考試及評核服務

Examination and Assessment Services

考試及評核服務 Examination and Assessment Services

除文憑試外，我們提供多項考試及評核服務，以配合不同年齡、專業及界別的人士之教育及

培訓需要。

In addition to the Hong Kong Diploma of Secondary Education Examination (HKDSE), we provide

a variety of examinations and assessment services to meet the educational and training needs of

different age groups, professions and sectors.

International and Professional Examinations200

國際及專業考試

294,000 考生candidates

35

國際及專業考試

International and Professional Examinations

多年來考評局與多個考試機構、院校、大學、專

業團體，以及政府部門合作，舉辦超過 200個國

際及專業考試。 2015/16年度，參加各項國際及

專業考試的總考生人數多達 294,000人，較上年

度上升了 2.1%。

整體考生人數因應香港學生人口下降而減少，在

各類考試中，音樂╱舞蹈╱藝術考試的考生人數

仍然最多。而過去一年參加入學╱預科考試的考

生人數增長最高，錄得達 21.1%的增幅，主要原

因是更多內地考生來港參加 SAT及 ACT考試。至

於參加招聘考試的考生人數，則上升了 12%。

The HKEAA has administered more than 200 examinations over the

years in collaboration with various examination boards, colleges,

universities, professional bodies and government departments.

The overall candidature of these international and professional

examinations in 2015 /16 reached 294,000, an increase of 2.1% on

last year.

Amongst the wide range of examinations, music /dance /art

examinations continue to be the most popular even though the

overall number of entries has been adversely affected by the recent

demographic decline of the student population in Hong Kong. The

biggest growth of the year came from admission /matriculation

examinations, up 21.1% on last year fuelled by an increasing number

of candidates from the Mainland taking SAT and ACT in Hong Kong.

The number of candidates sitting recruitment examinations was also

up 12% on last year.

2014 /15及 2015 /16年度考生人次分布 Distribution of Examination Entries in 2014/15 and 2015/16

考生人次

Candidature

120,000

100,000

80,000

60,000

40,000

20,000

0 音樂 / 舞蹈 / 藝術考試

Music / Dance / Art Exams

2014 /15

2015 /16

專業 / 職業考試 入學 / 預科考試 招聘考試 語文水平考試 學位考試

Professional / Admission / Recruitment Language Proficiency Degree ExamsVocational Exams Matriculation Exams Exams Exams

考試類別 Category

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提升服務質素

Examination and Assessment Services考試及評核服務

在人力資源方面，為確保所有國際及專業考試均

符合統一最佳作業標準，考評局自設培訓及合格

測試計劃，以提高考務人員對考試指引與程序

的認識。在科技發展方面，為進一步加強和拓展

考試服務，考評局在 2016年 3月開展了國際及

專業考試系統升級計劃，以提升考務管理系統的

效能、安全、維護及可持續擴展等潛力。此優

化計劃將於2018年初完成，除了網上報名服務

外，我們將為考生提供更廣泛的網上服務，如發

送考試文件、查看考試預約資料和進行網上考

試等。

為海外考試機構服務為向中學介紹新的英國倫敦工商會考試（LCCI）

課程大綱和考試時間，培生和考評局於 2016年

1月合辦了 LCCI培訓講座。另外，我們與英國劍

橋國際考試委員會於 3月為私立和直接資助中學

就合作協議舉辦工作坊。此外，亦於 4月舉辦資

訊講座，向僱員再培訓局轄下的培訓機構介紹

英國皇家特許語言家學會的新認可資格、商業用

語證書等。

Service Quality Enhancement On the human resources front, to ensure compliance with

examination guidelines and procedures in addition to standardisation

of best practices across a wide range of international and professional

examinations, a staff-training programme with qualifying tests was

introduced. On the technology front, to further enhance and sustain

the growth of our examination services, in March 2016 the Authority

implemented the IPE System Migration Project for enhancing system

performance, security, maintainability and expandability in the long

run. With the completion of this enhancement project by early

2018, the Authority will be able to introduce a wider scope of online

services for candidates, including dispatch of examination documents,

viewing of examination appointments and online testing, in addition

to online registration.

Supporting Overseas Examination Bodies To introduce the new LCCI syllabuses and examination calendar

to secondary schools, a joint LCCI training session, conducted

by Pearson and the Authority, was held in January 2016. A

workshop on the Associate Agreement between the Authority

and Cambridge International Examinations (CIE) was also jointly

held in March for private and direct subsidy secondary schools.

Moreover, an information seminar on the Institute of Linguists

Educational Trust’s new qualification, Certificate in Languages

for Business, was organised in April for training bodies of the

Employees Retraining Board.

