 (2.20) 50.17 N=820
N.B. - N listed in the table is the unweighted number of students.
- “Score (%)”, “Mean Score” and “SD” are weighted statistics.
- Figures may not sum to 100 percent because of rounding.
(Student: 233005)
• Able to match literature works with their corresponding dynasties correctly (Access: 6 marks)
• Able to produce an appropriate title for the table (Manage: 2 marks) 朝代
朝代
朝代朝代 文學作品文學作品（文學作品文學作品（（作者（作者作者作者））））
魏晉南北朝 文心雕龍（劉勰）
隋唐 古鏡記（王度）
元代 梧桐雨（白樸）, 西廂記（王實甫）
明 二拍 （凌濛初）
清 紅樓夢（曹雪芹）
(Student: 232007)
• This student miss-matched ‘西廂記’ by Wang Shi-fu in Yuan Dynasty with Sui Tang Dynasty (Access: 4 marks)
朝代朝代
朝代朝代 文學作品文學作品（文學作品文學作品（（作者（作者作者作者））））
iv. 明 iv. 二拍 （凌濛初）
v. 魏晉南北朝 iii. 文心雕龍（劉勰）
i. 元 ii.梧桐雨（白樸）
iii. 清 v. 紅樓夢（曹雪芹）
ii. 隋唐 i. 西廂記（王實甫）
(Student: 231012)
• This student only reached the novice level in the “access” dimension (Access: 0 marks ) 朝代
朝代
朝代朝代 文學作品文學作品（文學作品文學作品（（作者（作者作者作者））））
魏晉南北朝 紅樓夢（曹雪芹）
隋唐 梧桐雨（白樸）
元 文心雕龍（劉勰）
明 清
The “manage” dimension of Q1 carried 7 marks. Students’ overall performance was good and performed better in the subtask ‘produce an appropriate title for the table’, with mean score percentage of 68.50%; followed by ‘name the file as 「文學作品」 (Literature works) and save it in the ‘My Documents’ folder’, with mean score percentage of 63.00%. Students performed the poorest in ‘arrange all the dynasties chronologically from the earliest to the latest’, with mean score percentage of 51.50%.
Students’ performance in ‘produce an appropriate title for the table’ was good (see Table 6.27).
The mean score was 1.37 out of 2 and mean score percentage was 68.50%. 68.25% of the students were able to give appropriate titles for their tables and got full marks (see Student:
233005 as an example). 20.24% of the students completed this task but failed to use titles to organize the information (see Student: 232016 as an example).
Table 6.27 Percentage distributions of S2 students for each score of Q1 (Manage_titles) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt
the question)
1.00 2.00
Total (%)
Mean Score
(SD) Mean Score Percentage (%)
20.24 10.52 0.99 68.25 100 1.37 (0.92) 68.50
N=820
N.B. - N listed in the table is the unweighted number of students.
- “Score (%)”, “Mean Score” and “SD” are weighted statistics.
- Figures may not sum to 100 percent because of rounding.
Students’ performance in ‘name the file as 「文學作品」 (Literature works) and save it in the
‘My Documents’ folder’ was good as well (see Table 6.28). The mean score was 0.63 out of 1 and mean score percentage was 63.00%. 63.06% of the students were able to name the file correctly as 「文學作品」 (Literature works) and saved it in the ‘My Documents’ folder. 26.42%
of the students completed this task but named the file incorrectly, e.g. Student 232012 named the file as 「朝代」 (Dynasties).
Table 6.28 Percentage distributions of S2 students for each score of Q1 (Manage_ file naming and saving) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00
(did not attempt the question)
1.00
Total (%)
Mean Score
(SD) Mean Score Percentage (%)
26.42 10.52 63.06 100 0.63 (0.48) 63.00
N=820
N.B. - N listed in the table is the unweighted number of students.
- “Score (%)”, “Mean Score” and “SD” are weighted statistics.
- Figures may not sum to 100 percent because of rounding.
