End of Primary Benchmark€¦ · Executive Summary vii Introduction 1 1. Information on the End of Primary Benchmark 2011 3 2. Registrations for the End of Primary Benchmark 2011

Directorate for Quality and Standards in Education Curriculum Management and eLearning DepartmentEducational Assessment UnitMalta

End of Primary

Benchmark

June 2011

Report

End of Primary

Benchmark

2011

Report

DIRECTORATE FOR QUALITY AND STANDARDS IN EDUCATION FLORIANA – MALTA CURRICULUM MANAGEMENT AND eLEARNING DEPARTMENT EDUCATIONAL ASSESSMENT UNIT MINISTRY OF EDUCATION AND EMPLOYMENT

APRIL 2012

End of Primary Benchmark June 2011 – Report i

Table of Contents

Minister’s Message

v

Foreword

vi

Executive Summary

vii

Introduction 1

1. Information on the End of Primary Benchmark 2011 3

2. Registrations for the End of Primary Benchmark 2011 5

3. National Results of the End of Primary Benchmark 2011 9

4. Performance Reports 21

4.1 Il-Malti 22

4.2 English 35

4.3 Mathematics 42

5. Item Analysis 51

6. Conclusion 59

Appendices 61

ii End of Primary Benchmark June 2011 – Report

List of Appendices

CMeLD 246/2010 Markers for the End of Primary Examination 2011

65 Appendix 1

Application Form – Markers for the End of Primary Examination June 2011

67

CMeLD 247/2010 Expression of Intent to Participate in the End of Primary Examinations June 2011

71 Appendix 2

Application Form – Expression of Intent to Participate in the End of Primary Examinations June 2011

72

Appendix 3 CMeLD 2/2011 End of Primary Examinations – June 2011

75

CMeLD 51/2011 Request for Exemption – End of Primary Benchmark (June 2011 – First Session)

79 Appendix 4

Application Form for Exemption

80

CMeLD 52/2011 End of Primary Benchmark (June 2011 – First Session) 1) Request for Multiplication Tables and/or Reader in Mathematics 2) Request for Enlarged Print for Visually Impaired Children 3) Request for Communicator for Hearing Impaired Children

89 Appendix 5

Application Form to Request: 1) Multiplication Tables and/or Reader in Mathematics 2) An Enlarged Print for Visually Impaired Children 3) A Communicator for Hearing Impaired Children

91

Appendix 6 CMeLD 69/2011 The End of Primary Benchmark Examination – June 2011 (First Session) Time-Table and Guidelines

99

CMeLD 81/2011 The End of Primary Benchmark Examination – June 2011 (Second Session) Call for Application and Time-Table

107 Appendix 7

Application Form for the Second Session 13th June – 17th June 2011 (5pm – 8pm)

109

Appendix 8 End of Primary School Report 2010 – 2011

113

Appendix 9 19/2011 (Educational Assessment Unit Memorandum) 1) Statistical Information Regarding the End of Primary Benchmark 2011 2) Return of Scripts

117

Appendix 10 End of Primary Benchmark 2011 – Resources on CD

122

End of Primary Benchmark June 2011 – Report iii

List of Tables

TABLE 1 End of Primary Benchmark 2011 – Archived Scripts by Subject and Component

4

TABLE 2 Participation in the End of Primary Benchmark 2011 5

TABLE 3 Participation in the End of Primary Benchmark 2011 – The Second Session 5

TABLE 4 Exemptions 2011 6

TABLE 5 Participation in the End of Primary Benchmark 2011 by Component 7

TABLE 6 Access Arrangements for Children with Learning Difficulties 7

TABLE 7 National Results of the End of Primary Benchmark 2011 10

TABLE 8 National Results of the End of Primary Benchmark 2011 – Percentiles by Component

11

TABLE 9 National Results of the End of Primary Benchmark 2011 – Percentiles by Gender

12

TABLE 10 Distribution of Graded Questions in the Listening and Reading Comprehension Components

36

TABLE 11 Maltese: A List of Items and their Facility and Discrimination Indices 53

TABLE 12 Maltese: Levels of Difficulty and Discrimination 54

TABLE 13 English: A List of Items and their Facility and Discrimination Indices 55

TABLE 14 English: Levels of Difficulty and Discrimination 56

TABLE 15 Mathematics: A List of Items and their Facility and Discrimination Indices 57

TABLE 16 Mathematics: Levels of Difficulty and Discrimination 58

iv End of Primary Benchmark June 2011 – Report

List of Figures Figure 1

Maltese and English – Speaking

13

Figure 1.1 Il-Malti: It-Taħdit 13 Figure 1.2 English: Speaking

13

Figure 2 Maltese and English – Listening

14

Figure 2.1 Il-Malti: Is-Smigħ 14 Figure 2.2 English: Listening

14

Figure 3 Maltese and English – Reading

15

Figure 3.1 Il-Malti: Il-Qari 15 Figure 3.2 English: Reading

15

Figure 4 Maltese and English – Writing

16

Figure 4.1 Il-Malti: Il-Kitba 16 Figure 4.2 English: Writing

16

Figure 5 Mathematics – Mental and Written 17 Figure 5.1 Mathematics: Mental 17 Figure 5.2 Mathematics: Written

17

Figure 6 Maltese and English – Totals

18

Figure 6.1 Il-Malti: Total 18 Figure 6.2 English: Total

18

Figure 7 Mathematics: Total 19

End of Primary Benchmark June 2011 – Report v

Minister’s Message

The End of Primary Benchmark assessments were carried out for the first time in June 2011, on the 30th anniversary of the introduction of the Junior Lyceum examinations. The Benchmark assessments are an important milestone in the reform programme for compulsory education that this Government is undertaking. This is because the introduction of the Benchmark assessments signifies not only the demise of the end-of-primary high stakes selective examinations in the State and Church school sectors, but, perhaps more importantly, the eclipsing of a particular dominant perspective of educational entitlement. Since the 19th century, with a brief gap in the 1970s with the attempt at comprehensive education, selective examinations had been a key gateway to prestige schooling in Malta, on the assumption that examination results were

a true indication of children’s ability, and that only those who did well deserved the chance for better life chances that a good education could provide. This perception persisted even with the introduction of compulsory primary education in 1946 and secondary education for all in 1970, creating increased pressures on the secondary school selection processes and thus on the children themselves, their families and the schools. In the 30 year life span of the Junior Lyceum examinations and later the Common Entrance examinations, there were increasing signs that this educational paradigm was not serving our children or our nation as well as had been envisaged. In spite of increasingly positive examination results, too many children were being left behind. Research revealed that the examinations were affecting negatively the process of teaching and learning in our primary schools, and creating unacceptable stress in learners, their families and teachers. A new paradigm of teaching, learning, assessment and school selection processes was required to ensure that our educational resources were used as efficiently and effectively as possible, for the good of all. Indeed, the National Minimum Curriculum of 1999 had already indicated that drastic change was needed in this sphere. But this could only come about as part of a systemic educational reform that simultaneously addressed structures, resources, teaching and learning, as well as the curriculum and assessment systems. The successful introduction of the Benchmark is thus inextricably linked to the innovations being proposed in the new National Curriculum Framework, as well as the increased autonomy of schools to improve their outcomes through the College system of decentralised educational administration. I welcome this first report on the End of Primary Benchmark, and I augur that it ushers a fresh approach in the use of assessment to inform teaching and learning, and assist schools in continuing to strive towards the success of all our children. Hon. Dolores Cristina Minister of Education and Employment

vi End of Primary Benchmark June 2011 – Report

Foreword The first session of the End of Primary Benchmark was held in June 2011. These assessments replaced the long established Junior Lyceum and Common Entrance Examinations as recommended in the Transition from Primary to Secondary School review that was published in 2008. This updated system of assessments ended an era of selective examinations which were used to determine pupils’ eligibility for a particular type of secondary schooling experience. The Benchmark, on the contrary, is intended to better inform the pupils and their parents/guardians, as well as the schools about the achievement of each learner in the different skill areas of both languages: Maltese and English, and also in Mathematics. It is worth pointing out that whereas the Junior Lyceum and Common Entrance Examinations were solely assessed by means of written examinations, in the case of the End of Primary Benchmark, different modes of assessment were employed. In Maltese and English, the Reading Comprehension and Writing skills were assessed via writing, whereas the Speaking component was conducted by the classroom teacher by means of a ten minute oral interview. The Listening skills were assessed by means of contextual real life situations recorded on a CD. In the case of Mathematics, a standardised Mental Test was carried out to complement the assessment of mathematical skills in written form. In contrast to the grading system (A-E) that was used to report pupils’ performance in the Junior Lyceum Examination, performance in the Benchmark assessments was reported by means of marks obtained in each of the separate components. Together with the class median mark, these marks shed light on the areas where pupils are faring well and other areas where they need to improve. Each school had access to the marks obtained by each of its students in the different components in the three subjects as well as a summary of the school’s performance in relation to the national standards achieved in the 2011 Benchmark. Such information, together with the scripts which were returned to each school, provides valuable data for internal consumption by schools at a time when we are all working hard on improving standards. Teachers, in particular, are encouraged to refer to the resources that were used in the June 2011 Benchmark, which are available on the CD attached to this report. They are also encouraged to make use of the performance reports that are included, to inform themselves about the strengths and weaknesses demonstrated by pupils, and to act on the recommendations put forward in order to improve the teaching and learning processes with their pupils. The drawing up of the Benchmark assessments required the involvement of professionals from various sectors, including the Education Directorates, the Faculty of Education of the University of Malta, Church Schools and Independent Schools who worked in close collaboration with the staff at the Educational Assessment Unit. The shared commitment and synergy during the End of Primary Benchmark was a positive experience for our primary school students. My sincere thanks go to all those involved in the process. Prof. Grace Grima Director General – Directorate for Quality and Standards in Education

End of Primary Benchmark June 2011 – Report vii

Executive Summary This report gives an overview of:

i) the administration of the 2011 End of Primary Benchmark; ii) the registration of the main and second sessions; iii) the results data of the main and second sessions.

i) Administration Information

� In the 2011 End of Primary Benchmark, there were 90 schools that participated in the main session. These included all 62 State Primary Schools, 19 (out of 22) Church Schools and 9 (out of 13) Independent Schools.

� In the main session, the Listening, Reading and Writing components of Maltese and English,

and the Mental and Written components of Mathematics were held between the 1st and 3rd June 2011. The Speaking component of Maltese and English was held on the 8th and 9th June 2011. All participants sat for this session in their respective schools.

� The second session was held during the week starting 13th June 2011. All candidates who

were absent from one or more of the components during the main session were eligible to sit for this second session. This session was also open to children from the Non-State Schools that did not participate in the main session of the Benchmark 2011. All components in the second session were held in the afternoon at the Floriana Primary School in Malta and at the Examination Centre in Gozo.

ii) Registrations � The total number of participants in both the main and second sessions was 3,993 (2072 females

and 1921 males). This represents 91.5% of the national Year 6 student cohort eligible for the End of Primary Benchmark 2011.

� The number of participants for the different components in the second session of the Benchmark

varied for the different components. This was due to the fact that there were candidates who were eligible to sit for any component if they had been absent for the main session and others who applied for the second session from a Non-State School which did not participate in the main session.

� In 2011, there were 546 candidates who applied for exemptions and access arrangements. After

processing the applications, 57 children were exempted from all components of the three subjects and 351 were given access arrangements.

iii) Results � Scores for Maltese ranged from 0 to 97, with a median mark of 78, (Mean =74.39, S.D.=14.7).

Comparative performance data of female and male candidates showed that the middle 50% (from the 25th to the 75th percentile) of girls performed slightly better than the middle 50% of boys in Maltese. (Scores ranged from 70 to 86 for girls and from 65 to 83 for boys.)

viii End of Primary Benchmark June 2011 – Report

� For English, scores ranged from 0 to 96, with a median mark of 64, (Mean=61.85, S.D.=16.52).

Comparative performance data of the middle 50% of candidates (from the 25th to the 75th percentile) showed that girls performed slightly better in English than boys. (Scores ranged from 54 to 76 for girls and from 49 to 73 for boys.)

� In Mathematics, scores ranged from 0 to 100 with a median mark of 77 (Mean=71.14,

S.D.=21.73). The range of marks for girls and boys was very close. In the middle 50% of candidates (from the 25th to the 75th percentile), marks ranged from 59 to 87 for girls and from 59 to 89 for boys.

� Detailed performance reports are included in this report. These indicate that:

- In the Listening component in Maltese and English, the candidates did well. The median

mark for Maltese was 19 out of a maximum of 20 (Mean=17.37, S.D.=3.29) and for English, the median was 12 out of a maximum of 20 (Mean=12.32, S.D.=3.40).

- In Maltese and English Reading Comprehension, candidates found some questions

challenging and in some cases, vocabulary proved to be difficult. This was reflected in the scores attained where the median mark for Maltese was 24 out of a maximum of 30 (Mean=22.23, S.D.=5.67) and for English it was 21 out of a maximum of 30 (Mean =19.52, S.D.=6.51).

- In the Writing component, the candidates’ performance was better in Maltese than in English. In Maltese the median mark was 20 out of a maximum of 30 (Mean=18.71, S.D.=5.31), whilst in English the median mark was 15 out of a maximum of 30 (Mean=14.94, S.D.=5.44).

- In the Speaking component, the candidates did very well in both Maltese and English. The

median mark was 16 out of a maximum of 20 (Mean=15.73, S.D.=3.55) in Maltese and 15 out of 20 (Mean=14.82, S.D.=3.80) in English.

- In the Mental Mathematics paper, the median mark was 16 out of a maximum of 20

(Mean=14.77, S.D.=4.68), whereas in the Mathematics Written paper, the median mark was 61 out of a maximum of 80 (Mean=56.35, S.D.=17.48).

� This report provides a section on Item Analysis and further statistical information which gives a more detailed picture of the performance of the candidates.

End of Primary Benchmark June 2011 – Report 1

Introduction

Introduction This report provides a detailed account of the End of Primary Benchmark that was held for the first time in June 2011. It starts with information about the way this process was conducted during this first year and follows with information on registrations for the 2011 sessions including information on applications for exemptions and access arrangements. This section is followed by the performance reports of the three subjects that formed part of the Benchmark in 2011. In each of the performance reports for Maltese, English and Mathematics, details are given on the candidates’ performance in the different components, highlighting strengths and weaknesses identified in the different components as well as suggestions for potential improvement in certain areas. The report concludes with a technical section where the results of an item analysis for each subject are presented. This report also includes a CD with the resources used in the End of Primary Benchmark 2011.


Information on the End of Primary Benchmark 2011

1. Information on the End of Primary Benchmark 2011

� In November 2010, the Director General of the Directorate for Quality and Standards in Education (DQSE) set up three paper setters’ panels, one for Maltese, one for English and another for Mathematics. Each panel was made up of subject specialists from the following: the Directorates of Education, the Faculty of Education of the University of Malta, Church Schools and Independent Schools. They were requested to draw up two sets of papers, one set for the first (main) session in the beginning of June 2011 and another set for the second (afternoon) session held in mid-June.

� On the 14th December 2010, a Call for Applications was issued by the DQSE for teachers

who wished to act as markers in the End of Primary Benchmark (Appendix 1). Letters of appointment to markers were sent on the 25th May 2011.

� On the 15th December 2010, a Letter Circular was sent to all State and Non-State Schools

inviting Heads of School to register their school for the End of Primary Benchmark held between 1st and 8th June 2011. (Appendix 2)

� On the 7th January 2011, a Letter Circular was sent to all State and Non-State Schools

informing them that specimen papers for the June 2011 End of Primary Benchmark were available on www.curriculum.gov.mt. The same Letter Circular informed all schools about the dates of a series of information meetings that were to be held for teachers and parents. (Appendix 3)

� On the 9th March 2011, two Letter Circulars were sent to all State and Non-State Schools

on the procedures required to register for exemptions and access arrangements. (Appendices 4 and 5)

� On the 29th March 2011, a Letter Circular was sent to all State and Non-State Schools

informing them of the timetable and guidelines to be followed during the End of Primary Benchmark 2011. (Appendix 6)

� All candidates sat for the End of Primary Benchmark in their own school. There were 90

Benchmark centres: Centres in State Primary Schools, Malta 51 Centres in State Primary Schools, Gozo 11 Centres in Church Primary Schools, Malta 15 Centres in Church Primary Schools, Gozo 4 Centres in Independent Primary Schools, Malta 9

Total 90

� On the 2nd May 2011, a Letter Circular was sent to all Heads of State and Non-State Primary Schools with details on the second session held during the week starting 13th June 2011. Sessions were held in the afternoon between 17.00 and 20.00 at the Floriana Primary School and at the Examination Centre in Gozo. (Appendix 7)

4 End of Primary Benchmark June 2011 – Report

Information on the End of Primary Benchmark 2011

� On the 4th July 2011, candidates’ results were sent in an electronic format to their

respective school. As can be seen from the End of Primary Report Template in Appendix 8, results were given for the separate components, together with the school median. The results were eventually sent to parents/guardians by the school. National Performance Data and School Performance Data were later sent to all participating schools. (Appendix 9)

� Only two requests for a review of performance were received by the Educational

Assessment Unit in the five day period indicated in the Letter Circular CMeLD 69/2011 (Appendix 6). In both cases, the results were unchanged.

� A number of scripts were kept for archiving and research purposes as indicated in Table 1

below. The rest of the scripts were sent back to schools by the Educational Assessment Unit. Double blind marking was used during the marking process and therefore the returned scripts were unmarked.

TABLE 1: End of Primary Benchmark 2011 – Archived Scripts by Subject and Component

Component

Number of Scripts

Il-Malti: Il-Fehim mis-Smigħ u mill-Qari 44

Il-Malti: Il-Kitba 44

English: Listening and Reading Comprehension 48

English: Writing 50

Mathematics: Mental and Written 40


Registrations for the End of Primary Benchmark 2011

2. Registrations for the End of Primary Benchmark 2011 This section gives information about the candidates who sat for the Benchmark 2011. In total, 90 schools participated in 2011: all 62 State Primary Schools as well as 19 (out of 22) Church Schools and 9 (out of 13) Independent Schools. Table 2 below shows that 91.5% of the Year 6 school cohort took part in the End of Primary Benchmark 2011 (including both the main and the second sessions). TABLE 2: Participation in the End of Primary Benchmark 2011

Total Applicants

Total Eligible

Population

Percentage Applicants Type of School

Female Male State 1250 1388 2638 2638 100 Church 668 298 966 1233 78.3 Independent 154 235 389 491 79.2 Total 2072 1921 3993 4362 91.5

Table 3 below provides information on the number of candidates who sat for the second (afternoon) session of the End of Primary Benchmark during week starting 13th June 2011. All candidates who were absent for one or more of the components during the first session were eligible to sit for this second session. This session was also open to children from the Non-State Schools that did not participate in the main session of the Benchmark 2011. All components in the second session were held in the afternoon at the Floriana Primary School in Malta and at the Examination Centre in Gozo. TABLE 3: Participation in the End of Primary Benchmark 2011 – The Second Session

Components

Number of Candidates

Il-Malti It-Taħdit Is-Smigħ Il-Qari Il-Kitba

31 38 38 38

English Listening Speaking Reading Writing

38 37 41 41

Mathematics Mental Written

41 42



Exemptions and Access Arrangements In 2011, 546 applications were received. After processing, 57 children were exempted from all components of the three subjects and 351 were given access arrangements. Exemptions There were two types of exemptions: • Children of returned migrants and expatriates were given the opportunity to apply for an

exemption in English and/or Maltese if they were not following the subject during the last two years of Primary school in Malta or Gozo.