考評局將承辦中國民族民間舞蹈

等級考試

The HKEAA will administer the Chinese Folk Dance Graded Examinations

37

為準備推出中央音樂學院少年及兒童聲樂考級，

我們於 2016年 7月舉辦焦點小組座談，讓中央音

樂學院代表與音樂工作室及教師會面，以收集他

們對考級課程的意見。年內，我們亦舉行新聞發

布會，公布承辦中國民族民間舞蹈等級考試的詳

情。

Preparing for the launch of a new singing qualification issued by the

Beijing Central Conservatory of Music (CCM) in 2017 for children and

teenagers, a focus group was coordinated in July 2016 allowing CCM

representatives to meet with selected music studios and teachers to

collect feedback on the proposed syllabus. During the year, the HKEAA

also held a press briefing to announce details of the newly introduced

Chinese Folk Dance Graded Examinations which will be administered

by the Authority.

2016年新增的國際及專業考試 International and Professional Examinations Introduced in 2016

考試

Examination考試機構

Examination Body 地區 ╱國家

Country / Region

Occupational English Test Cambridge Boxhill Language Assessment 澳洲

Australia

中國民族民間舞蹈等級考試

Chinese Folk Dance Graded Examinations

中國民族民間舞蹈等級考試中心，

中國藝術職業教育學會

Chinese Folk Dance Grade Test Centre, Chinese Society for Professional Art Education

中國

PRC

GCE / IGCSE / IAL 阿拉伯語、俄語和泰米爾語語文考試

GCE/IGCSE/IAL Arabic, Russian and Tamil language examinations

英國劍橋國際考試委員會及 Edexcel Cambridge International Examinations and Edexcel

英國

UK

Qualifying examinations of the American Society for Quality

American Society for Quality 美國

USA

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Examination and Assessment Services考試及評核服務

教師語文能力評核

Language Proficiency Assessment for Teachers

教師語文能力評核由考評局及教育局合辦，有志

投身英國語文及普通話教學的人士必須在各卷分

別達到三級或以上，才符合該科任教資格。除只

適用於現職教師的課堂語言運用評核外，任教其

他科目的教師或公眾人士，只須符合資格亦可報

名參與評核。2016年，共 1,524人參加英國語文

評核，而參加普通話評核的則有 2,040人。

The Language Proficiency Assessment for Teachers (LPAT), jointly

conducted by the HKEAA and the Education Bureau (EDB), is aimed

at aspiring English and Putonghua teachers. Candidates have to attain

Level 3 or above in all papers of the assessment in order to become

qualified teachers of these subjects. Teachers and members of the

public meeting the entry requirements may sit various components

of the LPAT with the exception of the Classroom Language

Assessment (CLA) which is only applicable to practising teachers.

In 2016, 1,524 candidates sat the English Language papers and

2,040 sat the Putonghua papers.

2016年教師語文能力評核考生人數及表現 Candidature and Performance in LPAT 2016

英國語文 English Language :

卷別

Paper

應考人數

No. of Candidates

Sitting Exam

成績達三級或以上的考生人數及百分比

No. and Percentage of Candidates

Attaining Level 3 or Above

閱讀 Reading 941 820 (87.1%)

寫作 Writing 1,072 538 (50.2%)

聆聽 Listening 897 759 (84.6%)

口語 Speaking 974 539 (55.3%)

課堂語言運用

Classroom Language Assessment (CLA) 312 301 (96.5%)

普通話 Putonghua :

卷別

Paper

應考人數

No. of Candidates

Sitting Exam

成績達三級或以上的考生人數及百分比

No. and Percentage of Candidates

Attaining Level 3 or Above

聆聽與認辨 Listening & Recognition 1,384 462 (33.4%)

拼音 Pinyin 1,302 718 (55.1%)

口語 Speaking 631 468 (74.2%)

課堂語言運用

Classroom Language Assessment (CLA) 559 466 (83.4%)

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基本能力評估

Basic Competency Assessments

考評局自 2001年起獲教育局委託推行促進學與

教的基本能力評估（BCA）。計劃包括兩項評估：

紙筆形式的全港性系統評估（TSA）及網上的學生

評估（ SA）。

全港性系統評估旨在評量小三、小六和中三學生

的中國語文、英國語文及數學的基本能力，完成

評估後學校可獲發學校層面報告，以了解學生的

表現。

The Basic Competency Assessments (BCA) project, commissioned by

the EDB to facilitate learning and teaching in schools, has been run

by the Authority since 2001. The BCA comprises two assessments:

the paper-and-pen Territory-wide System Assessment (TSA) and the

web-based Student Assessment (SA).

The TSA measures students’ basic competencies in Chinese, English

and Mathematics at Primary 3 (P.3), Primary 6 (P.6) and Secondary 3

(S.3) levels. Reports of school-level data obtained from the TSA are

provided to individual schools to facilitate better understanding of

their students’ performance.