(Student: 232016)
• Failed to use titles to categorize the information (Manage _titles: 0 marks)
• Able to arrange the dynasties chronologically from the earliest to the latest (Manage _sequence: 4 marks)
魏晉南北朝 文心雕龍（劉勰）
隋唐 古鏡記（王度）
元 西廂記（王實甫）
明 梧桐雨（白樸）
清 紅樓夢（曹雪芹）
Students’ performance in the subtask, ‘arrange all the dynasties chronologically from the earliest to the latest’ was satisfactory (see Table 6.29). The mean score was 2.06 out of 4 and mean score percentage was 51.50%. 45.78% of the students were able to arrange the dynasties in sequence correctly and got full marks (see Student: 232016 as an example). 15.62% of the students only scored between 1 and 3 marks because of erroneous sequence of dynasties (see Student: 233028 as an example). In addition, 28.08% of the students completed this task but scored 0 marks.
These students copied the dynasties provided in the instructions into the table without arranging them accordingly (see Student: 229006 as an example).
Table 6.29 Percentage distributions of S2 students for each score of Q1 (Manage_sequence) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt
the question)
1.00 2.00 3.00 4.00
Total (%)
Mean
Score (SD)
Mean Score Percentage
(%)
28.08 10.52 10.38 3.24 2.00 45.78 100 2.06 (1.87) 51.50
N=820
N.B. - N listed in the table is the unweighted number of students.
- “Score (%)”, “Mean Score” and “SD” are weighted statistics.
- Figures may not sum to 100 percent because of rounding.
(Student: 233028)
• Wrong sequence of the dynasties (Manage_sequence: 1 mark) 朝代
朝代
朝代朝代 文學作品文學作品（文學作品文學作品（（作者（作者作者作者））））
元 西廂記（王實甫）
隋唐 梧桐雨（白樸）
魏晉南北朝 文心雕龍（劉勰）
明 二拍 （凌濛初）
清 紅樓夢（曹雪芹）
隋唐 古鏡記（王度）
(Student: 229006)
• This student copied the dynasties from the instructions without arranging them chronologically. (Manage_sequence: 0 marks)
朝代 朝代 朝代
朝代：：：： 文學作品文學作品文學作品文學作品
元 二拍 （凌濛初）
隋唐 文心雕龍（劉勰）
清 梧桐雨（白樸）
明 西廂記（王實甫）
魏晉南北朝 紅樓夢（曹雪芹）
古鏡記（王度）
For the “create” dimension, students were required to create a table and match the various literature works with their corresponding dynasties. Students’ overall performance was very good (see Table 6.30). The mean score was 1.64 out of 2 and the mean score percentage was 82.00%.
78.63% of the students got full marks (see Student: 233005 as an example), probably because most students referred to the hints given in the questions, thus they were able to use tables to present their answers. In addition, quite a lot of students used Excel to complete this task, because Excel could generate tables automatically. Once students categorized the information correctly, they got 2 marks for this task.
Table 6.30 Percentage distributions of S2 students for each score of Q1 (Create) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt
the question)
1.00 2.00
Total (%)
Mean
Score (SD)
Mean Score Percentage (%)
4.52 10.52 6.33 78.63 100 1.64 (0.73) 82.00
N=820
N.B. - N listed in the table is the unweighted number of students.
- “Score (%)”, “Mean Score” and “SD” are weighted statistics.
- Figures may not sum to 100 percent because of rounding.
Special Schools
Special school students’ overall performance in Q1 was fair with 70.83% of the students completed this task (see Appendix 6.3).
Students had poor performances in the “access” and “manage” dimensions of Q1. The mean score of “access” was 1.75 out of 6 and the mean score percentage was 29.17% (see Table 6.31).