• Children who were following an alternative learning programme and/or were functioning at, or

below, Year 3 Primary Level or children with a severe disability, were given the possibility to request an exemption from all or particular components of the different subjects (Maltese, English, Mathematics).

Table 4 below gives a breakdown of exemptions granted in the different components. TABLE 4: Exemptions 2011

Component

Children of Returned Migrants

and Expatriates

Children with Alternative Learning Programmes and/or Functioning at, or below, Year 3 or with Severe Disabilities

Il-Malti: It-Taħdit 43 59

Il-Malti: Is-Smigħ 43 70

Il-Malti: Il-Qari 43 93

Il-Malti: Il-Kitba 43 91

English: Speaking 8 63

English: Listening 8 67

English: Reading 8 91

English: Writing 8 90

Mathematics: Mental 81

Mathematics: Written 85



Table 5 below presents details of the number of exemptions and absent candidates in the different components. TABLE 5: Participation in the End of Primary Benchmark 2011 by Component (N=3993) *

Components Exempted Candidates

Absent Candidates

Present Candidates

Il-Malti: It-Taħdit 102 44 3847

Il-Malti: Is-Smigħ 113 52 3828

Il-Malti: Il-Qari 136 47 3810

Il-Malti: Il-Kitba 134 47 3812

English: Speaking 71 75 3847

English: Listening 75 53 3865

English: Reading 100 48 3845

English: Writing 98 52 3843

Mathematics: Mental 81 52 3860

Mathematics: Written 85 49 3859

* N represents the total number of students registered for the 2011 Benchmark.

Access Arrangements Children with learning difficulties were given the opportunity to apply for access arrangements. They could request multiplication tables and/or a reader for Mathematics. Visually impaired children could request an enlarged print of the Benchmark papers while the hearing impaired could request a communicator. Table 6 gives details of the provisions granted in 2011. TABLE 6: Access Arrangements for Children with Learning Difficulties

Provision Number of Children

Reader (for Mathematics) 310

Multiplication Tables (for Mathematics) 285

Enlarged Print 5

Communicator 8


National Results of the End of Primary Benchmark 2011

3. National Results of the End of Primary Benchmark 2011 This section presents information on the national performance of the candidates who sat for the End of Primary Benchmark in 2011. The descriptive statistics presented include the median, the mean, the standard deviation, percentiles and cumulative frequency curves. It is important to point out that every school received details of the performance of its candidates per component in addition to the national performance presented in this section. The glossary below is intended to assist the reader with the interpretation of the data presented in this section.

Median – the middle mark in a list of marks sorted in ascending or descending order. It is not affected by extreme mark values in the list.

Mean – another word for average. It is worked out by adding the total of the different marks in the list and dividing the total by the number of candidates.

Standard Deviation – the statistic that shows how tightly the marks are clustered around the mean (average) in a set of data. When the marks are tightly grouped together, the standard deviation is small. When the marks are spread apart, the standard deviation is large.

Percentile – an indication of a candidate’s relative position in the group in terms of the percentage of group members scoring lower than the candidate’s score.



Table 7 presents data of the different components of the End of Primary Benchmark 2011. The percentage in brackets after each component indicates the relative weighting of marks for the component and the column ‘N’ indicates the number of candidates who sat for the particular component in 2011. This table gives a snapshot of the national performance of the candidates in the first year of the End of Primary Benchmark. It is important to look at the statistics of the different components in order to be able to evaluate the performance of candidates in the different skills in the different subjects during this first year. TABLE 7: National Results of the End of Primary Benchmark 2011

Components N Min Mark

Max Mark

Median Mark

Mean Mark

Standard Deviation

Il-Malti: It-Taħdit (20%) 3847 0 20 16 15.73 3.55

Il-Malti: Is-Smigħ (20%) 3828 0 20 19 17.37 3.29

Il-Malti: Il-Qari (30%) 3810 0 30 24 22.23 5.67

Il-Malti: Il-Kitba (30%) 3812 0 29 20 18.71 5.31

Il-Malti: Total (100%) 3775 0 97 78 74.39 14.70

English: Speaking (20%) 3847 0 20 15 14.82 3.80

English: Listening (20%) 3865 0 20 12 12.32 3.40

English: Reading (30%) 3845 0 30 21 19.52 6.51

English: Writing (30%) 3843 0 29 15 14.94 5.44

English: Total (100%) 3798 0 96 64 61.85 16.52

Mathematics: Mental (20%) 3860 0 20 16 14.77 4.68

Mathematics: Written (80%) 3859 0 80 61 56.35 17.48

Mathematics: Total (100%) 3858 0 100 77 71.14 21.73



Table 8 provides insights about the distribution of marks in the different components. This table identifies the distribution of the scores of candidates in terms of percentiles. For instance, Table 8 indicates that the top 25% of candidates obtained a score of 85 or higher in Maltese, 74 or higher in English and 88 or higher in Mathematics. The median, or 50th percentile, indicates that 50% of the candidates scored 78 or less in Maltese, 64 or less in English and 77 or less in Mathematics. The bottom 25% of the candidates scored 68 or less in Maltese, 51 or less in English, and 59 or less in Mathematics. TABLE 8: National Results of the End of Primary Benchmark 2011 –

Percentiles by Component

Percentiles Components 5 10 25 50 75 90 95

Il-Malti: It-Taħdit (20%) * 9 11 14 16 18 19 20 Il-Malti: Is-Smigħ (20%) 10 13 16 19 20 20 20 Il-Malti: Il-Qari (30%) 10 14 20 24 26 28 29 Il-Malti: Il-Kitba (30%) 8 12 16 20 23 24 25 Il-Malti: Total (100%) 44 55 68 78 85 89 91

English: Speaking (20%) 8 10 12 15 18 19 20 English: Listening (20%) 7 8 10 12 15 17 18 English: Reading (30%) 7 10 15 21 25 27 28 English: Writing (30%) 5 8 12 15 19 22 23 English: Total (100%) 31 39 51 64 74 82 85

Mathematics: Mental (20%) 5 8 12 16 18 20 20 Mathematics: Written (80%) 20 29 47 61 70 75 77 Mathematics: Total (100%) 25 38 59 77 88 94 96

* Percentages indicate the relative weighting of marks for each component.

Table 9 provides comparative data on the performance of female and male candidates in the different components. For example, the middle 50% (from the 25th to the 75th percentile) of girls fared slightly better than the middle 50% of boys in Maltese. Scores ranged from 70 to 86 for girls compared to 65 to 83 for boys. In English, girls got slightly higher marks than boys with scores ranging from 54 to 76 for girls compared to 49 to 73 for boys. In Mathematics, the range of marks for girls and boys was very similar. Marks ranged from 59 to 87 for girls and from 59 to 89 for boys. In Maltese, the top 25% of girls scored 86 or higher whilst the top 25% of boys scored 83 or higher. In English, the range of marks for girls and boys was very similar, with girls scoring 76 or higher and boys scoring 73 or higher. The performance of girls and boys in Mathematics was also comparable, with girls scoring 87 or higher and boys scoring 89 or higher. The bottom 25% of girls scored 70 or lower in Maltese whilst the bottom 25% of boys scored 65 or lower. In English, girls scored 54 or lower whereas boys scored 49 or lower. In Mathematics, both girls and boys scored 59 or lower. Such comparisons are possible for all the different components in the three subjects.



TABLE 9: National Results of the End of Primary Benchmark 2011 – Percentiles by Gender

Percentiles Components Gender 5 10 25 50 75 90 95 Female 10 11 14 17 18 19 20

Il-Malti: It-Taħdit (20%) Male 9 11 14 16 18 19 20

Female 11 14 17 19 20 20 20 Il-Malti: Is-Smigħ (20%)

Male 9 12 16 18 20 20 20

Female 12 16 21 24 27 28 29 Il-Malti: Il-Qari (30%)

Male 8 12 19 23 26 28 29

Female 10 13 17 20 23 25 26 Il-Malti: Il-Kitba (30%)

Male 7 10 15 19 22 24 25

Female 48 58 70 79 86 90 92 Il-Malti: Total (100%)

Male 40 51 65 76 83 88 90

Female 8 10 13 16 18 19 20 English: Speaking (20%)

Male 7 9 12 15 18 19 20

Female 7 8 10 13 15 17 18 English: Listening (20%)

Male 7 8 10 12 15 17 18

Female 8 11 16 21 25 27 28 English: Reading (30%)

Male 7 9 15 20 25 27 28

Female 7 9 13 16 20 22 24 English: Writing (30%)

Male 4 6 10 14 18 21 23

Female 34 42 54 66 76 82 86 English: Total (100%)

Male 29 37 49 61 73 81 84

Female 5 8 12 16 18 20 20 Mathematics: Mental (20%)

Male 4 7 12 16 19 19 20

Female 21 30 47 60 69 74 76 Mathematics: Written (80%)

Male 19 28 47 62 71 75 77

Female 27 39 59 77 87 93 96 Mathematics: Total (100%)

Male 24 36 59 78 89 94 96



Performance in the End of Primary Benchmark 2011 The figures on the following pages present a series of cumulative frequency curves which give a visual representation of the performance of the candidates in the different components. These figures are built on the data presented in Table 8. The representations of the same component for Maltese and English are given on the same page to facilitate comparison between the two subjects. Figure 1: Maltese and English – Speaking

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Figure 2: Maltese and English – Listening

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Figure 3: Maltese and English – Reading

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Cu

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Figure 3.2: English Reading

Figure 3.1: Il-Malti: Il-Qari

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English Reading Comprehension

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Figure 3.2: English: Reading



Figure 4: Maltese and English – Writing

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Malti Kitba

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Figure 4.1: Il-Malti: Il-Kitba

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English Written

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Figure 4.2: English: Writing



Figure 5: Mathematics – Mental and Written

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Mathematics Mental

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Mathematics Written

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Figure 5.1: Mathematics: Mental

Figure 5.2: Mathematics: Written



Figure 6: Maltese and English – Totals

96

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Malti Total

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28

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20

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English Total

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Figure 6.1: Il-Malti: Total

Figure 6.2: English: Total



Figure 7: Mathematics – Total

99

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91

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83

81

79

77

75

73

71

69

67

65

63

61

59

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49

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43

41

39

37

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33

31

29

27

25

23

21

19

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13

11

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Mathematics Total

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Figure 7: Mathematics: Total


Performance Reports

4. Performance Reports This section presents the performance reports of the three subjects included in the End of Primary Benchmark 2011. These reports are intended for classroom use and provide valuable feedback that informs the teaching and learning processes. For Maltese and English, feedback is given on the four skills: listening, speaking, reading and writing whereas for Mathematics feedback is given on both the mental and written papers.


Performance Reports

4.1 Il-Malti

Kummenti āenerali dwar il-karti tal- Benchmark L-iskop tal-Benchmark huwa l-assessjar tal-iŜvilupp edukattiv tal-istudenti fl-aħħar taë-êiklu tal-Primarja. Bis-saħħa tal-Benchmark nakkwistaw stampa reali ta’ fejn qiegħed l-istudent kif ukoll fejn qegħdin bħala komunità edukattiva nazzjonali u dan dejjem bl-iskop li ntejbu l-prodott edukattiv u nagħmluh iktar validu. Meta nqabblu l-Benchmark li sar għall-ewwel darba f’Āunju 2011 mal-EŜami tad-Dħul fl-Ewwel Sena tal-Junior Lyceums, li sar għall-aħħar darba f’Mejju 2010, insibu l-introduzzjoni tat-taħdit u tas-smigħ bħala parti integrali mill-eŜerëizzju. Din l-innovazzjoni kienet sfida kemm għall-bordijiet li ppreparaw l-eŜerëizzji u anke għall-għalliema. Il-ħiliet li āew assessjati kienu: 1. IT-TAĦDIT – li kellu 20% tal-marka globali (ippreparat mill-bord imma amministrat mill-

għalliema) 2. IS-SMIGĦ – 20% tal-marka globali (irrekordjati professjonalment fuq CD) 3. IL-QARI – 30% tal-marka globali 4. IL-KITBA – 30% tal-marka globali Huwa ttamat li wieħed mill-effetti immedjati tal-innovazzjoni tal-Benchmark għandu jkun dak illi l-għalliema kollha tal-Primarja, mill-Ewwel sas-Sitt sena, jibdew jagħtu iktar importanza lit-taħdit u lis-smigħ fil-lezzjonijiet tagħhom. L-ewwel indikazzjonijiet juru li dan diāà qiegħed iseħħ. Livell ta’ Diffikultà (taqsira: LD): Għall-iskop tal-analiŜi tal-karta tal-Malti se nuŜaw skala minn 1 sa 10 kif āej: Livell ta’ diffikultà A – minn 8 sa 10 jfisser li l-eŜerëizzji joffru sfidi qawwija.

Livell ta’ diffikultà B – minn 4 sa 7 jfisser li d-diffikultà hija medja.

Livell ta’ diffikultà ê – minn 0 sa 3 jfisser li d-diffikultajiet kienu Ŝgħar u l-eŜerëizzji setgħu jinħadmu mill-maāāoranza tal-istudenti. Din l-iskala hija bbaŜŜata fuq ir-riŜultati tal-item analysis li saret fuq għadd ta’ scripts.


Performance Reports

L-Anali Ŝi Din li āejja hija analiŜi dettaljata tal-eŜerëizzju tal-Benchmark tal-Malti. It-Taħdit 20% tal-marka globali; ħin allokat - 10 minuti L-assessjar tat-Taħdit kellu 20 fil-mija tal-marka globali u sar mill-għalliema tas-sitt sena fl-iskola. It-testi u l-istampi ntgħaŜlu minn bord maħtur apposta. It-Taħdit kien magħmul minn erba’ eŜerëizzji. Wara li saru xi mistoqsijiet ta’ tħejjija lill-istudenti (li ma kinux assessjati), l-għalliema għamlu intervista qasira fuq għadd ta’ temi stabbiliti. Wara dawn, l-istudenti ntwerew stampa u kellhom joħolqu mistoqsijiet dwarha u jagħmluhom lill-interlokutur. Fl-aħħar taħriā intwerew stampa ëentrali u għadd ta’ stampi Ŝgħar taħtha. L-istudenti ntalbu jiddiskutu kemm l-istampa l-kbira kif ukoll jagħŜlu xi stampi miŜ-Ŝgħar u jispjegaw jekk dawn kinux marbuta b’xi mod mal-istampa l-kbira jew le, u jgħidu għaliex. L-għalliema kellhom għadd ta’ kriterji ta’ assessjar bil-marki stabbiliti li jgħarblu l-ħila tal-kelliema fil-korrettezza grammatikali, it-tonalità, it-taħdit mexxej u l-interazzjoni, il-vokabularju, ir-relevanza tad-diskors, u t-tlissin tal-kliem. Fit-Taħdit bil-Malti l-istudenti marru tajjeb ħafna u āabu marki għoljin kif indikat f’Tabella 8 (p. 11). Dan l-eŜerëizzju ntlaqa’ tajjeb mill-għalliema u l-istudenti sabuh bħala esperjenza poŜittiva. Dan kif ħareā minn tagħrif li nāabar mill-għalliema f’laqgħat li saru wara l-Benchmark. 25 fil-mija tal-istudenti āabu 18-il marka jew aktar minn massimu ta’ 20, filwaqt li l-marka medjana kienet ta’ 16. Tabella 9 (p. 12) turi li d-differenza fil-marka medjana bejn il-kandidati subien u bniet kienet minima. Għas-subien il-marka medjana kienet 16 filwaqt li għall-bniet kienet 17. Is-Smigħ 20% tal-marka globali; ħin allokat - 30 minuta L-istudenti semgħu Ŝewā siltiet irrekordjati professjonalment fuq CD. Il-ħin allokat għal dan l-eŜerëizzju tas-smigħ kien ta’ 30 minuta. It-tabella li āejja tagħti stampa kritika tal-eŜerëizzju tas-smigħ. L-Ewwel Silta Taħriā A L-istudenti kellhom jikklassifikaw ħames sentenzi taħt VERU, FALZ jew MA

SSEMMIETX, bl-ewwel sentenza maħduma u mogħtija bħala eŜempju. Sentenza numru 4 ppreŜentat LD ta’ 8 gradi. L-erba’ sentenzi l-oħra ppreŜentaw LD ta’ 5, 5, 6 u 7 gradi rispettivament.

AnaliŜi u Kummenti Suāāerimenti

Ir-risposta MA SSEMMIETX ħawdet lil numru kbir ta’ studenti. Però, fl-opinjoni ta’ bosta markers din għandha tibqa’ tingħata. Huwa ëar li din ma kinitx qiegħda tintuŜa biŜŜejjed waqt il-preparazzjonijiet għall-Benchmark. Xi studenti għadhom limitati fl-uŜu u fit-tħaddim tal-idjomi fil-Malti. Ir-ri Ŝultat ta’ dan ikun li jinterpretaw l-espressjonijiet kelma b’kelma. Hekk, pereŜempju, bosta sabuha bi tqila biex jinterpretaw ‘In-narratur ħassu ... qalgħulu qalbu’.

Għandha tibda tingħata iktar importanza lil din l-għaŜla fl-eŜerëizzji li ji āu pprovduti waqt il-preparazzjonijiet għall-Benchmark. Għandu jsir iktar taħriā ta’ kif għandhom jiāu mwieāba l-mistoqsijiet tas-smigħ meta l-ħin ikun limitat u jkollok bosta drabi tikteb biss il-āist tas-sentenza.


Performance Reports

Taħriā B Hawnhekk l-istudenti kellhom iqabblu flimkien il-fraŜijiet ta’ Ŝewā kolonni.

Dan l-eŜerëizzju kellu LD ta’ 3 gradi. Kumment interessanti ta’ xi markers kien: “F’dan

l-eŜerëizzju ma nnutajt l-ebda pattern f’liema marru ħaŜin jew tajjeb. It-tendenza kienet li jew iāibu kollox tajjeb jew il-maāāoranza ħŜiena.”

It-Tieni Silta Taħriā A L-istudenti kellhom jagħŜlu l-fraŜi t-tajba minn tliet fraŜijiet mogħtija. Dan it-taħriā āie

ssettjat f’LD medja ta’ bejn 6 u 7 gradi. Il-maāāoranza assoluta tal-istudenti āabu dan

l-eŜerëizzju kollu tajjeb. Il-massimu ta’ risposti ħŜiena kien ta’ tnejn, u dan āara biss fejn l-istudenti āabu marki baxxi ħafna fil-karta kollha. EŜerëizzju bħal dan għandu jinŜamm fil- Benchmark. Dan jgħolli l-motivazzjoni tal-istudenti kollha u jgħin ukoll biex il-karta tkun iktar iggradata.

Taħriā B Hawnhekk l-istudenti kellhom jimlew il-vojt b’kelma jew fraŜi. Sentenzi 2 u 3 āew issettjati f’LD ta’ 7 gradi (medja n-naħa ta’ fuq) filwaqt li sentenzi 4 u 5 ixaqilbu n-naħa ta’ fuq bi 8 u 9 gradi rispettivament.

