DSE英國語文成績的意義
香港入大學基本要求需要DSE達到「332A」,代表中文及英文為至少3級,數學至少達到第2級,而公民與社會發展科達標。副學位課程(包括副學士和高級文憑課程)的最低入學要求則為DSE五個科目(包括中國語文和英國語文)達第2級成績。
1. 英國語文評核大綱
| Component | Weighting | Duration | |
|---|---|---|---|
| Public Exam | Paper 1 Reading Paper 2 Writing Paper 3 Listening & Integrated Skills Paper 4 Speaking | 20% 25% 30% 10% | 1½ hours 2 hours About 2 hours About 20 minutes |
| School-based Assessment (for school candidates only) | 15% | ||
2. 英國語文成績等級描述
非官方成績等級描述簡介:
五級 (Level 5)
第五級的考生能理解複雜的英語口語和書面語,包括含蓄的語言和隱含的意思,並能有效地以書面和口頭形式做出回應。他們也能運用廣泛的詞彙和語法,創造出有趣且結構良好的書面作品,並能根據目的調整文風。
四級 (Level 4)
第四級考生能理解中等複雜程度的英語口語和書面語,從有明確依據的語境中推斷和理解含義,並能適當地回應指示。他們也能運用準確的詞彙和語法,創作出有趣且組織良好的書面作品,並能針對熟悉的文體調整風格;雖然偶爾會猶豫,但也能流利地用英語進行口頭交流。
三級 (Level 3)
第三級考生能理解在熟悉情境下簡單的英語口語和書面語,能進行簡單的推斷,並根據提供的文本信息回應指示。他們也能運用常見詞彙和一些較複雜的句子結構,創作出相關且組織良好的書面作品;並能流利地運用一系列簡單的表達方式進行交流,且發音準確。
二級 (Level 2)
第二級的考生能夠在熟悉的語境中理解字面的口語和書面英語,並在明確標示時區分事實和意見。他們能書寫簡單明瞭的文章,準確使用簡單的句子結構,並能以清晰的發音使用短小的常用表達進行交流。
一級 (Level 1)
第一級考生能在熟悉的情境中理解簡單的口語英語,並從中提取預測性信息,使用可辨識的口音。他們能理解簡單文本的部分內容,以基本詞彙在寫作中提出幾個相關觀點,並使用短小的常用表達來進行交流,發音清晰易懂。
英國語文評分準則 (Marking Scheme)
以下是2024 DSE 英國語文評分準則簡介
Paper 1 Reading 20%
視乎答案是否正確
Paper 2 Writing 25%
Mark 7
- Content entirely fulfils the requirements of the question
- Totally relevant
- All ideas are well developed/supported
- Creativity and imagination are shown when appropriate
- Shows a high awareness of audience
- Very wide range of accurate sentence structures, with a good grasp of more complex structures
- Grammar accurate with only very minor slips
- Vocabulary well-chosen and often used appropriately to express subtleties of meaning
- Spelling and punctuation are almost entirely correct
- Register, tone and style are entirely appropriate to the genre and text-type
- Text is organised extremely effectively, with logical development of ideas
- Cohesion in most parts of the text is very clear
- Cohesive ties throughout the text are sophisticated
- Overall structure is coherent, extremely sophisticated and entirely appropriate to the genre and text-type
Mark 6
- Content fulfils the requirements of the question
- Almost totally relevant
- Most ideas are well developed/supported
- Creativity and imagination are shown when appropriate
- Shows general awarenessof audience
- Wide range of accurate sentence structures, with a good grasp of simple and complex sentences
- Grammar mainly accurate, with occasional common errors that do not affect overall clarity
- Vocabulary is wide, with many examples of more sophisticated lexis
- Spelling and punctuation are mostly correct
- Register, tone and style are appropriate to the genre and text-type
- Text is organised effectively, with logical development of ideas
- Cohesion in most parts of the text is clear
- Strong cohesive ties throughout the text
- Overall structure is coherent, sophisticated and appropriate to the genre and text-type
Mark 5
- Content addresses the requirements of the question adequately
- Mostly relevant
- Some ideas are well developed/supported
- Creativity and imagination are shown in most parts when appropriate
- Shows some awareness of audience
- A range of accurate sentence structures, with some attempts to use more complex sentences
- Grammatical errors occur in more complex structures but overall clarity not affected
- Vocabulary is moderately wide and used appropriately
- Spelling and punctuation are sufficiently accurate to convey meaning
- Register, tone and style are mostly appropriate to the genre and text-type
- Text is mostly organised effectively, with logical development of ideas
- Cohesion in most parts of the text is clear
- Sound cohesive ties throughout the text
- Overall structure is coherent and appropriate to the genre and text-type
Mark 4
- Content just satisfies the requirements of the question
- Relevant ideas but may show some gaps of redundant information
- Some ideas but not well developed
- Some evidence of creativity and imagination
- Shows occasional awareness of audience
- Simple sentences are generally accurately constructed
- Occasional attempts are made to use more complex sentences
- Structures used tend to be repetitive in nature
- Grammatical errors sometimes affect meaning
- Common vocabulary is generally appropriate