Table 6.31 Percentage distributions of Special school students for each score of Q1 (Access) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt
the question)
1.00 2.00 3.00 4.00 5.00 6.00
Total (%)
Mean Score
(SD)
Mean Score Percentage
(%) 16.67 29.17 12.50 12.50 4.17 8.33 8.33 8.33 100 1.75 (2.13) 29.17 N=24
N.B. - N listed in the table is the number of students.
- All data above are unweighted statistics.
- Figures may not sum to 100 percent because of rounding.
Among the three “manage” subtasks in the “manage” dimension, students performed the best in
‘produce an appropriate title for the table’, with mean score percentage of 62.50%; followed by
‘name the file as 「文學作品」 (Literature works) and save it in the ‘My Documents’ folder’, with mean score percentage of 42.00%. The poorest performance was found in ‘arrange all the dynasties chronologically from the earliest to the latest’, with mean score percentage of 32.25%.
Students’ performance in ‘produce an appropriate title for the table’ was good (see Table 6.32a).
The mean score was 1.25 out of 2 and mean score percentage was 62.50%. Excluding those
‘not-reached’ and ‘non-response’ students, 88.24% of the students were able to produce appropriate titles for the tables (see Table 6.32b).
Table 6.32a Percentage distributions of Special school students for each score of Q1 (Manage_titles) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt
the question)
1.00 2.00
Total (%)
Mean
Score (SD)
Mean Score Percentage (%)
8.33 29.17 0.00 62.50 100 1.25 (0.99) 62.50
N=24
N.B. - N listed in the table is the number of students.
- All data above are unweighted statistics.
- Figures may not sum to 100 percent because of rounding.
Table 6.32b Percentage distributions of Special school students for each score of Q1 (Manage_titles) in Chinese Language PA (excluding those ‘not-reached’ and
‘non-response’ students)
Score (%)
0.00 1.00 2.00
Total (%)
Mean Score
(SD) Mean Score Percentage (%)
11.76 0.00 88.24 100 1.76 (0.64) 88.00
N=17
N.B. - N listed in the table is the number of students.
- All data above are unweighted statistics.
- Figures may not sum to 100 percent because of rounding.
For the subtask of “manage”, ‘name the file as 「文學作品」 (Literature works) and save it in the
‘My Documents’ folder’, students’ performance was fair (see Table 6.33a). The mean score was 0.42 out of 1 and mean score percentage was 42.00%. Excluding those ‘not-reached’ and
‘non-response’ students, 58.82% of the students were able to name the document correctly and save it in the ‘My Documents’ folder (see Table 6.33b).
Table 6.33a Percentage distributions of Special school students for each score of Q1 (Manage_
file naming and saving) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt
the question)
1
Total (%)
Mean Score
(SD) Mean Score Percentage (%)
29.17 29.17 41.67 100 0.42 (0.50) 42.00
N=24
N.B. - N listed in the table is the number of students.
- All data above are unweighted statistics.
- Figures may not sum to 100 percent because of rounding.
Table 6.33b Percentage distributions of Special school students for each score of Q1 (Manage_
file naming and saving) in Chinese Language PA (excluded those ‘not-reached’ and
‘non-response’ students)
Score (%)
0.00 1.00
Total (%)
Mean Score
(SD) Mean Score Percentage (%)
41.18 58.82 100 0.59 (0.49) 59.00
N=17
N.B. - N listed in the table is the number of students.
- All data above are unweighted statistics.
- Figures may not sum to 100 percent because of rounding.
Students’ performance in ‘arrange all the dynasties chronologically from the earliest to the latest’
was below average (see Table 6.34a). The mean score was 1.29 out of 4 and mean score percentage was 32.25%. Excluding those ‘not-reached’ and ‘non-response’ students, 35.29% of the students scored full marks. There were same proportion of students, i.e. 29.41%, scored 0 marks and 1 mark (see Table 6.34b).
Table 6.34a Percentage distributions of Special school students for each score of Q1 (Manage_sequence) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt
the question)
1.00 2.00 3.00 4.00
Total (%)
Mean
Score (SD)
Mean Score Percentage (%)
20.83 29.17 20.83 4.17 0.00 25.00 100 1.29 (1.68) 32.25
N=24
N.B. - N listed in the table is the number of students.