Numru 5 – il-maāāoranza assoluta kitbu kelma b’kelma dak li ntqal u nistgħu ngħidu li ħadd ma kitibha mingħajr Ŝbalji fl-ortografija, li għaliha ma tnaqqsux marki f’dan l-eŜerëizzju. Kien hemm ħafna varjazzjonijiet u ħafna ppruvaw jiktbu dak li semgħu mingħajr ma kellhom idea x’qed jgħidu, pereŜempju: “........u rmewha” kien hemm min kitibha hekk: ‘warmewa’. Ftit kienu dawk li kitbu ‘mdejjaq ħafna’ jew ‘iddispjaëut’. Xi markers ikkummentaw kemm sabuha diffiëli jiddeëiedu jekk risposta kinitx tajba jew le minħabba Ŝbalji ortografiëi serji. Ma kienx dejjem ëar jekk l-istudenti fehmux il-mistoqsijiet. Ħafna wkoll ma fehmux li r-razzett twaqqa’ u minfloku ttella’ bini ieħor. Bosta ħasbu li nbena bini quddiem ir-razzett.

Huwa tajjeb li nħarrāu lill-istudenti tagħna kif jirrispondu fi kliemhom. Minkejja li ma jitnaqqsux marki għall-ortografija, tajjeb li nfiehmu lill-istudenti li, jekk ma jagħtux kas tal-ortografija, jista’ jiāri li t-tweāiba ma tinftihemx jew tinftiehem ħaŜin u allura xorta ma jiħdux il-marki. Wieħed irid isemmi li eŜerëizzji bħal dawn ma jkunux qed idgħajfu l-ortografija imma jistħarrāu ħiliet oħra, f’dan il-kaŜ is-smigħ. Xorta tibqa’ l-importanza li kull meta jiktbu, l-istudenti għandhom jaraw li dejjem juŜaw u jiktbu Malti tajjeb. Huwa importanti li waqt it-tagħlim issir differenza bejn kliem li jixxiebah fil- ħoss imma li jfisser differenti. Ħattewh mhijiex l-istess bħal għattewh, biex nieħdu eŜempju wieħed. Naturalment, importanti li t-tagħlim isir dejjem f’kuntest, jew almenu f’sentenzi li jagħmlu sens.


Performance Reports

Kummenti āenerali Hemm bŜonn li l-għalliema jirriflettu dwar l-iskop tat-taħriā fis-smigħ. Xi tfisser tisma’? X’inhi d-differenza bejn li sempliëiment tisma’ u li tisma’ b’attenzjoni jew li toqgħod attent? L-għalliema jagħmlu tajjeb jekk iħarrāu dejjem iktar lill-istudenti kif jirrispondu b’mod effettiv, qasir u konkret. Hawn jidħol il-āist .... jeħtieā nitħarrāu dejjem iŜjed kif nevitaw risposti twal, kumplessi u li ‘jitilfuk’. Ir-risposti għandhom ikunu ëari u konëiŜi. Ma ninsewx li fl-eŜerëizzju tas-smigħ, il-ħin huwa pjuttost limitat. Importanti li nitgħallmu nwieābu wara li naħsbu sewwa u mhux nitfgħu r-risposti tagħna bl-addoëë. Il-Qari 30% tal-marka globali; ħin allokat - 50 minuta Il-parti tal-qari tal-Benchmark kienet tikkonsisti f’Ŝewā taqsimiet: L-Ewwel Taqsima: Poster maħruā minn Kunsill Lokali dwar fiera organizzata mill-istess kunsill, u mistoqsijiet/taħriā dwar l-istess poster. It-Tieni Taqsima: Fehim it-Test (Comprehension Test) b’silta oriāinali għall-qari; it-test inħadem fi tliet taqsimiet, b’sett ta’ mistoqsijiet dwar l-ewwel biëëa, sett ta’ mistoqsijiet oħra dwar it-tieni biëëa, u l-kumplament tal-mistoqsijiet issettjati fuq is-silta kollha. L-Ewwel Taqsima Taħriā A L-istudenti riedu jgħaqqdu flimkien il-fraŜijiet ta’ Ŝewā kolonni; il-LD kien wieħed ta’

3 gradi. Il-maāāoranza marru tajjeb f’dan it-taħriā. Taħriā B F’dan it-taħriā l-istudenti riedu jimlew il-vojt fi tliet sentenzi mogħtija. Il-LD kien ta’

5 gradi.


‘Varjetà’ ħafna drabi nkitbet mingħajr aëëent; hawn ma ninsewx li l-kelma varjetà kienet miktuba fis-silta u bosta studenti xorta kkupjawha ħaŜin. Għalhekk għandha ssir aktar enfasi fuq il-punt li n-nuqqas tal-aëëent huwa Ŝball ortografiku daqslikieku ktibt xi ittra nieqsa/kelma Ŝbaljata. Il-maāāoranza kitbu ‘klieb’ tajjeb. ‘Antiki’ – apparti mill-fatt li kien hemm xi wħud li kitbu ‘uŜati’, kien hemm numru sostanzjali li āabu din ir-risposta tajba.

L-uŜu tal-aëëent fil-Malti għandu bŜonn jiāi spjegat iktar fil-lezzjonijiet b’attenzjoni speëjali għal dak definit mid-dokument DeëiŜjonijiet 1 maħruā mill-Kunsill Nazzjonali tal-Ilsien Malti (2008). Huwa f’eŜerëizzji ta’ din ix-xorta li l-ortografija tiāi mistħarrāa u b’hekk toħroā aktar l-importanza li l-istudenti jiktbu dejjem Malti tajjeb.

Taħriā ê Għalkemm hawnhekk l-istudenti riedu jagħŜlu bejn VERU, FALZ jew MA SSEMMIETX, mistoqsija numru 3 fil-fatt ippreŜentat LD pjuttost għoli ta’ 8 gradi; mistoqsijiet 2 u 4 kellhom LD medju ta’ 7 u 6 gradi rispettivament.

F’dan l-eŜerëizzju kien hemm bosta studenti li ma āabux il-massimu tal-marki. Dan kien eŜerëizzju tajjeb fis-sens li jgħin biex jiddistingwi bejn livell u ieħor.


Performance Reports

It-Tieni Taqsima Taħriā A Mistoqsijiet minn 1 sa 3, fejn l-istudenti ntalbu jagħŜlu risposta tajba minn tliet

possibiltajiet mogħtija, kellhom LD baxx imma li jqarreb lejn il-medju (ta’ 3 gradi). Mistoqsijiet 4, 5 u 6 jistgħu jissejħu mistoqsijiet ta’ natura grammatikali li jittestjaw ukoll l-ortografija. Il-LD kien wieħed medju ta’ 6, 7 u 7 gradi rispettivament. Kien pjuttost faëli li jie ħdu l-marki minn 1, 2 u 3.

A4 – Kien hemm ħafna studenti li ma kinux kapaëi jidentifikaw ‘ādida’ bħala l-aāāettiv fis-sentenza indikata u għalhekk āabuha ħaŜina. Ħafna qatgħu linji taħt kliem li m’għandhom xejn x’jaqsmu ma’ aāāettivi. A5 – Ħafna ma kitbux tajjeb ‘tifla mqarqëa’. L-iktar Ŝball komuni kien li kitbu ‘imqarqëa’, jiāifieri ma neħħewx l-‘i’. A6 – Interessanti li bosta studenti kitbu ta’, tal- sabiex iddeëidew jagħŜlux lil jew lill- ... u ħallewha hemm.

Għandna nħarrāu lit-tfal kif jistgħu juŜaw ir-regoli tal-grammatika biex itejbu l-kitba tagħhom. Dan it-taħriā għandu dejjem isir f’kuntest u minn testi letterarji u interessanti għall-istudenti. Bosta markers huma tal-idea li għandna nagħtu aktar importanza lill-komponenti ewlenin li nuŜaw biex nibnu s-sentenzi sempliëi: is-suāgett, il-verb, in-nom u l-aāāettiv. Dan, nirrepetu, għandu jsir dejjem f’kuntest permezz ta’ siltiet ta’ qari u mhux f’iŜolament. Fil-lezzjonijiet tagħna jeħtieā insibu bilanë fejn, mingħajr ma nenfasizzaw iŜŜejjed il-kliem tekniku li normalment nassoëjaw mal-grammatika, ma nittraskurawx l-aspetti grammatikali li jgħinuna niktbu Malti tajjeb. (Ara iktar kummenti dwar dan fil-kummenti āenerali tal-aħħar). Għandu jsir aktar taħriā dwar l-uŜu tal-partiëelli.

Taħriā B L-ewwel tliet mistoqsijiet mogħtija f’dan l-eŜerëizzju kienu jitolbu ħafna ħsieb; il-LD kien wieħed medju ta’ 7 gradi. Il-mistoqsijiet 4a, 4b, 5 u 6 kienu ta’ natura grammatikali u kellhom LD medju ta’ 7, 7, 5 u 7 gradi rispettivament.


Performance Reports

B1: Ma tantx kien hemm Ŝbalji f’din, ħlief

għal xi wħud li kitbu risposti bħal ‘beda jiftakar fit-tifkiriet sbieħ li kellu’ u ma semmew l-ebda waħda konkreta. Kienet faëli għax setgħu jirriproduëu dak li kien hemm fit-test. B2: Ħafna studenti kkupjaw kelma b’kelma s-sentenza li kien hemm fl-istorja. Dan juri li ma fehmux eŜatt x’għamel Shaun bil-bott. Xi studenti saħansitra ħasbu li Shaun fil-fatt kien waqa’/tfixkel fil-bott. B4a: Kien hemm numru sostanzjali ta’ studenti li ma fehmux għal min qed tirreferi l-‘h’. B4b: Numru ta’ studenti ma fehmux għal xiex qed jirreferi l-pronom mehmuŜ ‘ha’ fil-kelma ‘rebħuha’. Numru Ŝgħir ta’ studenti, minflok ‘tazza’ kitbu ‘trofej’. B5: śball komuni kien dak li l-istudenti kitbu l-plural jew xi fraŜi oħra, minflok taw l-għadd imtenni. B6: śball komuni kien dak tal-apostrofu wara l-‘ma’ tan-negattiv.

Jeħtieā li nirriflettu iktar dwar x’inhu l-iskop veru ta’ Fehim it-Test (Comprehension Test): li nakkwistaw il-ħila li nifhmu dak li naqraw u li, minn dak li naqraw, naslu għal konkluŜjonijiet xierqa. Jeħtieā inħarrāu dejjem iktar lill-istudenti tagħna biex jakkwistaw il-ħila li jagħrfu iktar tifsiriet moħbija li jkun hemm fis-silta għall-qari (reading between the lines). Inħarrāu lit-tfal kif jaqilbu r-risposti fi kliemhom biex juru li fehmu x’āara. Fil-lezzjonijiet għandna nsibu metodi dejjem iktar effettivi kif nispjegaw il-pronom mehmuŜ permezz ta’ taħriā kuntestwali meħud mill-esperjenzi tal-ħajja ta’ kuljum tal-istudenti. Xi markers issuāāerew li l-għalliema għandhom iħarrāu lit-tfal ifittxu u jaqraw is-sentenza kollha qabel ma jwieābu. B’hekk jinftiehem iktar u aħjar il-kuntest għal min qed jirreferi l-pronom mehmuŜ. Għandna nħeāāu lill-istudenti biex, fejn diāà għandna kliem bil-Malti li jaqdina sew, nuŜaw lilu u mhux kliem ieħor bl-istess tifsira li nsibu f’lingwi barranin. Għandu jsir iktar taħriā effettiv u kuntestwali fl-uŜu tal-Għadd Imtenni. Hawnhekk nissuāāerixxu iktar xogħol biex nakkwistaw il-ħila li nkunu nafu niktbu l-apostrofu meta xieraq biss.

Taħriā ê F’dan l-eŜerëizzju l-istudenti ntalbu jispjegaw fi kliemhom Ŝewā idjomi komuni Maltin, jagħtu raāuni għala s-silta ssemmiet It-Tislima, u finalment jesprimu ruħhom dwar il-karattri tas-silta. Il-LD hawnhekk kien wieħed pjuttost għoli bi 8 gradi għal mistoqsijiet 1 u 2, u 9 gradi għal mistoqsija 3.


Performance Reports

ê1a: śball komuni kien li t-tfal kitbu li

Shaun ‘kien qed jistenna’ mingħajr ma qalu ‘kif’. ê2: Ħafna studenti fehmu li ‘tagħti tislima’ tfisser sempliëiment li tgħid ‘êaw!’. L-istudenti sabuha diffiëli biex iwieābu b’mod ëar u sħiħ li jagħmel sens. ê3: Ir-raāunijiet li taw kienu marbuta wisq mal-esperjenzi personali tagħhom. Numru sostanzjali, pereŜempju, flok kitbu għaliex laqathom il-karattru, kitbu: ‘Għax bħali!’. Xi Ŝbalji ortografiëi li saru: � nuqqas tat-tikka fuq l-ittra ‘ë’ � inkiteb il-plural flok il-femminil.

Għandna nrawmu fit-tfal il-ħila li jaraw l-idjomi dejjem fil-kuntest tagħhom u mhux bħala xi lista li wieħed jitgħallimha bl-amment għall-eŜami. Importanti li l-istudenti jitħarrāu biex isiru iktar elokwenti (jagħrfu jesprimu ruħhom tajjeb) u prattiëi fil-ħsieb biex imbagħad jaslu għal iktar elokwenza fil-kitba. Kollox ma’ kollox irridu nħarrāu lill-istudenti biex jaħsbu qabel jiktbu. Għarfien li ma teŜistix l-ittra ‘c’ (bla tikka) fil-lingwa Maltija. L-istudenti għandhom jingħataw eŜerëizzji fejn jitħarrāu meta jridu jiktbu l-vokali tal-leħen, u meta le.

Il-Kitba 30% tal-marka globali; ħin allokat - 60 minuta A. Il-kitba ta’ istruzzjonijiet Hawnhekk l-istudenti ngħataw għaŜla, imma l-āeneru taŜ-Ŝewā topiks kien l-istess, jiāifieri l-kitba ta’ istruzzjonijiet. L-istudenti ntalbu jagħmlu dan billi jiktbu bejn 50 u 60 kelma. L-għaŜla kienet bejn: (1) Kif tagħmel ħobŜa biŜ-Ŝejt JEW (2) Kif tfittex informazzjoni fuq il-kompjuter L-istudenti ngħataw punti qosra biex ikunu jistgħu jippjanaw ix-xogħol tagħhom aħjar. B’kollox l-istudenti setgħu jieħdu total ta’ 10 marki għal din il-kitba. Il-LD għal dan it-taħriā āie stabbilit għal 6 / 7 gradi.


L-iktar li għaŜlu kien l-ewwel titlu, jiāifieri Kif Tagħmel ĦobŜa biŜ-śejt. Bosta marru tajjeb imma kien hemm il-kwistjoni tal-iŜbalji fl-ortografija. Kien hemm min fehem li ħobŜa biŜ-Ŝejt trid tkun imdellka biŜ-Ŝejt biss u mhux b’xi kunserva jew bit-tadam ukoll. Ftit kienu dawk li marru għat-tieni għaŜla, jiāifieri Kif Tfittex Informazzjoni fuq il-Kompjuter. Ħafna minn dawk li għaŜlu dan it-titlu wieābu tajjeb imma kien hemm min ma kellux wisq sekwenza f’kitbitu. Xi studenti għaddew mill-ewwel għat-tiftix mill- Google minflok ma spjegaw is-sekwenza kif tasal għall-ksib tal-informazzjoni. Dan deher li kien titlu li offra iktar sfida minn ta’ qablu.

Hemm bŜonn taħriā dwar kif nesprimu l-ideat bl-ordni u s-sekwenza. Bosta terminoloāija marbuta mal-kompjuter u l-Internet it-tfal jafuha, iŜda l-istruttura tas-sentenzi bosta drabi kienet batuta. Hemm bŜonn ukoll linji gwida ëari kif wieħed għandu jqassam dan il-āeneru ta’ kitba u l-uŜu tal-imperattiv. Kull istruzzjoni jeħtieā tkun sentenza għaliha.


Performance Reports

Fil-kitba ta’ istruzzjoni, importanti ħafna l-uŜu

tal-imperattiv; dan kien nuqqas fil-ħiliet li wrew l-istudenti. êerti Ŝbalji li diāà semmejna fl-ewwel sezzjoni jgħoddu wkoll għal din it-tip ta’ kitba. F’dan l-eŜerëizzju kienu ħafna dawk l-istudenti li kitbu l-istruzzjonijiet f’forma ta’ paragrafu.

Għandha ssir enfasi fuq l-Imperattiv; fejn tidħol l-ortografija (speëjalment fejn tidħol l-għ) eŜ: jiktbu ‘għafas’ flok ‘agħfas’. Nirrakkomandaw li t-taħriā fl-Imperattiv jibqa’ jsir dejjem f’kuntest. Hemm bŜonn li lill-istudenti nesponuhom għal aktar kitbiet ta’ din ix-xorta u oħrajn simili bħal reklami, logos, kapxins u lmenti.

Minħabba n-natura tas-suāāett, ħafna tfal kitbu termini bl-IngliŜ bħal monitor, tower, mouse u google chrome. U dawn ma āewx miktuba fil-virgoletti. Kliem ta’ nisel IngliŜ, bħal ‘iddawnlowdja’, bosta drabi nkiteb ħaŜin. Kien hemm ħafna tfal li uŜaw kliem bl-IngliŜ li tiegħu għandna kliem simili bil-Malti bħal tuna u olive oil li setgħu faëilment jinkitbu ‘tonn taŜ-Ŝejt’ u ‘Ŝejt taŜ-Ŝebbuāa’. Xi studenti kitbu: olives, button, spreddja t-tomatoes u computer. IntuŜaw ukoll bosta espressjonijiet meħuda minn lingwi barranin biex jagħlqu l-kitba bħal, ngħidu aħna, Buon Appetito u Bon Apetit. Bosta studenti sabuha iebsa biex jispjegaw l-istruzzjonijiet b’mod ëar. Għadd mhux ħaŜin ta’ studenti ma fehmux il-kelma ‘istruzzjonijiet’ u għamlu rakkont. śbalji komuni fl-ortografija: � f’numru konsiderevoli ta’ kitbiet kollox baqa’

għaddej bla punteāājatura ta’ xejn, bħal sentenzi bla punt. Wara l-punt mhux l-ewwel darba li ma nkitbitx l-ittra kapitali;

� Ŝbalji fil-kitba ta’ verbi fl-Imperattiv. Xi kliem li āie miktub ħaŜin: aqbad, agħmel, itfa’, idlek, agħfas, ixgħel, agħlaq;

� imbagħad, l-ewwel – inkitbu ħaŜin ukoll; � inkitbu: dellika, aqsama flok dellikha,

aqsamha; � numru kbir ta’ Ŝbalji morfoloāiëi; � numru kbir ta’ Ŝbalji fis-sintassi.

Ngħallmu lit-tfal x’inhu mistenni minnhom li jagħmlu meta jiltaqgħu ma’ kliem li āej mill-IngliŜ u kif għandu jinkiteb. Suāāerimenti oħra: Għandna nesponu lill-istudenti għal aktar kitbiet li jitolbu minnhom ordni u sekwenza, ħaāa wara l-oħra. Inħarrāu wkoll lill-istudenti biex jaqraw sew it-titlu u jifhmu x’qed jitlob minnhom. Hemm bŜonn li nesponu lill-istudenti għal Malti tajjeb mhux biss fejn tidħol il-kitba, imma anke li jsegwu programmi tar-radju u tat-televixin li juŜaw il-lingwa b’mod korrett. Dak li hu baŜiku fil-grammatika Maltija għandu jibqa’ jingħata importanza xierqa.