- Most common words are spelt correctly with basic punctuation being accurate
- There is some evidence of register, tone and style appropriate to the genre and text-type
- Parts of the text have clearly defined topics
- Cohesion in some parts of the text is clear
- Some cohesive ties in some parts of the text
- Overall structure is mostly coherent and appropriate to the genre and text-type
Mark 3
- Content partially satisfies the requirements of the question
- Some relevant ideas but there are gaps in candidate’s understanding of the topic
- Ideas not developed, with possible repetition
- Does not orient reader effectively to the topic
- Short simple sentences are generally accurate
- Only scattered attempts at longer, more complex sentences
- Grammatical errors often affect meaning
- Simple vocabulary is appropriate
- Spelling of common words is correct, with basic punctuation mostly accurate
- Parts of the text are generally defined
- Some simple cohesive ties used in some parts of the text but cohesion is sometimes fuzzy
- A limited range of cohesive devices are used appropriately
Mark 2
- Content shows very limited attempts to fulfil the requirements of the question
- Intermittently relevant
- Some ideas but few are developed
- Ideas may include misconception of the task or some inaccurate information
- Very limited awareness ofaudience
- Some short simple sentences accurately structured
- Grammatical errors frequently affect meaning
- Very simple vocabulary of limited range, often based on the prompt(s)
- A few words are spelt correctly, with basic punctuation being occasionally accurate
- Parts of the text reflect some attempts to organise topics
- Some use of cohesive devices to link ideas
Mark 1
- Content inadequate and heavily based on the task prompt(s)
- A few ideas but none developed
- Some points/ ideas are copied from the task prompt or the reading texts
- Almost total lack of awareness of audience
- Multiple errors in sentence structures, spelling and/or word usage, which make understanding impossible
- Some attempt to organise the text
- Very limited use of cohesive devices to link ideas
Mark 0
- Totally Inadequate
- Totally irrelevant or memorised
- All ideas are copied from the task prompt or the reading texts
- No awareness of audience
- Not enough language to access
- Mainly disconnected words, short note-link phrases or incomplete sentences
- Cohesive devices almost entirely absent
Paper 3 Listening and Integrated Skills 30%
視乎答案是否正確
– Language (L)
– Coherence and Organisation (C)
– Appropriacy (A)
– Language (L)
– Coherence and Organisation (C)
– Appropriacy (A)
Paper 4 Speaking 10%
Mark 7
- Projects the voice appropriately
- Pronounces all sounds/sound clusters and words clearly and accurately
- Speaks fluently and naturally, with very little hesitation using intonation with some sophistication to enhance communication.
- Uses appropriate body language to display and encourage interest.
- Uses a full range of strategies skilfully to initiate and maintain interaction and to respond to others.
- Makes accurate use of an impressive range of vocabulary.
- Uses varied and highly accurate language patterns
- Rephrases skilfully when necessary.
- Expresses and impressive range of well-developed complex ideas clearly and fluently.
- Expands and elaborates with impressive detail.
- Consistently responds effectively to others, sustaining and extending conversational exchanges effortlessly.
Mark 6
- Projects the voice appropriately
- Pronounces all sounds/sound clusters and words clearly and accurately
- Speaks fluently and naturally, with only occasional hesitation using suitable intonation to enhance communication.
- Uses appropriate body language to display and encourage interest.
- Uses a full range of strategies effectively to initiate and maintain interaction and to respond to others.
- Makes accurate use of a wide range of vocabulary.
- Uses varied and accurate language patterns; only minor slips made, which do not impede communication.
- Rephrases effectively when necessary.
- Expresses a wide range of well-developed relevant ideas clearly and fluently.
- Expands and elaborates in detail.