- All data above are unweighted statistics.
- Figures may not sum to 100 percent because of rounding.
Table 6.34b Percentage distributions of Special school students for each score of Q1 (Manage_sequence) in Chinese Language PA (excluding those ‘not-reached’ and
‘non-response’ students)
Score (%)
0.00 1.00 2.00 3.00 4.00
Total (%)
Mean Score
(SD) Mean Score Percentage (%)
29.41 29.41 5.88 0.00 35.29 100 1.82 (1.69) 45.50
N=17
N.B. - N listed in the table is the number of students.
- All data above are unweighted statistics.
- Figures may not sum to 100 percent because of rounding.
For the “create” dimension, special school students’ performance was satisfactory (see Table 6.35a). The mean score was 1.17 out of 2 and mean score percentage was 58.50%. Excluding those ‘not-reached’ and ‘non-response’ students, 76.47% of the students were able to create a table and got full marks (see Table 6.35b).
Table 6.35a Percentage distributions of Special school students for each score of Q1 (Create) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt
the question)
1.00 2.00
Total (%)
Mean
Score (SD)
Mean Score Percentage (%)
8.33 29.17 8.33 54.17 100 1.17 (0.96) 58.50
N=24
N.B. - N listed in the table is the number of students.
- All data above are unweighted statistics.
- Figures may not sum to 100 percent because of rounding.
Table 6.35b Percentage distributions of Special school students for each score of Q1 (Create) in Chinese Language PA (excluding those ‘not-reached’ and ‘non-response’ students)
Score (%)
0.00 1.00 2.00
Total (%)
Mean Score
(SD) Mean Score Percentage (%)
11.76 11.76 76.47 100 1.65 (0.68) 82.50
N=17
N.B. - N listed in the table is the number of students.
- All data above are unweighted statistics.
- Figures may not sum to 100 percent because of rounding.
(Student: 304001)
• Students scored full marks.
朝代 朝代
朝代朝代 文學作品文學作品(作者文學作品文學作品作者作者作者)
魏晉南北朝 文心雕龍（劉勰）
唐朝 古鏡記（王度）
元代 梧桐雨（白樸）
元代 西廂記（王實甫）
明代 二拍 （凌濛初）
清 1754 年 紅樓夢（曹雪芹）
Question 2
Q2 required the students to use online resources to look for the pronunciations of the Chinese words. Students were required to compare them with similar words or words of similar pronunciations and choose a correct answer (i.e. 「讀書」 and 「尺牘」). This question assessed students on their competence in the “access” dimension. Almost all students answered this question (response rate of secondary school was 99.89%, special school was 100%; see Appendices 6.2 & 6.3 for details). Secondary school students’ performance was satisfactory (see Table 6.36). The mean score was 2.10 out of 4 and mean score percentage was 52.50%, amongst whom 26.12% of the students got full marks. Special school students’ performance was fair (see Table 6.37). The mean score was 1.67 out of 4 and mean score percentage was 41.75%, amongst whom 25.00% of the students got full marks. A number of students got only 2 marks (53.06% of the secondary students and 33.33% of the special students) mainly because they thought there was only one correct answer for this question.
Table 6.36 Percentage distributions of Secondary school students for each score of Q2 (Access) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt
the question)
2.00 4.00
Total (%)
Mean Score
(SD) Mean Score Percentage (%)
20.80 0.11 53.06 26.12 100 2.10 (1.37) 52.50
N=820
N.B. - N listed in the table is the unweighted number of students.
- “Score (%)”, “Mean Score” and “SD” are weighted statistics.
- Figures may not sum to 100 percent because of rounding.
Table 6.37 Percentage distributions of Special school students for each score of Q2 (Access) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt
the question)
2.00 4.00
Total (%)
Mean Score
(SD) Mean Score Percentage (%)
41.67 0.00 33.33 25.00 100 1.67 (1.63) 41.75
N=24
N.B. - N listed in the table is the number of students.