Performance Reports

Xi nuqqasijiet oħra li nnutajna kienu: � bosta drabi dettalji essenzjali tħallew barra; � il-kelma ‘tfittex’ āieli ma nftehmitx mill-

istudenti u ħaduha f’sens ieħor; � kien hemm min semma ingredjenti li Ŝgur ma

jmorrux mal-ħobŜ biŜ-Ŝejt; importanti li l-istudenti jifhmu li hemm il-kwistjoni tal-kredibiltà anke fil-fittizju, aħseb u ara fil-kitba ta’ istruzzjoni;

� xi studenti uŜaw kliem bħal ‘sikkina’ u/jew ‘mgħarfa’ bħala ingredjenti meta dawn huma għodod fil-këina;

� kien hemm nuqqas kbir ta’ sekwenza. Minkejja li kien hemm l-istruzzjonijiet, kien hemm ammont kbir ta’ tfal li weābuhom mingħajr ma rabtu ħsieb ma’ ieħor. L-ordni tas-sentenzi kienet imħawda u l-messaāā ma wasalx daqshekk ëar f’ħafna kaŜijiet;

� uħud ħarāu barra mis-suāāett billi kitbu dwar kif tfittex riëetta ta’ ħobŜa biŜ-Ŝejt minn fuq l-Internet.

Kummenti oħra Il-kitba ta’ istruzzjonijiet āiet deskritta bħala waħda miftuħa wisq u kien ikun aħjar kieku ngħatat mod ieħor, pereŜempju: “Kif tfittex fuq l-Internet dwar il-Belt Valletta”. It-tieni għaŜla (tal-kompjuter) uriet li dan l-eŜerëizzju x’aktarx isir awtomatiku mit-tfal u għalhekk se jsibuha bi tqila biex jispjegaw il-proëess fi kliemhom. Għalkemm jidher eŜerëizzju faëli, fil-fatt offra sfida iebsa lil bosta tfal. Hawnhekk nissuāāerixxu iktar taħriā orali – anke fl-attivitajiet baŜiëi u komuni tal-esperjenzi qrib ir-realtà tal-istudenti – bl-iskop li l-istudenti jagħrfu jispjegaw proëessi l-ewwel bil-kliem, imbagħad anke bil-kitba.


Performance Reports

B. Il-Kitba ta’ artiklu Il-Pjan Għal massimu ta’ 4 marki, l-istudenti ntalbu juru l-kapaëità tagħhom fl-ippjanar tal-artiklu

li ntalbu biex jiktbu.

Ħafna pjanijiet kienu tajbin, imma ħafna studenti wrew li m’għandhomx idea ta’ x’inhu l-iskop veru tal-pjan tal-komponiment. Bosta markers ikkummentaw dwar nuqqasijiet li nnutaw fil-ħiliet meħtieāa meta niāu biex niktbu ‘bi pjan’. Āew innutati wkoll nuqqasijiet ta’ għarfien dwar il-kitba ta’ artiklu li huwa xi ħaāa totalment differenti mill-kitba ta’ rakkont. Xi studenti, flok għamlu pjan, kitbu l-komponiment fil-pjan u mbagħad ikkupjawh f’paāna 6. Kien hemm xi studenti li uŜaw it-tpināija biex jinħadem il-pjan. Sakemm taw l-idea li kapaëi jippjanaw, it-tpināija āiet meqjusa bħala valida daqs il-kitba, fil-kaŜ tal-pjan. Għadd ta’ studenti ħadmu pjan tal-aljeni u kitbu artiklu dwar il-pirati! Xi nuqqasijiet serji fil-kitba tal-pjan kienu : � il-pjan kien jikkonsisti biss f’lista ta’ kliem mingħajr

ebda idea ta’ Ŝvilupp; � bosta sempliëiment irrepetew dak li kien hemm fil-

karta; � xi kitbiet kienu tant twal li kienu qishom

komponiment.

Hemm bŜonn li l-għalliema jirriflettu iktar, flimkien mal-istudenti tagħhom, dwar x’inhu l-uŜu tal-pjan.

Kummenti āenerali dwar il-kitba tal-pjan

Ta’ min jikkunsidra li l-pjan u l-komponiment ikunu f’paāni ħdejn xulxin biex l-istudent ikun jista’ jirreferi għall-pjan minflok joqgħod iqalleb il-paāna, dejjem jekk l-istruttura loāistika tal-karta tkun tippermetti. Mill-kelma jew mill-mistoqsija l-istudenti għandhom jaslu għal Ŝvilupp jew tweāibiet li għandhom jidhru fil-pjan f’forma ta’ kitba ëara. Xi markers ikkummentaw hekk: “.... naqbel ħafna li tingħata kitba ta’ pjan fl-eŜami, iŜda xorta nemmen li kien hemm min l-ewwel ħadem il-komponiment, imbagħad ħaŜŜeŜ pjan!”


Performance Reports

Numru ta’ studenti għadhom ma jafux xi tfisser tippjana. Nieħdu xi eŜempji: ħafna uŜaw l-ispazju biex jiktbu ammont ta’ vokabularju li se juŜaw fil-komponiment, fosthom espressjonijiet u qwiel. Kien hemm studenti li esaāeraw fl-uŜu tal-idjomi li saħansitra kitbu espressjonijiet li ma jaqblux mal-kuntest. Oħrajn kitbu l-pjan tagħhom f’forma ta’ paragrafu. Oħrajn kemm ikkupjaw in-noti mogħtija mat-titlu bħala għajnuna. Kien hemm oħrajn li ppjanaw mod u kitbu mod ieħor, bla ma kien hemm rabta ma’ dak li ppjanaw. Bħala għalliema għandna niddedikaw aktar ħin u importanza għall-proëess tal-kitba li jinkludi l-ippjanar, il-kitba tal-provi, ir-reviŜjoni u l-editjar, biex fl-aħħar issir il-kitba finali. Mill-banda l-oħra, ma kinux ftit dawk li kellhom pjan tajjeb li uŜawh b’suëëess. Studenti li ppjanaw sew il-komponiment kellhom tqassim aktar strutturat u t-test sħiħ kien wieħed tajjeb. Veru li kulħadd jippjana b’modi differenti, imma tajjeb li nippruvaw naqblu dwar tipi ta’ mudelli li t-tfal ikunu kapaëi jibnu u jistgħu jimxu magħhom; dan għandu jgħin biex huma, finalment, jikbru iktar fil-ħila li jibnu komponiment tajjeb u mexxej. Il-Kitba tal-artiklu Hawnhekk l-istudenti ntalbu jiktbu artiklu ta’ bejn 140 u 200 kelma. It-topik kien wieħed li jħaddem l-immaāinazzjoni u l-fantasija; l-għaŜla kienet bejn: (1) Aljeni jillandjaw fl-ajruport ta’ Malta JEW (2) Pirati jidħlu fil-Port il-Kbir . Billi l-istudenti ngħataw punti qosra biex jiāi evitat li joħorāu barra mis-suāāett, il-LD āie stabbilit għal wieħed medju ta’ 6 gradi.


Il-kummenti tal-markers kienu bosta u diversi; f’xi kaŜijiet se nikkwotawhom kelma b’kelma għax inħossu li huma ta’ benefiëëju għall-edukaturi li se jaqraw dan ir-rapport: Ħafna kienu dawk li daħlu u bdew jiktbu dwar is-suāāett proprju lejn l-aħħar tal-komponiment. Minħabba dal-fatt tilfu ħafna marki. śball komuni kien li f’kitba ta’ artiklu suppost l-ewwel tikteb id-data. Id-data, fil-fatt, ma nkitbitx. L-għeluq u l-konkluŜjonijiet kienu ftit xotti, b’mod āenerali. Ftit kienu dawk it-tfal li marru barra mis-suāāett. Anzi ħadna gost ħafna bit-tfal għax kien hemm diversità u kreattività fost il-kitbiet. Il-punteāājatura, nuqqas ta’ tqassim fil-paragrafi, u ammonti kbar ta’ Ŝbalji ortografiëi jfixklu milli l-prodott finali jkun wieħed tajjeb u li l-istudenti jieħdu l-marki mistħoqqa.

Tajjeb li: inħarrāu lill-istudenti fil-kitba ta’ āeneri differenti mir-rakkonti, pereŜempju: artiklu, deskrizzjoni ta’ karattru/i, listi, djalogi, ittri, slogans, kapxins, artikli u komponimenti kemm narrattivi kif ukoll argumentattivi; niffukaw iŜjed fuq l-uŜu korrett tad-deskrizzjonijiet; ngħallmu varjetà ta’ espressjonijiet, qwiel u idjomi li jintuŜaw fejn meħtieā biex isebbħu u mhux sempliëiment biex ikunu āew uŜati; nagħmlu iktar taħriā prattiku fl-ortografija; nevitaw li nagħtu l-istess introduzzjoni dejjem, għax faëli mbagħad li l-istudenti japplikawha f’kull ëirkostanza; pereŜempju, xi studenti bdew il-kitba tal-artiklu b’deskrizzjoni tat-temp; nagħtu taħriā dwar it-taqsim permezz tal-paragrafi; inħarrāu lill-istudenti iktar fl-uŜu tal- punteāājatura f’postha.


Performance Reports

Hija ħasra li biex inŜidu l-kreattività tat-

tfal, qed nitilfu dak li hu baŜiku. Hemm bŜonn li tingħata importanza lill-istruttura tas-sentenzi. Jeħtieā ukoll li ssir aktar enfasi biex l-istudenti jagħtu kas iŜjed tal-iŜbalji ortografiëi. Xi studenti kitbu Intro, Par 1, Par 2 fil-komponiment. Dan ħalli jidher fil-pjan, imma m’għandux jidher fil-komponiment. Xi studenti ffirmaw l-artiklu u qalu minn fejn huma (semmew ir-raħal fejn joqogħdu). Dan m’għandux isir. Kien hemm klassijiet li jidhru li huma mħarrāa sew biex jagħmlu sommarju tal-artiklu qabel jibdewh. Hemm bŜonn li nagħtu spazju għal taħriā fil-lingwa. Xi markers iddeskrivew iŜ-Ŝewā topiks bħala gender-biased; allura, skont dawn il-markers, iŜ-Ŝewā topiks kienu jiffavorixxu lis-subien. śbalji komuni fl-ortografija: � ifixklu l-‘q’ mal-‘g ħ’, eŜ: q/għaddej; � in-numri: 300 pirati, tnax il-darba, ħames nies;

� in-negattiv: kienux, riedux; � taħwid bejn Maskil u Femminil; � plurali: miānuni; � traduzzjoni diretta mill-IngliŜ: āew fuq

is-7 ta’ Jannar; � Ŝbalji fil-punteāājatura; � nuqqas ta’ uŜu ta’ Malti idjomatiku.


Performance Reports

Xi markers li spiss ikkoreāew fl-eŜamijiet ta’ qabel huma tal-opinjoni li qabel kienu jiltaqgħu ma’ kitbiet li l-istudenti kienu jkunu tgħallmu bl-amment; din is-sena ma kienx il-kaŜ. Mill-banda l-oħra, din is-sena kien hemm nuqqas ta’ espressjonijiet u idjomi li normalment kienu jiltaqgħu magħhom qabel fil-kitba tal-istudenti. Kien hemm ukoll kaŜijiet fejn l-istudenti uŜaw l-idjomi Maltin biex juru li tgħallmuhom bl-amment u ma uŜawhomx skont il-kuntest.

Xi nuqqasijiet oħra li āew innotati: � nuqqas ta’ kreattività; � taħlit tar-rapport ma’ esperjenzi

personali u esaāerati; � nuqqas ta’ paragrafi f’posthom – kien

hemm min għamel paragrafu wieħed biss;

� nuqqas ta’ uŜu ta’ Malti idjomatiku; xi qwiel u idjomi ma kinux f’posthom fil-kuntest tal-kitba;

� nuqqas ta’ qbil mal-istruzzjonijiet li ngħataw u āieli anke mal-pjan ta’ qabel;

� konkluŜjonijiet Ŝbaljati għaliex iwaqqgħu l-istess kitba tal-artiklu, bħal, pereŜempju, min qal fl-aħħar li kienet ħolma;

� kitba ta’ tul Ŝejjed jew mhux biŜŜejjed; � uŜu ta’ kliem bħal ‘tivvi Ŝitjani’ (tiāi

tarani); kliem ieħor miktub bil-Malti kif jinħass fl-IngliŜ minħabba li qed jintuŜa ħafna;

� ħafna studenti ikkonëentraw iŜŜejjed fuq l-esperjenza (fittizja) personali tagħhom u b’hekk l-artiklu ħa iktar xejra ta’ rakkont.

Kummenti āenerali dwar il-kitba tal-artiklu Il-kitba fuq l-Aljeni kienet naqra aktar popolari minn tal-Pirati fost il-kitbiet tal-istudenti. śgur li l-immaāinazzjoni fil-kitba ma naqsitx u xi wħud mill-kitbiet vera kienu jagħtuk gost. Il-films li jaraw Ŝgur li kienu ta’ għajnuna. Kienu bosta li l-kitba qassmuha f’paragrafi u skont il-kronoloāija tal-fatti.


Performance Reports

4.2 English General comments about the Benchmark papers In the End of Primary Benchmark, the English Listening and Reading Comprehension components tested the candidates’ listening and reading comprehension skills. The Writing component assessed the candidates’ linguistic competence and writing skills. The weightings of marks were distributed as follows: 1. SPEAKING – carrying 20% of the global mark (prepared by the Benchmark board and

administered by teachers) 2. LISTENING – carrying 20% of the global mark (recorded professionally on CD) 3. READING – carrying 30% of the global mark 4. WRITING – carrying 30% of the global mark The Specification Grid focused on the listening, reading comprehension and writing aspects of language learning that are reflected in the objectives and standards set by the Primary English Syllabus (2006). The Speaking Component 20% of the global mark; time allotted - 10 minutes The Speaking component included for the first time in the Benchmark carried 20% of the marks. Assessment of candidates’ oral competences was school-based. The Benchmark tasks included the Warmer; the Interview; Single Picture; and Compare and Contrast. Each candidate’s performance was rated on set criteria comprising range of vocabulary; range of grammatical structures; fluency and interaction; task achievement; pronunciation, intonation and stress; hypothesising and use of appropriate qualifiers to describe points of comparison and contrast. The candidates’ performance in the Speaking component was good and the tasks used were well received by teachers and students. The candidates obtained relatively high marks as shown in Table 8 (p. 11). The top 25% of candidates scored 18 marks or more out of a maximum of 20 in this component. Table 9 (p. 12) shows that gender differences in candidates’ scores are minimal. The median is 15 for boys and 16 for girls.


Performance Reports

The distribution of graded questions in the Listening and Reading Comprehension Components was as follows: TABLE 10: Distribution of Graded Questions in the Listening and Reading Comprehension

Components

Items Set at Different Levels of Difficulty Weighting

% Low Medium High

Listening Component 20.0 8 6 6 Task 1 8.0 6 2 - Task 2 12.0 2 4 6 Reading Comprehension Component 30.0 9.5 11 9.5 Reading Comprehension 1 6.0 4 2 - Reading Comprehension 2 24.0 5.5 9 9.5 Questions on Section 1 6.5 5.5 1 - Questions on Section 2 6.5 - 4.5 2 Questions on Section 3 6.5 - 1.5 5 Questions on All Three Sections 4.5 - 2 2.5

The Listening Component 20% of the global mark; time allotted - 30 minutes Markers considered the questions in the listening component to be suitable for the age-group. Candidates who understood spoken language, followed aural instructions accurately and mastered listening comprehension skills did well. The table below gives an overall view of the listening tasks, highlighting the children’s strengths and weaknesses. Questions Comments Task 1 Numbers 1 to 8

The students had to listen to and understand two different news items and a weather report, and they had to answer multiple-choice questions by underlining the correct word or phrase in brackets. Six questions were set at a low level of difficulty and two questions were at a medium level of difficulty. The exercise targeted candidates’ ability to listen for specific information, understand key words and recognise cohesive devices. It was a valid task and most of the questions were within most of the candidates’ abilities except for questions 2 and 8 that were demanding. Some candidates did not know the meaning of no time and answered question 2 incorrectly. Question 8 posed a challenge to students who failed to make the connection between more fine weather is expected and stay the same, and erroneously underlined improve.


Performance Reports

Task 2 Number 1

The second text was an interview. In number 1, candidates had to tick to show whether the sentences were true or false or to indicate that no information was given in the text. The exercise was well balanced with two items set at a low level of difficulty, two at a medium level and one targeting the high ability candidates. It assessed candidates’ ability to listen for specific information, recognise cohesive devices and understand referring words. The majority of the children did well in this exercise.

Task 2 Numbers 2 and 3

Numbers 2 and 3 were multiple-choice questions. Candidates had to tick the best/correct answer. One question was set at a medium level of difficulty and two questions were set at a high level of difficulty. The ability to make connections, understand key words and infer from context was assessed. Most of the candidates fared quite well in the multiple-choice questions. However, some children did not infer from context and answered question 2a incorrectly. The meaning of hilarious proved to be a stumbling block for some of the candidates who answered question 2b incorrectly.

Task 2 Number 4

Questions 4a and 4b required candidates to complete sentences set at a medium to high level of difficulty. The questions assessed candidates’ ability to listen for specific information and infer from context. The more able candidates answered correctly. Many gave an incomplete answer in question 4a. A number of candidates wrote irrelevant answers. Some failed to communicate their written response effectively and lost marks. Other candidates did not attempt to answer question 4b.

The Reading Comprehension Component 30% of the global mark; time allotted - 50 minutes Markers commented favourably on the Benchmark paper since they felt it was student-friendly and included topics which were familiar to the age-group. The first reading comprehension was considered to be interesting and suitable for the age-group. The second reading comprehension was divided in three graded sections, each with a range of questions set at different levels. Markers considered this comprehension to be well-graded. It succeeded in assessing different skills through a variety of exercises. The text was adapted to render it student-friendly and it targeted a wide range of candidates. The questions were generally clear and the relevant information to answer questions was available in the text. The emphasis in this component was on rewarding comprehension. A few questions required constructed responses and in such cases no marks were deducted for spelling, punctuation and grammar errors as long as the student gave sufficient evidence of understanding. Vocabulary-related questions proved to be the most challenging. Candidates who understood written language, followed written instructions accurately and had mastered reading comprehension skills, did well. They were able to interact with the texts and answer all or most of the questions correctly. The weaker candidates managed some parts of the paper but failed to make the grade. The table below gives an overall view of the reading comprehension questions, highlighting the candidates’ strengths and weaknesses.


Performance Reports

Questions Comments Reading Comprehension 1

Candidates had to read and understand short texts and fill in a table, linking library sections to the different reading preferences. The exercise was set at a low to medium level of difficulty and required candidates to follow written instructions and match accurately. The majority of candidates found this exercise easy. Some of the candidates ignored the visual clues in Section G - Hobbies and matched crafts and things to make and do to Section C - Art and Artists. Candidates who did not understand the written instructions either wrote letters other than the given ones or left the table blank.