- Consistently responds effectively to others, sustaining and extending conversational exchanges.
Mark 5
- Projects the voice appropriately
- Pronounces almost all sounds/sound clusters and words clearly and accurately
- Speaks fluently and naturally, with only occasional hesitation using suitable intonation to enhance communication.
- Uses appropriate body language to display and encourage interest.
- Uses a wide range of strategies to initiate and maintain interaction and to respond to others.
- Makes varied and generally appropriate use of vocabulary.
- Makes use of generally accurate and appropriate language patterns;
- Self-corrects effectively when necessary.
- Expresses a range of relevant ideas clearly and fluently.
- Most ideas developed and linked.
- Expands and elaborates appropriately.
- Responds appropriately to others, sustaining and extending conversational exchanges.
Mark 4
- Usually projects the voice satisfactorily.
- Pronounces most sounds/sound clusters and words clearly and accurately; less common words usually comprehensible.
- Speaks reasonably fluently although with some hesitation in longer utterances. Uses intonation sufficiently to convey meaning.
- Uses some features of body language to support communication.
- Uses a range of appropriate strategies to initiate and maintain interaction and to respond to others.
- Makes generally appropriate use of vocabulary.
- Makes use of generally accurate language patterns.
- Errors do not generally impede communication.
- Self-corrects when concentrating carefully or when asked to do so.
- Expresses some relevant ideas clearly.
- Elaborates on most contributions appropriately.
- Generally responds appropriately to others. Sustains most and may and extend some conversational exchanges.
Mark 3
- Poor voice projection may cause difficulties for the listener.
- Pronounces simple sounds clearly but may have some problems with sound clusters.
- Less common words may be misunderstood unless supported by contextual meaning.
- Uses intonation and pacing sufficiently well to be understood by a supportive listener.
- Uses some features of body language to support communication.
- Uses some simple strategies to participate in, and occasionally initiate, interaction mainly by using formulaic expressions.
- Usually makes appropriate use of simple vocabulary.
- Sometimes uses simple language patterns accurately and appropriately.
- Errors do not usually impede communication.
- May show some ability to self- correct but done inconsistently or only partially successfully.
- Expresses some relevant ideas clearly. These may be linked.
- Responds to some simple questions and may expand on these if asked directly.
Mark 2
- Poor voice projection may cause difficulties for the listener.
- Pronounces simple sounds and some sound clusters well enough to be understood most of the time.
- Produces familiar stretches of language with sufficiently appropriate intonation and pacing to be understood.
- Uses restricted features of body language when prompted to respond.
- Uses some simple formulaic expressions, generally in response to others.
- Participates briefly in conversation, generally when prompted, but tends to use formulaic expressions to do so.
- Makes appropriate use of vocabulary from limited and familiar range, often derived from context.
- May use some very basic language patterns accurately in brief exchanges. Errors may impede communication.
- May be unable to self-correct.
- Attempts to express simple relevant ideas, sometimes successfully.
- Attempts to expand on some responses briefly.
- Makes some contribution when prompted.
Mark 1
- Poor voice projection is likely to be a problem.
- Pronounces some simple and common words accurately enough to be understood.
- Uses intonation appropriately in the most familiar of words and phrases.
- Hesitant speech is likely to be a problem.
- Uses restricted features of body language when prompted to respond.
- Can use only simple and narrowly- restricted formulaic expressions, and only to respond to others.
- Makes use of a narrow range of simple vocabulary, sometimes appropriately.
- Uses a narrow range of language patterns, usually in short and rehearsed utterances.
- Errors often impede communication.
- Occasionally produces brief ideas relevant to the topic.
- Makes some brief responses when prompted.
Mark 0
- Does not produce any comprehensible English speech.
- Does not use any interactional strategies.
- Does not produce recognisable words or sequences.
- Does not produce relevant material.
School-based Assessment 15%
(for school candidates only)
校本評核是指在日常學與教過程中,由學校任課教師評核學生的表
現,而學生亦可從教師的回饋中了解自己的強項與弱點。
所有學校考生須完成有關科目的校本評核,分數亦會計入其文憑試
的成績。推行校本評核亦可減少對公開考試成績的依賴,有助提升
學生自信心及學習興趣,鼓勵自主學習。
英國語文評核模式
- 學生須閱讀/觀看數個文本(包括書籍、電影、紀錄片等)。
- 以個人短講和小組討論形式分享閱讀/觀看的心得。