- All data above are unweighted statistics.
- Figures may not sum to 100 percent because of rounding.
Question 3
Q3 consisted of three inter-related sub-questions. Q3.1 assessed students on their competence in the “evaluate” dimension. It required students to choose from all the different meanings in the dictionary, the correct meaning of the word 「釋」 in a particular sentence. Q3.2 assessed students on their competence in the “access” dimension. It required students to look for the meaning of the word using appropriate online dictionaries. Q3.3 assessed students on their competence in the “define” dimension. It required students to jot down the keywords used for searching. The following section presents students’ performance in secondary school, followed by that of the special schools.
Question 3.1
Q3.1 required students to choose from all the different meanings in the dictionary, the correct meaning of the word 「釋」 in a particular sentence. 97.25% of the secondary school students and 91.67% of the special school students responded to this question respectively (see Appendices 6.2 & 6.3). Secondary school students’ performance of Q3.1 was below average (see Table 6.38). The mean score was 2.16 out of 6 and mean score percentage was 36.00%. Special school students ‘performance was very poor (see Table 6.39). The mean score was 0.54 out of 6 and mean score percentage was 9.00%. Only a few students, 3.45% of secondary school students and 4.17% of special school students, could get full marks. There were 24.61% of the secondary school students and 75.00% of the special school students scored 0 marks. In general, both groups of students performed relatively poorly in this question.
Among the 3 subtasks of Q3.1, many students were unable to find the meaning of the word 「釋」
of the phrase 「釋門」. The most frequent mistake students made was giving the meaning of the entire phrase or even the entire sentence. For instance, many students explained the meaning of the phrase 「闡釋」 instead of the word 「釋」. A few students even used English to explain this word, e.g. giving ‘explain’ for 「闡釋」. It could be inferred that quite a lot of students were weak in judging the digital information collected accurately.
Table 6.38 Percentage distributions of Secondary school students for each score of Q3.1 (Evaluate) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt the
question)
1.00 2.00 3.00 4.00 5.00 6.00 Total (%)
Mean Score (SD)
Mean Score Percentage
(%) 24.61 2.75 8.20 23.42 14.23 18.95 4.38 3.45 100 2.16 (1.73) 36.00 N=820
N.B. - N listed in the table is the unweighted number of students.
- “Score (%)”, “Mean Score” and “SD” are weighted statistics.
- Figures may not sum to 100 percent because of rounding.
Table 6.39 Percentage distributions of Special school students for each score of Q3.1 (Evaluate) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt
the question)
1.00 2.00 3.00 4.00 5.00 6.00
Total (%)
Mean Score
(SD)
Mean Score Percentage
(%) 75.00 8.33 0.00 8.33 4.17 0.00 0.00 4.17 100 0.54 (1.41) 9.00 N=24
N.B. - N listed in the table is the number of students.
- All data above are unweighted statistics.
- Figures may not sum to 100 percent because of rounding.
(Student: 219018)
• This student was able to use the online dictionary to find the different meanings of the word
「釋」(Evaluate: 6 marks) 1.解釋 2.放下 3.佛教
(Student: 221010)
• This student explained the entire sentence rather than the meaning of the word. (Evaluate: 5 marks)
i.解釋、注解 ii.喜歡得捨不得放手 iii.出家人
(Student: 224018)
• This student used English to explain the meaning of a Chinese word. (Evaluate: 4 marks) i. to clearly explain; to expound; to interpret
ii. 喜歡得捨不得放手。文明小史˙第二十二回：鄧門上一見雕鏤精工，愛不釋手。
iii. 1) 佛教。阿毘達磨俱舍論˙卷七：不越釋門，因緣正理。
2) 出家人。初刻拍案驚奇˙卷二十八：雖讀儒書，卻又酷好佛典，敬重釋門，時 常瞑目打坐，學那禪和子的模樣。
Question 3.2
Q3.2 required students to look for the meaning of the word using appropriate online dictionaries and note down all website addresses they used in searching for answers of Q3.1. The response rates were 96.96% for secondary school and 91.67% for special school. Secondary school students’ performance was good (see Table 6.40). The mean score was 1.2 out of 2 and mean score percentage was 60.50%. Special school students’ performance was very poor (see Table 6.41). The mean score was 0.33 out of 2 and mean score percentage was 16.50%.