Reading Comprehension 2 Section 1

Candidates had to read the first section and write short answers. Most of the items were in the low ability bracket and the questions targeted candidates’ ability to locate specific information, use prior knowledge, recognise cohesive devices, identify the main idea, and respond to literal questions. Many candidates obtained full marks in this section. Some of the candidates had difficulty answering questions 2c, 5, 6b, 6c. In 2c some candidates did not succeed in identifying the relevant paragraph; in 5, 6b and 6c some candidates gave irrelevant answers. In questions 2a and 2b some candidates ignored the instruction in bold and wrote more than one word. Some also wrote long answers, lifting irrelevant information or phrases from the text when answering questions 4, 5 and 6b. A few of the candidates gave an incomplete answer in question 3.


Candidates had to read the second section and respond by putting a T or F or an N to show whether the sentences were true or false or to indicate that no information was given in the text. They also had to write a short answer, and to underline the best answer in a multiple-choice exercise. Most of the items were in the medium ability bracket. The items targeted the candidates’ ability to locate specific information and recognise cohesive devices. Most of the candidates understood the text and performed well in this section. Question 8 proved to be difficult for some of the candidates who did not connect less dangerous and less costly to safer and cheaper and wrote people instead of women … started using bicycles. Some of the candidates did not know the meaning of less prone and answered question 9a incorrectly. Some did not associate more practical, in question 9c, with suitability of clothing and lost the mark.


Candidates had to fill in or underline correctly to answer the questions in Section 3. Most of the items were in the high ability bracket and the questions assessed the candidates’ ability to use prior knowledge, locate specific information, recognise cohesive devices, infer from context, deduce meaning from context, and identify main ideas and key words. Most of the candidates found this section quite challenging. Many did not understand weather conditions and answered question 10 incorrectly. In question 11, many candidates listed some of the rules instead of referring to the laws that cyclists must obey. In their answer to question 13, some candidates ignored the question and wrote about the dangers occurring to the cyclist, whilst other candidates gave interesting reasons of how a cyclist can be dangerous to others. Some candidates inaccurately wrote disadvantages instead of benefits in question 14a. Some candidates also ignored the instruction in question 14b and gave irrelevant information.


Performance Reports

Reading Comprehension 2 Questions on All Three Sections of the Text

Candidates had to refer to all the three sections to fill in and underline. The items were set at a medium to high level of difficulty. The questions assessed the candidates’ ability to deduce meaning from context, locate specific information and identify the main idea. Most candidates answered questions 17 and 18 correctly. Question 16 posed some difficulty to some of the candidates – some wrote bicycle or modern instead of original; some ignored the instruction and wrote more than one word answers.

The Writing Component 30% of the global mark; time allotted - 60 minutes The Writing component carried 30% of the marks. The first writing task carried 10 marks. The second writing task carried 20 marks and included planning for writing which was allocated 4 marks. The level attained in the writing tasks depended on each child’s linguistic competence and ability in performing the task. Markers stated that the writing paper was well-graded. Candidates were familiar with the themes presented and the pictures and prompts were helpful especially to the lower ability students. The first writing tasks were considered very suitable for the age-group. Both titles in the first writing task were frequently chosen by the students. The second writing tasks assessed the candidates’ ability to write an informal letter. The first title was more popular than the second. Markers noted that many of the candidates were knowledgeable about the subject they opted to write about. The writing tasks assessed the candidates’ ability to: plan their writing, write coherently and cohesively, write accurately, vary sentence structure, organise writing in a paragraph or paragraphs, write for different purposes, write with a sense of audience, use task-appropriate presentational features, use a range of vocabulary adequately and effectively, and write relevantly. Markers considered the planning exercise as valid. It was noted that the exercise rewarded the thinking and planning process and that candidates who planned the second task carefully, generally did well in the writing task itself. The blank page gave candidates the possibility of using forms of planning they were familiar with. Coherent, relevant and cohesive writing, characterised by syntactically complex sentences, an excellent range of suitable vocabulary and accurate structures, spelling and punctuation, scored very high marks. Very weak pieces of writing were marked by repetition, inaccurate structures, spelling and punctuation, and severe limitations with vocabulary.


Performance Reports

The table below gives an overall view of the writing tasks, highlighting the candidates’ strengths and weaknesses. Questions Comments Task 1 – between 50 and 60 words

Candidates had to choose from two writing tasks of the same genre. They had to write a short paragraph about Susan’s holiday last year or Mark’s visit to a fun park last month. Many candidates used some of the given words and included words from their acquired vocabulary. However, some of the candidates tried to fit in all the given words and ended up writing lists of activities rather than producing descriptive writing. Some ignored the written instructions and wrote more than one paragraph. Others wrote at length about what happened prior to the holiday or visit to the fun park and very little about the holiday or the visit. Some of the candidates, whose writing was characterised by an excellent range of vocabulary, did not adhere to the expected 50 to 60 words and wrote a longer paragraph. Some of the writings were characterised by repetition of the same link word and short sentences. Fluent writers who effectively conveyed the intended meaning in their writings performed well. Lower achievers wrote a number of short disjointed sentences.

Task 2 – between 140 and 200 words

Candidates had to choose from two writing tasks of the same genre. They had to write a letter to encourage a friend to join a sports club or an after-school children’s club. Candidates had to plan before writing the letter of their choice. Some presented a detailed and relevant plan. Some candidates listed ideas that were not relevant to the title or presented plans that fell short of necessary detail, and lost marks in this section. The web and question-answer plans were quite commonly used. Some merely wrote a bulleted list of activities. Others wrote a first draft of the letter instead of the required plan. Most candidates followed the given instructions and wrote relevantly. Some candidates described the activities but failed to justify why the activities are enjoyed by the writer. Some failed to use persuasive writing to encourage the reader to join the club. Some candidates failed to use the correct letter format, leaving out the date and salutation. A few wrote their own address and signed their name instead of adhering to the rubric. Successful candidates wrote coherent and cohesive paragraphs and made good use of complex and compound sentences. The letters of candidates lacking paragraphing skills were characterised by limited use of linking words. The writing of less able candidates was marked by irrelevance, limited vocabulary and errors in spelling, punctuation and sentence structure.


Performance Reports

Implications for teaching and learning At primary level, students learn English through meaningful contexts and the integration of reading, writing, speaking and listening in purposeful ways. The learning of English is further enhanced with the appropriate use of Information and Communication Technology. Students should be given opportunities to practise, recycle and extend their vocabulary in meaningful contexts. When due importance is given to learning vocabulary, students improve their spelling, know the way words change grammatically, understand the meaning of words, gradually extend the understanding of their use, and relate vocabulary to networks of meanings. Students at this level should be actively engaged in constructing meaning when learning to listen in English. They need plenty of opportunities to listen purposefully to language embedded in engaging and meaningful contexts. A variety of different spoken texts should be used to help children develop their listening skills. Listening tasks with clear objectives help to develop a range of skills, such as listening for gist and listening for detail. Student engagement in drama, language games and songs, as well as using English as a medium when listening to content from other areas of the curriculum, can further develop students’ listening skills. Reading in English involves reading for meaning in purposeful ways. To further develop as readers, students need exposure to a broad range of reading experiences, materials and contexts. Students should read different genres, learn to use monitoring strategies through appropriate modelling, and practise the range of reading comprehension strategies, which include inferring implicit meaning in a text, recognising cohesive devices and deducing meaning from context. Planned reading lessons should aim at developing skills at text, sentence and word level. Structured and contextualised reading activities should cater for the range of reading abilities in the class with extra support and guidance given to students’ individual reading as necessary. Students need plenty of opportunities to practise writing for a range of purposes in a variety of forms for different audiences. They also need help in distinguishing between writing short texts and long texts. There should be careful preparation to equip children with the language they require to express and order their ideas in an appropriate way. Learning grammar through meaningful contexts would also help learners develop their writing ability by learning to use a variety of sentences and a range of linking words effectively in their writing. Guided writing during writing lessons helps students learn to structure and organise texts. During the writing process students should be guided to revise and edit their writing appropriately. They should also be encouraged to write legibly and accurately. Constructive feedback on written tasks should include response to students’ meaning and students’ task achievement. Due importance should be given to the use of presentational features.

Though candidates have obtained relatively high marks in the speaking component, this should not lull teachers and learners in a false sense of complacency since it is important that this skill is given due importance in class with learners being given the opportunity to practice their oral skills.

Teacher assessment of students’ progress for formative purposes is essential for successful teaching of English at the primary level. Teachers can effectively inform their planning for teaching reading, writing, listening and speaking in English through observation of students at work, discussion, sampling and analysing students’ work, and students’ self-/peer-assessment.


Performance Reports

4.3 Mathematics General comments about the Benchmark papers The children who participated in the End of Primary Benchmark 2011 were the first group who sat the Benchmark. During their primary education, these children were exposed to a range of number calculation strategies, with special emphasis on mental work. The majority of children are now using these methods; however, the paper did not discriminate against children who preferred to use other methods. As is normal practice, the examiners used a specification grid in order to ensure: � the validity and reliability of the question paper; � that all the questions in the paper formed part of the mathematics syllabus; � that the questions covered as wide a cross-section of the year 6 syllabus as possible. The mathematics paper was graded and the level of difficulty of the questions catered for a wide range of abilities. The questions mainly focused on the four strands of the mathematics syllabus, namely: � Number and Algebra � Shape, Space and Measures � Data Handling � Problem Solving This year, for the first time, the mathematics paper consisted of two components, the Mental Paper and the Written Paper. The weightings of marks were distributed as follows: 1. MENTAL PAPER – carried 20% of the global mark 2. WRITTEN PAPER – carried 80% of the global mark

The Mental paper was made up of 20 questions, carrying 1 mark each. The questions were divided into three sections; the first was the least difficult whereas the last was the most challenging. The Mental paper was meant to be worked mentally; however any working done on the paper was not penalised. The Written paper was made up of 16 questions. The first four questions, with a total score of 16 marks, were quite straightforward. The remaining 12 questions were more challenging and required more thinking skills and certain calculations that involved more working. These last 12 questions of the paper were subdivided into two sections; the first eight questions carried 5 marks each whereas the remaining four carried 6 marks each.


Performance Reports

Comments regarding the candidates’ performance

Mental Paper 20% of the global mark; time allotted - 15 minutes In general, the mental paper was of an appropriate level of difficulty as indicated in the item analysis results on page 57. As expected, the last three questions of the paper proved to be the most challenging. Written Paper 80% of the global mark; time allotted – 1 hour 15 minutes The first part of the written paper consisted of four questions, two of which were based on Number and Algebra, whereas the other two were based on Shape, Space and Measures. Most candidates had no problem answering this section and this may have helped them feel more confident about working out the rest of the paper. The majority of candidates answered Question 1 (a), (b) and (c) correctly but some candidates found difficulty in answering Question 1 (d). Candidates were required to divide 636 by 6. Most candidates wrote 16 instead of 106, omitting the 0. These were the candidates who did not use or had not mastered the ‘repeated subtraction’ method.

Questions 2 and 3 focused on Shape, Space and Measures. These were done successfully by most candidates, confirming their sound knowledge of measurement and the properties of solid shapes. On the other hand, a considerable number of candidates found Question 4 difficult. Most candidates found difficulty in choosing the longest distance out of the four given distances. The decimal point and the concept of fractions seemed to create some problems for candidates. Some worked out 4¼ km as the longest distance rather then 42.5km. Candidates also found it difficult to choose a distance which was equal to 4250m.


Performance Reports

The second part of the written paper was more challenging and required more working. Although a considerable number of candidates showed their working, there was a number which did not. Therefore, these candidates ended up losing all the marks because they could not be awarded any marks for partially correct answers. It is important to emphasise that although there are instances when candidates are expected to work mentally, they must show their working when they are solving more demanding and challenging questions, such as Questions 14, 15 and 16; otherwise marks awarded for method may easily be lost. Most candidates performed well in Question 5. This shows that they are confident in reading the number line, even though it involves the decimal point. However, some candidates had difficulty or left out the part where they had to mark 3·4 on the same number line. Some drew another number line and therefore lost marks because it was clearly indicated in the question to mark 3·4 on the same number line. Most candidates found little or no difficulty in answering Questions 6 and 8. This shows that they are confident in applying the basic mathematics rules, are familiar with basic properties of numbers and mathematical language such as ‘even’, ‘ factors’ and ‘square numbers’. Very few candidates had problems answering such questions.

Question 7 (a) and (b) was worked out correctly by most candidates but Question 7 (c) proved to be quite challenging for some. Most candidates calculated the weight gained in 5 months, but failed to add this weight to the weight at birth. It could be that candidates did not read the question properly or did not understand the question well.


Performance Reports

Most candidates misunderstood Question 9, where they had to choose the correct calculation to solve four given problems. Candidates understood the given problems and identified the correct calculations; however they wrote the answers of the calculations instead of the correct calculations as they were asked. This shows that they need more practice in this area. It is worrying to note that most candidates seem unfamiliar with the concept of ‘estimation’. This was indicated clearly in Question 10. Although quite a good number of them gave the correct answer to Question 10 (a), where they had to divide 825 by 25, they failed to find the correct estimation of 25 x 39 in Question 10 (b). Some gave the correct answer instead of the estimation. It is satisfying to note that in general, the majority of candidates performed well in Number and Algebra and Data Handling. However, the same cannot be said about Shape, Space and Measures. A considerable number found difficulty in answering questions related to: Time and Calendar; Perimeter and Area; and Angles. Although candidates answered questions related to the calendar correctly, in Question 11, they had difficulty completing the missing information in the calendar. A substantial number continued the calendar for February up to the 29th and even to the 30th day. Questions based on finding the perimeter of a compound shape, and those requiring converting litres to millilitres, seemed to present difficulties to many. In Question 12, candidates were asked to work out the perimeter of a compound shape made of two joined rectangles. Some failed to obtain the correct answer because they added the line which was common to both rectangles. Some could not distinguish between ‘measuring’ and ‘working out’ in the second part of Question 12. The candidates were required to measure one angle in a right-angled triangle and work out the other angle. Some measured both angles rather than working one out.


Performance Reports

In Question 14, parts (a) and (b) presented some difficulties for candidates, especially when they had to convert units of measurement, from litres to millilitres. Although most candidates scored full marks in the first part of Question 15, which involved reading a timetable and the time, they found difficulty in Question 15 (c). The latter involved the subtraction of time. The most common mistake was that most candidates borrowed 100 instead of 60 for subtraction. This implies that most of them did not fully understand the concept of time.

Although the last three questions were the most challenging, it is satisfying to note that a good number of candidates performed well in these questions. This shows that they are being given the opportunity to tackle open-ended questions and to explain their reasoning in everyday classroom activities. However, there is still a considerable number of candidates who are finding it difficult to explain and give reasons for their answers. In Question 14 (c), they were asked to identify who was right between Helen and Paul on how many bottles were needed to empty the barrel, supporting their reasoning with calculations. Only a few candidates gave excellent reasons, such as “Peter is right because two bottles have a capacity of 3 litres while 20 bottles have a capacity of 30 litres, exactly as the barrel”. In general, candidates tended to struggle with open-ended questions. They found it difficult to express themselves when they were asked to give reasons or to explain their answers. This might indicate that although children are being involved in problem-solving situations, they are not being given enough opportunities to express themselves, using the correct mathematical language.


Performance Reports

This was also outlined in Question 16. Most candidates could not carry out calculations to choose the best of two schemes and to give the correct reasoning about the most convenient scheme. Question 16 proved to be the most challenging. It is evident that most candidates lack the ability to express themselves and express their reasoning. Unfortunately, there were some candidates who left it blank and therefore no marks could be awarded. However, there were a few candidates who gave excellent reasons to justify their answers as in the exemplar shown below. This kind of reasoning should be encouraged in the classroom situation.


Performance Reports

Markers’ Comments Mental Paper The Mental Paper was of an appropriate level of difficulty and it was followed by most candidates. It was meant to be worked out mentally but candidates were given space on the paper to jot down points. However, most candidates did not show any working. Question 10 presented some difficulty to candidates, probably because they did not understand the mathematical term ‘equilateral triangle’. Questions 19 and 20 proved to be the most challenging and consequently some candidates failed to give the correct answer. The notion of mixed fractions in Question 20 seems to be unfamiliar to some candidates. Written Paper Question 1: Almost all candidates gave the correct answer to (a), (b) and (c). Most errors occurred in (d). When asked to divide 636 by 6, many candidates answered 16 rather than 106, omitting the 0. Question 2: Nearly all the candidates gave the correct answers. It was a straightforward question. Nevertheless, there were still some candidates who lacked practice in estimation. Question 3: Most candidates identified the correct statements about the given solid shapes, showing that most candidates have a sound knowledge of the properties of solid shapes. Question 4: Although quite a substantial number of candidates gave correct answers, a considerable number of them were confused when asked to choose the longest distance from four given distances. The decimal point and the concept of fractions seem to create some problems. Some candidates chose 4¼ km as the longest distance rather than 42·5 km. Others found difficulty in choosing the distance equivalent to 4250 m. Question 5: The number line was quite straightforward for most candidates even though it involved the decimal point. Candidates gave the correct answer shown by each arrow. However, some left out part (b) where they had to mark 3·4 on the same number line; others drew another number line to mark 3·4. Question 6: Most candidates found little or no difficulty in filling in the missing numbers to add up to 150, applying the rule to both rows and columns. Very few candidates misunderstood this question. Question 7: Although quite a good number of candidates correctly worked out parts (a) and (b. i), part (b. ii) proved to be quite challenging. Most candidates calculated the weight that the puppy gained in 5 months, but failed to add this weight to the weight at birth. Question 8: Most candidates performed well in this question, indicating that they are confident in basic properties of numbers and the relevant mathematical language. Some candidates did not follow the flow chart arrows to get the required answer. Question 9: This question presented some difficulty to candidates. Although some of them understood the problems and identified the correct calculation, many wrote the answers of the calculations rather than the actual calculations as required. Some used the same calculation more than once.


Performance Reports

Question 10: Most candidates worked out 825 ÷ 25 correctly, using the repeated subtraction method. However, a considerable number failed to round the answer of 25 x 39 to the nearest thousand in part (b), showing unfamiliarity with the concept of estimation. Question 11: A considerable number of candidates completed the calendar correctly. However, some continued the calendar for February up to the 29th or 30th day. Most of them answered parts (b) and (c) correctly. Question 12: Most candidates correctly answered the first part of the question, where they had to work out the area of a rectangle. However, most them failed to calculate the correct value of the perimeter of a compound shape, made up of two rectangles. Some worked out the perimeter of one rectangle and then multiplied by 2, others added all the sides of the shape including the 3 cm line which was common to both rectangles. In the second part of the question, they showed confidence in using the protractor, and measured the required angle correctly, in a right-angled triangle. However, some did not distinguish between the terms ‘measuring’ and ‘working out’; some measured both angles rather than working out the second angle. Question 13: Most candidates performed well in this question. They showed confidence in data handling and answered the given questions correctly. Some candidates had difficulty in calculating the percentage of an amount. Question 14: Although quite a good number of candidates gave correct answers, a considerable number found difficulty in converting litres to millilitres. Many identified the correct answers and gave clear explanations, supporting their reasoning with calculations. Most of them did not show any working and therefore they were not given any marks. Question 15: Candidates worked out the first part of the question quite easily. This involved reading the timetable, calculating and marking time, including the 24-hour clock. Part (c), which involved subtracting time, proved to be more difficult. Most candidates borrowed 100 instead of 60 when computing time differences. Question 16: This proved to be quite challenging for most candidates. Most of them found it difficult to carry calculations in order to choose the correct scheme between the two given schemes. Most candidates found it difficult to express themselves; only a few gave the correct reasoning for part (c. ii). Several did not show any working and therefore could not be given any marks. Implications for teaching and learning The following recommendations should be promoted in classroom situations: � It is extremely important that teachers continue to encourage learners to use the calculation

methods indicated in the Benchmark syllabus and that mental work is emphasised in classroom situations. This helps learners not only in the mental paper but also in straightforward questions that feature in the first part of the written paper.

� Learners should be given more opportunities to use units of measurement in everyday

situations. Learners should be encouraged to convert units of measurement and use them in a context. Learners should realise the difference between Perimeter and Area and be engaged in hands-on activities involving Perimeter and Area.


Performance Reports

� Teachers should continue to expose learners to various methods to arrive at the correct solution

so that learners will have the necessary skills to tackle particular problems. � The importance of writing down the working, especially of more complicated questions, should

be encouraged and emphasised. Learners should realise that correct working results in scoring marks, even when they give the wrong answer. Not showing the working makes learners lose those marks awarded to correct methods.

� Time measurement is a skill that children need to master for life. Learners need to appreciate

that one hour is equivalent to 60 minutes and not 100 minutes. It is important that children are given everyday situations involving time, such as reading timetables and calculating differences in time.

� Candidates should be given more opportunities in classroom situations to express their

reasoning. Candidate scripts show that they find it very difficult to express themselves mathematically. Mathematical terminology is very important and learners should familiarise themselves with it. Furthermore, learners should be engaged in problem-solving situations through hands-on activities, and they should be asked to provide reasons for their answers in order to gain confidence in expressing themselves mathematically.


Item Analysis

5. Item Analysis In this final section, the results of the item analysis are presented. This technical session is included in the report in order to check whether the different question items functioned as intended in this first Benchmark session. This section allows the reader to observe which items were deemed easy, moderate or difficult by the candidates. The data may be used diagnostically as well as formatively by classroom teachers. Over time, this technical analysis may provide some insight on change in trends. However, it is important to acknowledge that items used in the Benchmark cannot be pre-tested and therefore the standard will be calibrated over time. In order to make sense of this section, it is important to use the resources that are presented in the CD attached to this report. The Facility Index The facility index for an item is a value that indicates the proportion of students that get the item correct. Since the mean (average) mark should roughly be half of the marks available, a facility level of 0.5 is desirable, particularly if a question carries a good number of marks (e.g. an essay). Lower or higher facility levels are desirable for other items. Facility levels greater than 0.85 or below 0.15 should be avoided. The facility index for an item is easily calculated by dividing the mean (average) mark on the item by the maximum mark that can be scored on the item.

For example, for an item that carries 5 marks, the average score earned on that item is 3.6. The

facility index then works out to 3.6

5, that is, 0.72.

The Discrimination Index The discrimination index for an item is a measure of how the candidates perform on the item as opposed to another measure of performance. In other words, it measures how well the question distinguishes between learners. This is usually found by measuring the correlation (relationship) between the score on the item and the total test score. Item Discrimination can vary from +1 (a perfect relationship between those who score high marks on the item and those who score high marks on the test) to –1 (a perfect inverse relationship between those who score high marks on the item and those who score low marks on the test). Ideally, the discrimination index should always be positive. The higher the discrimination index, the better the item is. In general, values below 0.2 are weak and values above 0.4 are desirable.

Facility Index of Item = Mean Mark on Item

Maximum Mark on Item


Item Analysis

The discrimination index may be computed as follows:

d = p(UG) - p(LG)

where p(UG) and p(LG) are the proportions of correct answers by Upper Group (top 27%) and Lower Group (bottom 27%) respectively. The maximum value of d is 1.0 and occurs when all the Upper Group succeeds and all the Lower Group fails on the item. The following is an item analysis of the question papers used in the first session of the Benchmark. The analysis consists of the study of a sample of 200 scripts in Maltese, English and Mathematics. The analysis is limited to the objective items only. Table 11 and Table 13 present both the facility and discrimination indices for the listening and reading components of Maltese and English. In each case, the analysis is carried out per question. Since the speaking and the writing components are subjective, item analysis is inappropriate. Table 15 presents the results of the same analysis carried out for the Mathematics mental and written papers. Tables 12, 14 and 16 indicate the accessibility of the different questions per subject to the candidates in 2011 in terms of the level of difficulty. These tables also show the extent to which the questions discriminated among candidates in 2011.


Item Analysis

Facility (F) Discrimination (D)Il -Fehim Mis-Smigħ

1A 2 79% 0.283 93% 0.254 57% 0.005 83% 0.446 83% 0.38

1B 2 88% 0.403 84% 0.454 84% 0.005 91% 0.496 82% 0.50

2A 2 99% 0.103 98% 0.004 100% 0.245 100% 0.286 98% 0.44

2B 2 82% 0.363i 90% 0.473ii 88% 0.524 87% 0.545 88% 0.52

Il-Qari1A 2 91% 0.50

3 94% 0.504 92% 0.495 91% 0.52

1B 2 52% 0.293 93% 0.344 82% 0.38

1ê 2 45% 0.423 73% 0.344 80% 0.30

2A 1 99% 0.322 99% 0.133a 99% 0.243b 96% 0.414 63% 0.515 30% 0.426 71% 0.23

Maltese: A list of items and their facility and discrimination indicesItem Indices

Table 11:


Item Analysis

Facility (F) Discrimination (D)2B 1 91% 0.49

2 48% 0.473 79% 0.524a 62% 0.334b 47% 0.485 75% 0.486 37% 0.38

2ê 1a 78% 0.551b 90% 0.552 73% 0.563 76% 0.49

No. of items

3

0

2

30

2

0

11

Total 48

F = less than 40%; D = below 0.3 (on the difficult side and did not discriminate sufficiently)

F = more than 60%; D = below 0.3 (on the easy side and did not discriminate sufficiently)

Maltese: A list of items and their facility and discrimination indicesItem Indices

Levels of Difficulty and Discrimination

F = 40% - 60%; D = 0.4 or more (correct levels of difficulty and discrimination)

F = 40% - 60%; D = more than 0.3 but less than 0.4 (correct levels of difficulty and discriminated sufficiently)

F = less than 40%; D = 0.3 or more (on the difficult side but discriminated sufficiently)

F = more than 60%; D = 0.3 or more (on the easy side but discriminated sufficiently)

F= 40% - 60%; D = below 0.3 (F correct but item did not discriminate sufficiently)

Table 11 cont.

Table 12: Maltese: Levels of difficulty and discrimination


Item Analysis

Facility (F) Discrimination (D)Listening Comprehension

Task 1 1 84% 0.342 17% 0.303 80% 0.004 90% 0.355 80% 0.326 67% 0.337 68% 0.448 23% 0.00

Task 2 1a 95% 0.32b 64% 0.18c 87% 0.18d 51% 0.00e 56% 0.382a 61% 0.21b 76% 0.323 67% 0.354a 38% 0.60b 40% 0.64

Reading ComprehensionReading Comprehension 1 1 76% 0.67

92% 0.5369% 0.4381% 0.5261% 0.5586% 0.4868% 0.4986% 0.5873% 0.6082% 0.5792% 0.4874% 0.53

Reading Comprehension 2 1 93% 0.402a 71% 0.56b 79% 0.63c 20% 0.343a 75% 0.61b 46% 0.594 83% 0.585 57% 0.536a 87% 0.54b 67% 0.59

6c i 58% 0.51c ii 28% 0.377a 83% 0.37b 71% 0.40c 83% 0.49d 72% 0.32

English: A list of items and their facility and discrimination indicesItem Indices

Table 13:


Item Analysis

Facility (F) Discrimination (D)e 81% 0.368 44% 0.51

9a 62% 0.46b 48% 0.44c 82% 0.34

10a 50% 0.51b 50% 0.4911 23% 0.3212a 69% 0.42b 78% 0.5313 47% 0.4914a 37% 0.56b 27% 0.49c 71% 0.32

15a 79% 0.36b 31% 0.2716 28% 0.5017i 60% 0.48

62% 0.49ii 58% 0.50

56% 0.48iii 75% 0.59

57% 0.5318 73% 0.50

No. of items

12

1

8

41

1

3

4

Total 70



F = more than 60%; D = 0.3 or more (on the easy side but discriminated sufficiently)

F= 40% - 60%; D = below 0.3 (F correct but item did not discriminate sufficiently)

F = less than 40%; D = below 0.3 (on the difficult side and did not discriminate sufficiently)

F = more than 60%; D = below 0.3 (on the easy side and did not discriminate sufficiently)

English: A list of items and their facility and discrimination indicesItem Indices



Table 13 cont.

Table 14: English: Levels of difficulty and discrimination


Item Analysis

Facility (F) Discrimination (D)Mental Paper

1 95% 0.262 88% 0.273 88% 0.294 88% 0.355 80% 0.506 79% 0.447 62% 0.268 87% 0.409 72% 0.3210 56% 0.1411 63% 0.3712 81% 0.4713 89% 0.1714 79% 0.3415 58% 0.4216 82% 0.4617 61% 0.3418 57% 0.4319 30% 0.3020 27% 0.30

Written Paper1a 94% 0.39b 92% 0.36c 84% 0.64d 44% 0.472a 82% 0.36

b (i) 79% 0.36b (ii) 82% 0.57

c 69% 0.543a 73% 0.51b 78% 0.474a 60% 0.45b 92% 0.40c 49% 0.47d 85% 0.455a 87% 0.53b 82% 0.556 47% 0.507a 75% 0.67

b (i) 47% 0.65b (ii) 24% 0.48

8 81% 0.579a 77% 0.58b 78% 0.58c 78% 0.58d 82% 0.60

Mathematics: A list of items and their facility and discrimination indicesItem Indices

Table 15:


Item Analysis

Facility (F) Discrimination (D)10a 60% 0.61b 34% 0.47

11a 56% 0.47b 91% 0.47c 69% 0.57

12a (i) 53% 0.61a (ii) 32% 0.48b (i) 70% 0.57b (ii) 58% 0.4413 a 98% 0.31

b 68% 0.59c 74% 0.38d 51% 0.55

14a 56% 0.66b 55% 0.59

c (i) 71% 0.29c (ii) 44% 0.5315a 83% 0.68b (i) 75% 0.62b (ii) 82% 0.58

c 34% 0.5116a 49% 0.31b 63% 0.33

c (i) 51% 0.23 c (ii) 6% 0.31

No. of items

15

1

7

39206

Total 70

F = less than 40%; D = below 0.3 (on the difficult side and did not discriminate sufficiently)F = more than 60%; D = below 0.3 (on the easy side and did not discriminate sufficiently)

Mathematics: A list of items and their facility and discrimination indicesItem Indices





F = more than 60%; D = 0.3 or more (on the easy side but discriminated sufficiently)F= 40% - 60%; D = below 0.3 (F correct but item did not discriminate sufficiently)

Table 15 cont.

Table 16: Mathematics: Levels of difficulty and discrimination


Conclusion

6. Conclusion This is the first report on the End of the Primary Benchmark assessment. Its main purpose is to provide information that is directly relevant to and useful for the teaching and learning processes in schools. The philosophy of the End of Primary Benchmark is to inform the learners as well as their teachers and parents/guardians about performance in the different skills at the end of the Primary Education cycle. This transition period is crucial for all children and such information should prove useful at the end of one cycle and the beginning of another. The information presented in this report is in line with the philosophy of the End of Primary Benchmark and should be used to support our mission that all children in Malta and Gozo benefit from a quality education and develop skills that help them become lifelong learners. Feedback on the content of this report as well as recommendations for improvement are welcome and will be received by the Educational Assessment Unit within the Curriculum Management and eLearning Department on the following email address ([email protected]). Any clarifications may also be addressed to the same unit within the Directorate for Quality and Standards in Education.

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Appendices

APPENDICES

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Appendices

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Appendices

APPENDIX 1

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Appendices

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Appendices

DIRETTORAT G ĦAL KWALITA` U STANDARDS FL-EDUKAZZJONI

IL-FURJANA VLT 2000 MALTA

DIRECTORATE FOR QUALITY AND STANDARDS IN EDUCATION FLORIANA VLT 2000 MALTA

Curriculum Management and eLearning Department

Tel: 2124 5178 / 2598 2478 / 2598 2480 Fax: 2598 2149 Email: [email protected]

LETTER CIRCULAR

Information: X Date: 14th December 2010

Action Required: X Ref: CMeLD 246/2010

To: All Heads of Primary and Secondary Schools (State and Non-State) and Sections

From: Mr Peter Vassallo, Assistant Director

Subject: Markers for the End of Primary Examination 2011 _________________________________________________________________________________ Applications are invited from all teaching grades in possession of a permanent Teacher's Warrant and performing duties in State, Church and Independent Schools who wish to be considered to act as markers in the End of Primary Benchmark Examination which will be held in June 2011. Primary Year 6 teachers are encouraged to participate in this process. Teachers are to note that the candidates’ details will be removed from these scripts. The subjects to be marked are: English, Maltese and Mathematics. More than one subject may be applied for, but selected applicants will be asked to act as markers in one subject only. Markers will be remunerated at the following rates: Listening Comprehension + Reading Comprehension (Languages) €0.50

Creative Writing (Languages) €0.43

Mental + Written Mathematics Paper €0.93

Conditions The selected markers: • must be available to fulfil their duties from the first week of June 2011 till the publication of the

results; • must regard the whole exercise as strictly confidential (including the notification of their

appointment to act as markers); • must not mark scripts in schools or in any public place; • will be subject to monitoring and have their marked scripts moderated during the marking

process; • may be precluded from continuing to mark if their marking is found to be unreliable and

inconsistent.

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Appendices

Duties Markers will be required to: 1. attend two Co-ordination Meetings. Those who fail to attend these meetings will normally not be

allowed to mark any scripts; 2. collect and return scripts on the appointed date and at the appointed time; 3. mark scripts allocated to them and to record marks in accordance with instructions; 4. write short reports on certain aspects of the examination as required; 5. perform any other duties assigned that are relative to the marking exercise. Failure to abide by the above conditions, and/or failure to carry out the duties assigned to a marker, may result in the termination of his/her employment as marker and forfeiture of payment due for work already performed. Officers wishing to be considered to act as markers are asked to fill in a copy of the attached Application Form which can be obtained from the Head of School/Section. All applications are to reach:

Mr Peter Vassallo, Assistant Director (Attn. Ms J. Gatt) Educational Assessment Unit Directorate for Quality and Standards in Education Great Siege Road Floriana VLT 2000

by not later than noon of Thursday 20th January 2011. Late applications will not be considered. The decision of the Directorate for Quality and Standards in Education in the selection of markers is final. Thank you for your attention. Raymond J. Camilleri Director CMeLD

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Appendices

Subject/s you are applying for: For Office

Use Only

Title

Surname

First Name

Grade Permanent Warrant No.

ID. Number N.I. Number

Home Tel. No. School Tel. No.

Mobile No.

Address

Year/Form Subject/s

Year/Form Subject/s

Year/Form Subject/s

Page 1 of 2

3rd preference

Personal Details

Present Posting, including name of school, Years/Forms and subject/s being taught

School: _____________________________________________________

(Teacher, Asst. Head, Head, etc.)

_______________

_______________

_______________

__________________________

__________________________

__________________________

Directorate for Quality and Standards in EducationCurriculum Management and eLearning Department

Educational Assesment Unit

APPLICATION FORMMARKERS FOR THE END OF PRIMARY EXAMINATION

JUNE 2011

1st preference

2nd preference

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Appendices

Teaching Experience

Number of Years teaching in Primary Schools Number of Years teaching in Secondary Schools

* Qualifications in subject/s applied for

Degree

Diploma

A-Level

O-Level

Others (* Qualifications must be supported with an authenticated copy of qualification/certificate.)

Experience in marking examination scripts in National Examinations

Other Relevant Experience

Statement of Consent (in accordance with the Data Protection Act)

I hereby give my consent to the Curriculum Management and eLearning Department for processing this information being supplied with this application. I fully understand that by opting out, this application cannot be processed. Signature: ______________________ Date: _________________ The Curriculum Management and eLearning Department within the Ministry of Education, Employment and the Family collects and processes information to carry out its functions under the Education Act. All data is collected and processed in accordance with the Data Protection Act 2001, the Education Act, other subsidiary legislation and the Privacy Policy of the Department, a copy of which is available on demand.

Page 2 of 2

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Appendices

APPENDIX 2

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Appendices

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Appendices






LETTER CIRCULAR

Information: X Date: 15th December 2010


To: All Heads of Non-State Primary Schools and Sections

From: Mr Peter Vassallo, Assistant Director

Subject: Expression of Intent to Participate in the End of Primary Examinations June 2011 _________________________________________________________________________________ Church and Independent Schools are being invited to enrol their school for the forthcoming End of Primary Examinations to be held between 1st June and 8th June 2011. Schools that enrol and participate in these benchmark examinations will be obliged to register the whole Year 6 school population for the examinations. Exemptions from these examinations will only be allowed for exceptional cases after a professional review. Heads of School are therefore kindly requested to express their intention to participate in these benchmark examinations by filling in the attached form which has to reach the Educational Assessment Unit by not later than Monday 17th January 2011. The completed form is to be sent at the following e-mail address: [email protected] Thank you for your attention. Raymond J. Camilleri Director CMeLD

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Appendices

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Appendices

APPENDIX 3

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Appendices

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Appendices

DIRETTORAT G ĦAL KWALITA` U STANDARDS FL -EDUK AZZJONI





LETTER CIRCULAR

Information: X Date: 7th January 2011


To: All Heads of Church and Independent Primary Schools and Sections From: Director, Curriculum Management and eLearning

Subject: End of Primary Examinations, June 2011

With reference to Letter Circular CMeLD 247/2010 dated 15th December 2010 kindly note that the deadline for participation is being extended to Monday 14th February 2011.

Kindly note that the Specimen Examination Papers are available on the website of the Curriculum Management and eLearning Department at www.curriculum.gov.mt

A meeting for Heads and Teachers of Year 6 of Church and Independent Schools will be held on the following dates in the following venues:

Independent Schools: Monday 31st January from 4 to 6 pm at St Martin’s College, Swatar.

Church Schools: Tuesday 1st February from 3 to 5pm at the National Curriculum Centre, Hamrun.

Prof. G Grima will be addressing the meeting and giving details about this Benchmark Examination.

Thank you for your collaboration.

Raymond J. Camilleri Director CMeLD

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Appendices

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Appendices

APPENDIX 4

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Appendices

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Appendices

DIRETTORAT G ĦAL

KWALITA` U STANDARDS FL-EDUKAZZJONI IL-FURJANA VLT 2000

MALTA




LETTER CIRCULAR

Information: X Date: 9th March 2011


To: All Heads of Primary Schools (State and Non-State) and Sections

From: Mr Peter Vassallo - Assistant Director

Subject: Request for Exemption - End of Primary Benchmark (June 2011–First Session) _________________________________________________________________________________

1. The Educational Assessment Unit invites schools to apply for requests for exemption according to the following regulations. Heads of School are to bring these regulations to the attention of teachers and parents of children sitting the End of Primary Benchmark (June 2011 - First Session).

2. Exemptions There are two types of exemptions:

2.1 Children of returned migrants and expatriates may apply for an exemption in English and/or Maltese if they have not followed the subject curriculum during the last two years of Primary school in Malta or Gozo. This request needs to be supported by an authenticated copy of the official Letter of Admission to School of a Foreign Pupil/Student or other relevant documentation necessary for this exemption.