For secondary school students, 52.48% of them got full marks and 16.51% got 1 mark. 27.98%
of the students answered this question but got 0 marks because they gave nonsense answers (see Student: 219023 as an example). For special school students, 16.67% of the students got full marks and 75.00% of the students answered the question but got 0 marks. These students did not seem to understand the requirement of this task at all. Most of them gave irrelevant answers (see Student: 303012 as an example).
Table 6.40 Percentage distributions of Secondary school students for each score of Q3.2 (Access) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt
the question)
1.00 2.00
Total (%)
Mean Score
(SD) Mean Score Percentage (%)
27.98 3.04 16.51 52.48 100 1.21 (0.89) 60.50
N=820
N.B. - N listed in the table is the unweighted number of students.
- “Score (%)”, “Mean Score” and “SD” are weighted statistics.
- Figures may not sum to 100 percent because of rounding.
Table 6.41 Percentage distributions of Special school students for each score of Q3.2 (Access) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt
the question)
1.00 2.00
Total (%)
Mean Score
(SD) Mean Score Percentage (%)
75.00 8.33 0.00 16.67 100 0.33 (0.76) 16.50
N=24
N.B. - N listed in the table is the number of students.
- All data above are unweighted statistics.
- Figures may not sum to 100 percent because of rounding.
(Student: 227005)
• This student was able to write down the website address used in Q3.1 (Access: 2 marks) http://140.111.34.46/dict/
(Student: 2190023)
• Nonsense answer (Access: 0 marks) 我的腦袋
(Student: 303012)
• This student did not seem to understand the requirement of the task, therefore provided irrelevant answers. (Access: 0 marks)
小芳在書店找到這本書，愛不釋手。
Question 3.3
Q3.3 required students to jot down the keywords they used to look for the meaning of the word in dictionaries. The response rates were 96.42% for secondary school students and 91.67% for special school students. The performance of secondary students was satisfactory (see Table 6.42).
The mean score was 1.12 out of 2 and the mean score percentage was 56.00%. Special school students’ performance was below average (see Table 6.43). The mean score was 0.71 and the mean score percentage was 35.50%.
36.18% of the secondary school students and 25.00% of the special school students got full marks for this question respectively. They were able to use simple and accurate keywords (i.e. 「釋」) to search information (see Student: 219017 as an example). 40.03% of the secondary students and 20.83% of the special school students got 1 mark; they used the entire phrase instead of the word 「釋」 to search for information. Student 219007, for instance, used 「闡釋」, 「愛不釋手」 and 「釋門中 人」 as keywords for searching. Furthermore, there were 20.21% of the secondary school students and 45.83% of the special school students attempted this question but got 0 marks. Most of them gave irrelevant answers. For instance, Student 233010 wrote down 「中文字典」 (Chinese dictionaries). It seemed that this student had not mastered the competence in “define”.
Table 6.42 Percentage distributions of Secondary school students for each score of Q3.3 (Define) in Chinese Language PA
Score (%) 0.00
(attempted the question)
0.00 (did not attempt
the question)
1.00 2.00
Total (%)
Mean Score
(SD) Mean Score Percentage (%)
20.21 3.58 40.03 36.18 100 1.12 (0.76) 56.00
N=820
N.B. - N listed in the table is the unweighted number of students.
- “Score (%)”, “Mean Score” and “SD” are weighted statistics.
- Figures may not sum to 100 percent because of rounding.