2.2 Children following an alternative learning programme and/or functioning at, or below, Year 3 Primary standard OR children with a severe disability may request an exemption from particular components in the different subjects. (For these children a school-based assessment is recommended). Evidence to substantiate the request is necessary. The evidence required is that provided by the class teacher in collaboration with the INCO and/or Complementary Teacher, or their equivalent, and endorsed by the Head of School.

3. All requests, duly entered on the attached Application Form, should be addressed to:

Mr P. Vassallo, Assistant Director Educational Assessment Unit Directorate for Quality and Standards in Education Great Siege Road – Floriana VLT 2000

4. ALL APPLICATION FORMS ARE TO REACH THE EDUCATIONAL ASSESSMENT UNIT BY NOT LATER THAN WEDNESDAY 23 RD MARCH 2011.

5. In all cases the decision of the Reviewing Board for Requests for Exemption is final.

Thank you for your collaboration. Raymond J. Camilleri Director CMeLD

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Appendices

EDUCATIONAL ASSESSMENT UNIT

APPLICATION FORM FOR EXEMPTION

Examination for which application is made: End of Primary Benchmark

Examining Authority Session Level Educational Assessment Unit June 2011 (First Session) Year 6

Please refer to the guidelines on page 6 before filling in this

application form

Name of student …………………………………………………… (in block letters)

ID Card No. …………………………

Date of birth ………………………. Male Female [Tick �where applicable]

Address ………………………………………………………………………………..

Name of parent/guardian …………………………………………………

Mobile No. ………………….. Home Tel. No. ……………………….

College………………………………………………..

School………………………………………………… Tel. No. ……………………

Date of admission into Primary school ……………………….

All Subsections in the following boxes refer to the attached Letter Circular CMeLD 51/2011 dated 9th March 2011.

EXEMPTION FROM ENGLISH and/or MALTESE (Subsection 2 .1)

[Tick � as applicable] □ All components □ English □ Maltese

Or the following components:

□ The LISTENING COMPREHENSION component □ English □ Maltese

□ The SPEAKING component □ English □ Maltese

□ The WRITING component □ English □ Maltese

□ The READING with Understanding component □ English □ Maltese

For office use

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Appendices

REASON FOR REQUEST (Subsection 2.2) [Tick � as applicable]

□ Student is following an alternative learning programme and/or functioning at, or below, Year 3 Primary standard. Give details.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

□ Student has a severe disability that prevents access to the different components of the benchmark. Give details.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

An exemption is being requested for: [Tick � as applicable]

□ All components □ English □ Maltese Or the following components:

□ The LISTENING COMPREHENSION component □ English □ Maltese

□ The SPEAKING component □ English □ Maltese

□ The WRITING component □ English □ Maltese

□ The READING with Understanding component □ English □ Maltese

□ MATHEMATICS □ Mental/Aural □ Written Please indicate and attach any relevant documentation to substantiate this request.

Document 1 : ______________________________________________________

Document 2 : ______________________________________________________

Document 3 : ______________________________________________________

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Appendices

It is the responsibility of the Head of school:

� To attach all the relevant documentation to the completed form.

� To verify all evidence correct by endorsing a copy of the documents.

� To state clearly (on page 1) the exact date of the student’s admission into Primary school.

� In case of difficulty, please contact SpLD (Specific Learning Difficulties) and SPS

(School Psychological Service) units on Tel 21234965 and 21242882 respectively.

DECLARATION (to be signed by the Head of school)

I confirm that the information provided on this form is accurate.

Name (Head of school) ………………………………………………….

(in block letters)

Signed …………………………….. Date …………………………

School Stamp

For office use only Received on : ______________ Acknowledged on : ____________

Missing Documents:

__________________________________________________________________

Remarks :

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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Appendices

STATEMENT OF CONSENT

I hereby give my consent to the Directorate for Quality and Standards in Education (DQSE) to process and record personal and sensitive data herewith attached in order to be able to render me or any member of my family the service I am applying for.

I fully understand that:

� by opting out, my application cannot be processed.

� authorised personnel who are processing this information may have access to this data in order to supply me or any member of my family with the service being applied for.

� edited information that would not identify me or any member of my family may be included in statistical reports.

I know that I am entitled to see the information related to me or any member of my family, should I ask for it in writing.

I am aware that, for the purpose of the Data Protection Act, the Data Controller is:

The Director, Curriculum Management & eLearning, DQSE, Floriana.

(e-mail : [email protected])

NAME OF STUDENT : ___________________________ DATE : _____________

I have read and understood this statement of consent myself.

This statement of consent was read and explained to me. (Tick �� as applicable)

DATA SUBJECT READER ( if applicable) NAME of Parent /Guardian (in block letters)

NAME of Reader (in block letters)

MOTHER FATHER GUARDIAN (Tick �� as applicable)

PROFESSION / GRADE

SIGNATURE

SIGNATURE

ID CARD no.

ID CARD no.

Directorate for Quality & Standards in Education – Ministry of Education, Employment and the Family

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Appendices

DIKJARAZZJONI TA’ KUNSENS

Jiena nagħti l-kunsens tiegħi lid-Direttorat għal Kwalità u Standards fl-Edukazzjoni biex jipproëessa u jŜomm taħt il-ħarsien tiegħu l-informazzjoni personali u sensittiva li hawn f’din l-applikazzjoni biex ikun jista’ jagħti lili jew lil xi membru tal-familja tiegħi s-servizz li qed nitlob.

Jiena nifhem li:

� jekk ma nagħtix din l-informazzjoni, l-applikazzjoni tiegħi ma tistax tiāi pproëessata.

� sabiex jiena jew xi membru tal-familja tiegħi jingħata s-servizz mitlub, persuni awtorizzati jistgħu jkollhom aëëess għal din l-informazzjoni personali u sensittiva.

� ëerti dettalji li bl-ebda mod ma jikxfu l-identità tiegħi jew ta’ xi membru tal-familja tiegħi jistgħu jiāu pproëessati għal skopijiet ta’ statistika.

Jiena naf li, jekk nagħmel talba bil-miktub, għandi d-dritt li nkun naf x’informazzjoni qiegħed iŜomm id-Direttorat għal Kwalità u Standards fl-Edukazzjoni dwari jew dwar xi membru tal-familja tiegħi.

Jiena konxju/a li, għall-fini tal-Att Dwar il-Protezzjoni u l-Privatezza tad-Data, il-kontrollur ta’ data personali huwa:

Id-Direttur tal-Kurrikulu u l-eLearning

Id-Direttorat g ħal Kwalità u Standards fl-Edukazzjoni, Floriana.


ISEM L-ISTUDENT/A : _________________________ DATA : _____________

Jiena nikkonferma li din id-dikjarazzjoni qrajtha j iena stess u fhimt kollox.

Din id-dikjarazzjoni nqrat lili u jiena fhimt kollo x.

(Immarka �� fejn suppost)

MIN QIEG ĦED JAGĦMEL DIN ID-DIKJARAZZJONI

IL-QARREJ/JA (jekk inhu l-ka Ŝ)

ISEM il-Āenitur / Kustodju (b’ittri kbar)

ISEM il-Qarrej/ja (b’ittri kbar)

OMM MISSIER KUSTODJU (Immarka �� fejn suppost)

PROFESSJONI / GRAD

FIRMA FIRMA

Numru tal-Karta tal-Identità


Direttorat għal Kwalità u Standards fl-Edukazzjoni – Ministeru tal-Edukazzjoni, Xogħol u l-Familja

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Appendices

Guidelines on how to complete

the application form for Exemption

a) All the information on this application form should be entered by the school administration ONLY .

b) Ensure that the correct application form (i.e. Session: June 2011 – First Session) is completed and sent to the Educational Assessment Unit.

c) In the case of a request for an exemption from a language or any of its components (Returned Migrants and Expatriates - on page 1), this application form should NOT be sent in duplicate.

In the other cases (IEP’s and Disabilities - on page 2), this application form should be sent in duplicate.

However, in all cases (on both pages 1 and 2), the original application form is required.

Remember to keep a copy of whatever you send to the Educational Assessment Unit.

d) In the case of children with severe coordination difficulties, a report from an occupational therapist is required for the purpose of an exemption from a particular component.

e) Children with hearing impairment will have the option of asking for an exemption from the Speaking and/or the Listening component/s in Maltese and English and/or the Aural component in Mathematics. In this case this Exemption form needs to be completed.

However, hearing impaired children will also be offered the possibility of a Communicator in the Speaking and/or Listening component/s in Maltese andEnglish and in both papers in Mathematics. In this case, the form for request for specific requirements will need to be filled.

f) Complete the details of the ‘DECLARATION’ on page 3. In order to be accepted by the Educational Assessment Unit, the application must be endorsed by the Head of school. It is the responsibility of the Head of school to request theExemption/s and to supply the information required on the form.

It is important that the STATEMENT OF CONSENT is duly completed in English, on page 4, or in Maltese, on page 5.

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Appendices

(87)

Appendices

APPENDIX 5

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Appendices

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Appendices

DIRETTORAT G ĦAL


MALTA




LETTER CIRCULAR



To: All Heads of Primary Schools (State and Non-State) and Sections From: Mr Peter Vassallo, Assistant Director

Subject: End of Primary Benchmark (June 2011 – First Session) 1) Request for Multiplication Tables and/or Reader in Mathematics 2) Request for Enlarged Print for Visually Impaired Children 3) Request for Communicator for Hearing Impaired Children

_________________________________________________________________________________

1. The Educational Assessment Unit, in collaboration with the Specific Learning Difficulties Unit and the School Psychological Service, invites schools to apply for the above requests according to the following regulations. Heads of School are to bring these regulations to the notice of teachers and parents of children sitting the End of Primary Benchmark in June 2011 (First Session).

2. Heads of School are therefore requested, in conjunction with the school INCO and the class

teacher, to identify those children in Year 6 who, for any of the above requests, have been assessed by SpLD, SPS or other professional bodies and have a relevant report identifying a learning difficulty.

3. Request (1) above applies for children who have scored below the 8-year reading level on a

recognized standardized reading accuracy test carried out after 31st December 2009. 4. In the case of children with hearing impairment, Heads may apply for the service of a

Communicator in the Speaking and/or Listening component/s in Maltese and English and in both papers in Mathematics.

5. Heads of School are to include children in Year 6 who have been referred to SPS and SpLD

before January 2011 for an assessment in connection with the above requests but have not yet been assessed.

6. The attached application form must be filled in for each student for whom a request is made. 7. Heads of School are to note that the Readers for the Mathematics examination will have to be

provided by the school.

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Appendices

8. All requests, duly entered on the attached Application Form, should be addressed to:

Mr P. Vassallo, Assistant Director Educational Assessment Unit Directorate for Quality and Standards in Education Great Siege Road – Floriana VLT 2000

9. ALL APPLICATION FORMS ARE TO REACH THE EDUCATIONAL ASSESSMENT UNIT BY NOT LATER THAN WEDNESDAY 23 RD MARCH 2011.

10.. In all cases, the decision of the Reviewing Board for Requests is final.

11. Schools will eventually be informed by the Educational Assessment Unit whether their requests have been accepted prior to the Benchmark date.

Thank you for your collaboration. Raymond J. Camilleri Director CMeLD

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Appendices


APPLICATION FORM to REQUEST:

• MULTIPLICATION TABLES and/or A READER IN MATHEMATIC S • AN ENLARGED PRINT FOR VISUALLY IMPAIRED CHILDREN • A COMMUNICATOR FOR HEARING IMPAIRED CHILDREN

Examination for which application is made: End of Primary Benchmark

Examining Authority Session Level Educational Assessment Unit June 2011 (First Session) Year 6

Please refer to the guidelines on page 5 before filling in this application form

Name of student …………………………………………………… (in block letters)

ID Card No. …………………………

Date of birth ………………………. Male Female [Tick �as applicable]

Address …………………………………………………………………………………

Name of parent/guardian …………………………………………………

Mobile No. ………………….. Home Tel. No. ……………………….

College………………………………………………..

School………………………………………………… Tel. No. ……………………

REQUEST FOR: [tick �as applicable]

READER (for Mathematics) ENLARGED PRINT

MULTIPLICATION TABLES COMMUNICATOR (for Hearing Impaired children)

REASON FOR REQUEST: _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Please indicate and attach any relevant documentation to substantiate this request.

Document 1: __________________________________________________________

For office use

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Appendices

It is the responsibility of the Head of school:

� To attach all the relevant documentation to the completed form.

� To verify all evidence correct by endorsing a copy of the documents.

� In case of difficulty, please contact SpLD (Specific Learning Difficulties) and SPS

(School Psychological Service) units on Tel 21234965 and 21242882 respectively.

DECLARATION (to be signed by the Head of school)

I confirm that the information provided on this form is accurate.

Name (Head of school) ………………………………………………….

(in block letters)

Signed …………………………….. Date …………………………

School Stamp

For office use only Received on : ______________ Acknowledged on : ____________

Missing Documents:

__________________________________________________________________

Remarks :

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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Appendices

STATEMENT OF CONSENT

I hereby give my consent to the Directorate for Quality and Standards in Education(DQSE) to process and record personal and sensitive data herewith attached in order to be able to render me or any member of my family the service I am applying for.

I fully understand that:

� by opting out, my application cannot be processed.

� authorised personnel who are processing this information may have access to this data in order to supply me or any member of my family with the service being applied for.

� edited information that would not identify me or any member of my family may be included in statistical reports.

I know that I am entitled to see the information related to me or any member of my family, should I ask for it in writing.

I am aware that, for the purpose of the Data Protection Act, the Data Controller is:

The Director, Curriculum Management & eLearning, DQSE, Floriana.


NAME OF STUDENT: ___________________________ DATE: _____________

I have read and understood this statement of consent myself.

This statement of consent was read and explained to me. (tick �� as applicable)

DATA SUBJECT READER ( if applicable) NAME of Parent /Guardian (in block letters)

NAME of Reader (in block letters)

MOTHER FATHER GUARDIAN (tick �� as applicable)

PROFESSION / GRADE

SIGNATURE

SIGNATURE

ID CARD no.

ID CARD no.

Directorate for Quality & Standards in Education – Ministry of Education, Employment and the Family

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Appendices

DIKJARAZZJONI TA’ KUNSENS

Jiena nagħti l-kunsens tiegħi lid-Direttorat għal Kwalità u Standards fl-Edukazzjoni biex jipproëessa u jŜomm taħt il-ħarsien tiegħu l-informazzjoni personali u sensittiva li hawn f’din l-applikazzjoni biex ikun jista’ jagħti lili jew lil xi membru tal-familja tiegħi s-servizz li qed nitlob.

Jiena nifhem li:

� jekk ma nagħtix din l-informazzjoni, l-applikazzjoni tiegħi ma tistax tiāi pproëessata.

� sabiex jiena jew xi membru tal-familja tiegħi jingħata s-servizz mitlub, persuni awtorizzati jistgħu jkollhom aëëess għal din l-informazzjoni personali u sensittiva.

� ëerti dettalji li bl-ebda mod ma jikxfu l-identità tiegħi jew ta’ xi membru tal-familja tiegħi jistgħu jiāu pproëessati għal skopijiet ta’ statistika.

Jiena naf li, jekk nagħmel talba bil-miktub, għandi d-dritt li nkun naf x’informazzjoni qiegħed iŜomm id-Direttorat għal Kwalità u Standards fl-Edukazzjoni dwari jew dwar xi membru tal-familja tiegħi.

Jiena konxju/a li, għall-fini tal-Att Dwar il-Protezzjoni u l-Privatezza tad-Data, il-kontrollur ta’ data personali huwa:

Id-Direttur tal-Kurrikulu u l-eLearning

Id-Direttorat g ħal Kwalità u Standards fl-Edukazzjoni, Floriana.


ISEM L-ISTUDENT/A : _________________________ DATA : _____________

Jiena nikkonferma li din id-dikjarazzjoni qrajtha j iena stess u fhimt kollox.

Din id-dikjarazzjoni nqrat lili u jiena fhimt kollo x.

(Immarka �� fejn suppost)

MIN QIEG ĦED JAGĦMEL DIN ID-DIKJARAZZJONI

IL-QARREJ/JA (jekk inhu l-ka Ŝ)

ISEM il-Āenitur / Kustodju (b’ittri kbar)

ISEM il-Qarrej/ja (b’ittri kbar)

OMM MISSIER KUSTODJU (immarka �� fejn suppost)

PROFESSJONI / GRAD

FIRMA FIRMA



Direttorat għal Kwalità u Standards fl-Edukazzjoni – Ministeru tal-Edukazzjoni, Xogħol u l-Familja

(95)

Appendices

Guidelines on how to complete

the application form for Request

a) All the information on this application form should be entered by the school administration ONLY .

b) Ensure that the correct application form (i.e. Session: June 2011 – First Session) is completed and sent to the Educational Assessment Unit.

c) This application form should be sent in duplicate and the original application form is required.

Remember to keep a copy of whatever you send to the Educational Assessment Unit.

d) The service of a Communicator in the case of children with hearing impairment may be requested for the Speaking and/or the Listening component/s in both languages and for both papers in Mathematics.

e) Complete the details of the ‘DECLARATION’ on page 2. In order to be accepted by the Educational Assessment Unit, the application must be endorsed by the Head of school. It is the responsibility of the Head of schoolto make the request and to supply the information required on the form.

f) It is important that the STATEMENT OF CONSENT is duly completed in English, on page 3, or in Maltese, on page 4.

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Appendices

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Appendices

APPENDIX 6

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Appendices

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Appendices

JUNE 2011 (1st Session)* 1st JUNE 2nd JUNE 3rd JUNE 8th JUNE 9th JUNE Wednesday Thursday Friday Wednesday Thursday

8.30 – 12.15

8.30 – 12.15 8.45 – 9.15 Maltese Listening Comprehension (30 minutes)

8.45 – 9.15 English Listening Comprehension (30 minutes)

8.45 – 9.00 Mathematics Mental Paper (15 minutes)

9.15 – 9.30 15 min Break

9.15 – 9.30 15 min Break

9.00 – 9.15 15 min Break

9.30 – 10.20 Maltese Reading Comprehension (50 minutes)

9.30 – 10.20 English Reading Comprehension (50 minutes)

9.15 – 10.30 Mathematics Written Paper

(1h 15min)

10.20 – 10.45 25 min Break

10.20 – 10.45 25 min Break

10.30 – 11.00 30 min Break

10.45 – 11.45 Maltese Writing (60 minutes)

10.45 – 11.45 English Writing (60 minutes)

Preparation for the Oral Component

Maltese Oral Examination

English Oral Examination

DIRETTORAT GĦAL KWALITA` U STANDARDS FL-EDUKAZZJONI

IL-FURJANA VLT 2000 M ALTA


Tel: 2598 2311 Fax: 2598 2504 Email: [email protected]

LETTER CIRCULAR


Action Required: X Ref: CMeLD 69/2011 To: All Heads of State, Church and Independent Primary Schools and Sections

From: Prof Grace Grima, Director General DQSE

Subject: The End of Primary Benchmark Examination - June 2011 (1st Session)

TIME-TABLE AND GUIDELINES 1. The first session of the End of Primary Benchmark Examination is going to be held according

to the following time-table. Please ensure that this time-table is brought to the attention of all teachers and parents concerned.

*Monday 6th June is a normal school day. 2. The Head of School is the Head of Centre and is fully responsible for the smooth running of

the benchmark examinations in his/her school.

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Appendices

3. On each day of the examination, schools will be receiving the relevant examination papers together with a CD which will be used during the Listening Component of the Maltese and English examinations. Schools are to ensure beforehand that the necessary electronic apparatus for playing the CD is full y functional in every classroom and that teachers are familiar with its operation.

4. Examination scripts will be packed in envelopes containing the number of scripts needed for each particular class. An envelope containing additional scripts to replace any faulty ones will also be provided to the Head of School. At the end of the examination, the scripts must be sorted according to the Attendance List. All scripts, (used and unused), must be put back in the appropriate envelope and sealed.

5. Schools are to ensure that an authorised person is at the school from 7 am onwards to receive the examination material. At the end of the examination, personnel should be available to hand over the envelopes containing the scripts, including the extra papers, to the authorized driver calling for their collection.

6. The Oral Component will be assessed by two teachers, preferably the class teachers, in case the number of classes is even. If the number of classes is odd, then the class teacher has to be accompanied by a Complementary teacher or Literacy teacher or a teacher nominated by the Head of School.

7. In the case of the Oral Component teachers may voluntarily agree to start earlier and continue later than the timetable allocation and then be compensated accordingly by time off in lieu of this extra time.

8. In the case of Mathematics, the Mental Paper has to be read out by the class teacher of the respective class. It is important that the teacher reads and follows the instructions on the Teacher’s Paper to ensure that the reading of the questions is carried out in a consistent way and in a way that enables children’s understanding.

9. ACCESS ARRANGEMENTS: The duration of each component includes Extra Time. This implies that Extra Time is being provided to all candidates. The class teacher has to act as a Prompter in the classroom being invigilated, if and whenever required. For children with writing difficulties due to physical conditions (e.g. broken arm) the Amanuensis has to be provided by the school. Enlarged prints and other special examination requirements will be provided as per Letter Circular CMeLD 52/2011. In the case of Mathematics, a Reader for the Written Examination may be provided as per Letter Circular CMeLD 52/2011. This Reader, if needed, will have to be provided by the school. There will be no provision for a Reader in the Maltese and English examinations. Hearing impaired candidates who can lip read may be assigned a Communicator for the Listening components as per Letter Circular CMeLD 52/2011. The Communicator will be provided by the Students’ Services Section.

10. EXEMPTIONS: All children are expected to sit the Benchmark examinations. However children who fulfil certain requirements may be exempted from all or parts of the Benchmark examinations as per Letter Circular CMeLD 51/2011.

11. EXAMINATION SYLLABUS: The benchmark examinations will be set on the State Primary Syllabi for Maltese, English and Mathematics. These syllabi may be retrieved from www.curriculum.gov.mt . In addition the following guidelines regarding the set up of the benchmark examination papers are to be noted:

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Appendices

ENGLISH and MALTESE

The language papers will consist of four components, as shown in the table below.

Component Weighting Duration of Examination Listening / Smigħ 20 % 30 minutes Speaking / Taħdit 20 % 10 minutes per pair Reading / Qari 30 % 50 minutes Writing / Kitba 30 % 60 minutes

Listening (20%)

There will be two listening tasks.

� The first task will consist of a small number of short texts such as dialogues, conversations, announcements, monologues, instructions, directions, descriptions and news bulletins,including weather reports.

� The second task will consist of a monologue, dialogue, or conversation. Students will be asked to: write words or numbers in gaps; mark a statement as True, False, or No Information Given; underline, circle, or tick the correct answer; match; complete grids with information; and label pictures or simple diagrams.

� Students will listen to the recordings of both texts, including questions, twice. Students will be

asked to: � listen to the text and they may begin to work out the task/s as they listen. � listen to the questions and answer as they listen. � listen to the text for a second time. � listen to the questions for a second time and complete the task/s as they listen.

Students will be allowed some time to check their answers. Speaking (20%)

Students will be assessed in pairs. Each student will work on four speaking tasks. The first is the Warmer / it-Tħejjija which is not assessed. The second is an Interview / l-intervista and each student will be asked questions on two topics. The third and fourth tasks will consist of two of the following: Compare and Contrast / Qabbel, Inverted Interview / Staqsini Inti, Single Picture / Stampa Waħda, Picture Story / Stampa Storja, or Thematic Picture / Stampa dwar Tema.

More information can be found on http://schoolnet.gov.mt/oraltests/OralTestsHandbook.pdf

Reading (30%)

The reading component will consist of two texts.

� The first text will consist of one of the following: a diagram or picture or set of pictures with some

text, simple timetables and schedules, short texts such as notices, signs, posters,instructions, directions, advertisements, blurbs, and messages.

Students will be asked to carry out any of the following: write words or numbers in gaps, underline, circle, tick, match, complete grids with information, and label pictures or simple diagrams.

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Appendices

The second section will consist of a text, factual or literary, of approximately 500 words. The text will be split up into sections with questions set on each section, and also on the whole text.

� Students will be asked to answer a range of comprehension questions requiring them to write

words or numbers in gaps; underline, circle, or tick the correct answer; match; mark astatement as True, False, or No information given; complete a grid, and construct a response.Knowledge about language may also be assessed. (For the constructed response questions,answers need not be in full but sufficient to show comprehension as explained in the MarkingSchemes of the specimen papers – http://www.curriculum.gov.mt/default.htm )

Writing (30%)

There will be a short writing task (10%) and a long writing task (20%). Conventions of spelling, punctuation, and grammar apply in both writing tasks and will be assessed accordingly. The pre – writing task (the plan) will not be assessed for accuracy.

The short writing task will require the students to write between 50 and 60 words on one of the following: a note / message, an informal email, an invitation, a notice, an advertisement, a short dialogue, instructions, directions, or a short paragraph about a topic.

� Students will choose one out of two writing tasks. The writing tasks will both represent the same

text type (for example, a short dialogue) but will consist of two content areas (such as, a dialogue about a missed school outing or a dialogue about planning to meet for sport practice).

The long writing task will require the students to write between 140 and 200 words on one of the following: a letter, a write-up of an event, an article, or a short story for the school magazine or a similar publication intended for young students. In the case of Maltese, in line with the current official primary syllabus, the long writing task may also include a dialogue.

� Students will also have a choice from two writing tasks both representing the same text type but

having a different content area. Students will be asked to plan their writing. The pre- writingtask (the plan) is to allow students to use the range of strategies available to them to plan theirwork. The pre-writing task carries a maximum of 4 marks out of a total of 20 marks allotted to thelong writing task. (More information on the pre-writing task can be found onhttp://www.curriculum.gov.mt/docs/prewriting.pdf .

MATHEMATICS

The Mathematics Benchmark Examination is made up of two papers: � a mental paper which carries 20% of the marks and is 15 minutes long; � a written paper which carries 80% of the global mark and is 1 hour and 15

minutes long. The Mental Paper (20%)

The Mental paper is made up of twenty short questions which are read twice, in succession, by the class teacher. Code-switching is permitted only for giving out instructions before reading out the Mental paper. Instructions will therefore be read in both English and Maltese. The questions must be read out in English exactly as written. The questions are graded and divided into three sections. There are some easy questions at the beginning and some harder ones at the end.

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Appendices

The time interval between one question and another for answering each question in each section is as follows:

the first 5 questions ….. 5 second intervals the next 10 questions ….. 10 second intervals the remaining 5 questions ….. 20 second intervals

The class teacher reading the mental paper must strictly adhere to these set intervals. The paper will be read out in English and no code-switching/mixing is allowed.

The Written Paper (80%)

The written paper covers all the four strands of the mathematics curriculum, that is, Number and Algebra; Measures, Shape and Space; Data Handling and Problem Solving.

The paper is made up of sixteen questions. The first four questions carry a total of 16 marks and test simple basic skills. The following eight questions carry a total of forty marks and test the pupils’ mathematical competences in the four strands of the syllabus. The last four questions have a total of 24 marks and are more demanding non-routine questions. These questions require the application of mathematical knowledge and reasoning to solve more challenging problems.

12. Return of Scripts

A sample of scripts will be kept by the Educational Assessment Unit for archiving and research purposes. The rest of the scripts will be returned to schools in September 2011 to be used formatively by each school.

The school may request a review of performance if there is evidence of a discrepancy between the student’s performance throughout the year and the performance in the benchmark examinations. Such a request for the review of the performance must be received by the Educational Assessment Unit within 5 working days after the school receives the result.

Prof G Grima Director General DQSE

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Appendices

(105)

Appendices

APPENDIX 7

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Appendices

(107)

Appendices

DIRETTORAT GĦAL


M ALTA



Tel: 2598 2449 / 2598 2478 / 2598 2480 Fax: 2598 2149 Email : raymond.j.camilleri @gov.mt

LETTER CIRCULAR

Information: X Date: 2nd May 2011


To: All Heads of State, Church and Independent Primary Schools and Sections

From: Prof G Grima, Director General - DQSE

Subject: The End of Primary Benchmark Examination - June 2011 (2nd Session) Call For Application and Time-Table

1. The second session of the End of Primary Benchmark Examination is going to be held in the afternoon between 13th June 2011 and 17th June 2011. The examinations for the second session of the End of Primary Benchmark will be held at Floriana Primary School for Maltese candidates and at the Examination Centre in Rabat Gozo for Gozitan candidates.

2. This supplementary session is being held for children who fall under one of the following two

categories:

Category A – includes candidates who will have completed Year 6 in a Church or Independent School that will not be participating in the first session of the End of Primary Benchmark examination. Only these candidates are eligible for the second session. The particulars of the candidate need to be completed on an Application Form that may be collected from the Customer Care Unit, Education Directorates, Floriana or Education Office, Rabat, Gozo. This application form is also available for downloading from the website http://www.curriculum.gov.mt . All completed application forms need to be returned to Customer Care Unit in Floriana, or the Education Office in Gozo, by no later than 20th

May 2011.

Category B – includes candidates who will have completed Year 6 in a State, a Church or an Independent School that will have participated in the first session of the Benchmark but, during the first session, were either sick or absent from an examination or component of the End of Primary Benchmark examinations.

In the case of candidates falling under Category B, the Educational Assessment Unit will automatically assume that children who were sick or absent in the first session for any examination or any of its components will be sitting the missed examinations or components in the second session. These children therefore need not apply. Heads of School are kindly requested to inform the parents of all candidates concerned about the venue and the time-table indicated below. All examinations start at 5 pm and therefore candidates will have to be seated by 4.45pm.

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Appendices

3. The examinations for the second session of the Benchmark will be held according to the following time-table. Please ensure that this time-table is brought to the attention of all parents concerned.

JUNE 2011 (2nd Session) 13th JUNE 14th JUNE 15th JUNE 16h JUNE 17th JUNE

Monday Tuesday Wednesday Thursday Friday

17.00 – 20.00 Maltese

Oral Examination

17.00 – 20.00

English Oral Examination

17.00 – 17.30 Maltese

Listening Comprehension

(30 minutes)

17.00 – 17.30 English


(30 minutes)


17.30 – 17.45 15 min Break

17.30 – 17.45 15 min Break

17.15 – 17.30 15 min Break

17.45 – 18.35 Maltese Reading

Comprehension (50 minutes)

17.45 – 18.35 English Reading


17.30 – 18.45 Mathematics

Written Paper

(1h 15min)

18.35 – 19.00 25 min Break

18.35 – 19.00 25 min Break

19.00 – 20.00 Maltese Writing

(60 minutes)

19.00 – 20.00 English Writing

(60 minutes)

4. The examination syllabi are the same as those applicable for the first session of the

Benchmark. These syllabi may be downloaded from the website www.curriculum.gov.mt . The guidelines are also available on this website. (Please refer to Letter Circular CMeLD 69/2011 dated 29th March 2011 for these guidelines.)

5. Requests for exemptions from any examination or any of its components or requests for the

provision of Access Arrangements during the examinations will be considered on the submission of the requested evidence as for the first session of the End of Primary Benchmark examinations. For more information contact the Educational Assessment Unit on tel. no. 2598 2139.

Thank you for your collaboration.

Raymond J. Camilleri Director CMeLD

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Appendices

END OF PRIMARY BENCHMARK EXAMINATIONS

APPLICATION FORM FOR THE SECOND SESSION 13th June – 17th June 2011

(5pm – 8pm)

PLEASE FILL IN AND RETURN TO CUSTOMER CARE UNIT, EDUCATION DIRECTORATES, FLORIAN A

BY 20th MAY 2011

Surname: ________________________________

Name: ________________________________ Male/Female: ___________________

Date of Birth: _____ / ____ / ________ Student’s ID: ___________________

Telephone: ____________________ Mobile: ___________________

Address: Door Number/Name: _______________________________

Street: ___________________________________________________________

Town/Village _______________________________

Surname and Name of Parent/Guardian: ___________________________________________________

Present School: ____________________________________________________________ Year/Grade _________

_____________________ ___________________________ Student’s Signature Parent’s/Guardian’s Signature Statement of Consent (in accordance with the Data Protection Act) I hereby give my consent to the Curriculum Management and eLearning Department for processing this information being supplied with this application. I fully understand that by opting out, this application cannot be processed. Parent’s/Guardian’s Signature: ______________________ Date: _________________ The Department for Curriculum Management and eLearning within the Directorate for Quality and Standards in Education, collects and processes information to carry out its functions under the Education Act. All data is collected and processed in accordance with the Data Protection Act 2001, the Education Act, other subsidiary legislation and the Privacy Policy of the Department, a copy of which is available on demand.

��-----------------------------------------------------------------------------------------------------------------------


SECOND SESSION OF THE END OF PRIMARY BENCHMARK

Received from __________________________________, ID Number _____________________,

the application for the second session of the End of Primary Benchmark due to be held between

13th and 17th June 2011.

RUBBER STAMP (CUSTOMER CARE UNIT):

Please bring this slip with you on each day of the examination.

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Appendices

SECOND SESSION OF THE END OF PRIMARY BENCHMARK

TIMETABLE

JUNE 2011 (2nd Session) 13th JUNE 14th JUNE 15th JUNE 16h JUNE 17th JUNE

Monday Tuesday Wednesday Thursday Friday

17.00 – 20.00 Maltese

Oral Examination

17.00 – 20.00 English

Oral Examination

17.00 – 17.30 Maltese


(30 minutes)

17.00 – 17.30 English


(30 minutes)


17.30 – 17.45 15 min Break

17.30 – 17.45 15 min Break

17.15 – 17.30 15 min Break

17.45 – 18.35 Maltese Reading


17.45 – 18.35 English Reading


17.30 – 18.45 Mathematics

Written Paper

(1h 15min)

18.35 – 19.00 25 min Break

18.35 – 19.00 25 min Break

19.00 – 20.00 Maltese Writing

(60 minutes)

19.00 – 20.00 English Writing

(60 minutes)

POINTS TO NOTE

� MALTA: All examinations for the second session of the End of Primary Benchmark will be held at FLORIANA PRIMARY SCHOOL.

� GOZO: All examinations are to be held at the EXAMINATIONS CENTRE in VICTORIA. � All examinations start at 5 pm. All candidates have to be seated by 4.45pm. � Requests for exemptions from any examination or any of its components, or requests for the

provision of Access Arrangements during the examinations, will be considered on the submission of the requested evidence as for the first session of the End of Primary Benchmark examinations. For more information contact the Educational Assessment Unit on 25982139.

� No calculators will be allowed in the Mathematics examination. A protractor may be

required. � During the Oral examinations, students will be allowed to go home as soon as they finish the

interview. Parents are therefore requested to wait for their children.

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Appendices

APPENDIX 8

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Appendices

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Appendices

Name: Class:

Subject Year

Group Comments

End of Primary National Exam Exam Median

Il-Malti

Orali (20 marka) Fehim mis-Smigħ (20 marka) Taħriġ il-Fehem (30 marka) Kitba (30 marka)

English

Oral (20 marks) Listening Comprehension (20 marks) Reading Comprehension (30 marks) Writing (30 marks)

Mathematics

Mental Paper (20 marks) Written Paper (80 marks)

Other Subjects

Religion

Social Studies

Attendance: «Attendenza»

Behaviour: «Imġieba»

Additional Information: «Kummenti»

______________________

Head of School

*Median is the middle mark out of all marks.

«Guardian_Name» «Guardian_Surname»

«property»

«street»

«locality»

SCHOOL

End of Primary Report

2010 – 2011

Directorate for Quality &

Standards in Education

End of Primary Report

2010 – 2011

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Appendices

(115)

Appendices

APPENDIX 9

(116)

Appendices

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Appendices





Educational Assessment Unit

Tel: 25982139 / 80 / 86 Email: [email protected] Fax: 25982114

MEMORANDUM

Information: X Date: 17 October 2011

Action Required: Ref: 19/2011 To: All Heads of Church, Independent and State Schools (Primary) From: Peter Vassallo Assistant Director Subject: 1. Statistical Information Regarding the End of Primary Benchmark 2011 2. Returning of Scripts _________________________________________________________________________ 1. Enclosed please find a sheet with statistical information related to your school’s performance in the 2011 Benchmark against national performance. To help you interpret the information in the enclosed sheet, please refer to the list below which contains simplified explanations of the statistical terms used:

Mean It is another word for ‘average’. Standard Deviation

It is a statistic that shows how tightly the marks are clustered around the mean (average) in a set of data. When the marks are tightly grouped together, the standard deviation is small and when the marks are spread apart, the standard deviation is large.

Median It is the middle mark in a list of marks sorted in ascending or descending order. It is not affected by extreme values.

Please note that in the Mathematics paper, 20% of the total mark is for the Mental paper, whilst the remaining 80% is for the Written paper. In the case of English and Maltese, the Oral carries 20% of the total mark, the Listening Comprehension 20%, the Reading Comprehension 30%, and the Written 30%.

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Appendices

2. In the coming days, the June 2011 Benchmark scripts of your students will be returned to you. You might find that some scripts are missing; this is due to the fact that some are being kept at the Educational Assessment Unit for archiving and research purposes. These scripts may only be used internally by the school and are not to be shown or given to parents. The scripts are to be archived by the school and should not be disposed of. Thank you for your attention. Peter Vassallo Assistant Director

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Appendices

Specimen of Statistical Information Sent to Schools Regarding the End of Primary Benchmark 2011

Malti Orali

Malti Smigh

Malti Fehem

Malti Kitba

Malti Total

English Oral

English Listening

English Reading

English Writing

English Total

Maths Mental

Maths Written

Maths Total

National Median 16.00 19.00 24.00 20.00 78.00 15.00 12.00 21.00 15.00 64.00 16.00 61.00 77.00

Particular School Median 17.00 20.00 26.00 24.00 85.00 16.00 16.00 25.00 19.00 76.00 19.00 72.00 92.00

National Mean 15.73 17.37 22.23 18.71 74.39 14.82 12.32 19.52 14.94 61.85 14.77 56.35 71.14

National Std Deviation 3.55 3.29 5.67 5.31 14.70 3.80 3.40 6.51 5.44 16.52 4.68 17.48 21.73

Particular School Mean 16.81 19.48 26.15 23.81 86.26 15.59 14.78 23.67 18.56 72.59 18.26 69.93 88.19

Particular School Std Deviation 1.44 0.89 2.58 1.47 4.47 2.19 2.78 4.43 3.24 11.13 2.41 8.29 10.31

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Appendices

(121)

Appendices

APPENDIX 10

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Appendices

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Appendices