全港性系統評估 Territory-wide System Assessment (TSA)

科目及組別

Subject and Level

基本能力達標百分率

Percentage of Students Achieving Basic Competency

2012 2013 2014 2015 2016

中文（聆聽、閱讀及寫作）

Chinese Language

(Listening, Reading and Writing)

P.3

P.6

S.3*

86.1

^

76.9

86.6

78.1

77.1

86.3

^

77.0

86.4

77.7

77.2

85.8 ∆

^

77.4

英文（聆聽、閱讀及寫作）

English Language

(Listening, Reading and Writing)

P.3

P.6

S.3

79.7

^

69.1

80.4

72.4

69.5

80.3

^

69.3

80.4

72.0

69.4

81.1 ∆

^

69.6

數學

Mathematics

P.3

P.6

S.3

87.3

^

79.8

87.5

84.2

79.7

87.4

^

79.9

87.6

84.0

79.9

89.9 ∆

^

80.0

註：

* 中三級中國語文科的視聽資訊評估已從 2007起納入為計算達標分數的其中一個項目。

^ 2012和 2014年小六全港性系統評估暫停舉行，而由 2015年開始，每隔一年（單數年份）舉行一次。由於雙數年份的小六全港性系統評估以自願形式參加，並非全港小六學生參與，故此未能提供全港數據。

∆ 2016年小三級以試行研究計劃形式進行，50 多所小學參與評估，從中計算出全港小三級學生在中、英、數三科的達標率。

Notes:

* The Chinese audio-visual component has been included in the calculation of the cut score at the S.3 level since 2007.

^ The P.6 Territory-wide System Assessment was suspended in 2012 and 2014 and with effect from 2015 it has been run every other year (in odd-numbered years). Since participation in the even-numbered years was on a voluntary basis and not all P.6 students were involved, no territory-wide data is provided for this cohort in this report.

∆ The 2016 P.3 TSA was conducted as part of the Tryout Study. The Basic Competency attainment rates of the Chinese Language, English Language and Mathematics subjects were calculated using data from some 50 participating schools.

40

The S.3 TSA was fully implemented in 2016 with 55,200 students

taking written assessments and 20,600 taking oral assessments; while

it was an opt-in year for the P.6 TSA which is only fully implemented

every other year.

In response to the recommendations made by the Coordinating

Committee on Basic Competency Assessment and Assessment

Literacy (the Committee), the P.3 TSA was conducted as part of the

Tryout Study in which some 50 schools were invited to take part.

The assessment designs for the three subjects were also modified to

facilitate better reporting of key diagnostic information to schools.

A series of seminars was organised for the three subjects at P.3

and S.3 after the release of results. Presentations on overall student

performance, supported with exemplars showing students’ strengths

and weaknesses, as well as the newly-developed online item analysis

(OIA) report were provided to teachers to help them familiarise

with the newly developed online item reporting system and better

understand their students’ performance.

Review of P.3 TSA To facilitate the Committee’s discussion on the medium and long-

term proposals for TSA, we ran two rounds of focus group meetings

(FGMs). The first round was held in June for teachers from schools

participating in the P.3 Tryout Study 2016. The second round was

conducted for the marking personnel in July 2016. The purpose of the

FGMs was to collect views from these teachers on the question papers

and assessment design.

In response to the feedback from stakeholders, we have developed

three additional report formats with different contents to cater for

the preferences of individual schools so as to facilitate schools in

using assessment data to improve learning and teaching. The reports

provide information on item design, including the corresponding

learning objective, Basic Competency, question intent and analysis of

each multiple choice option. It is expected that these reports would

enhance schools’ understanding of students’ overall performance

and students’ strategies for attempting items, and thus facilitates

the analysis of students’ learning progress. In November 2016, three

FGMs were organised to review these enhanced report formats and

their functionality.

中三全港性系統評估於 2016年全面推行，有

55,200名學生參加紙筆評估及 20,600名學生參加

說話評估；至於小六級，在隔年安排下，學校於

2016年可以自願形式參加評估。

根據基本能力評估及評估素養統籌委員會（委員

會）的建議，小三全港性系統評估以試行研究計

劃的形式進行， 50多間學校應邀參與是次研究計

劃。我們亦優化了小三級的評估設計，並新增具

診斷資料的評估報告供學校參考。

成績發放後，考評局舉辦了小三和中三的三個科

目研討會，講解學生的整體表現，並透過不同示

例解說學生的強弱項；與此同時，我們亦在會上

介紹新的網上題目分析報告（ OIA），讓教師認識

報告系統的功能，方便分析學生的表現。

檢視小三全港性系統評估為協助委員會就全港性系統評估的中期及長期

建議展開討論，我們安排了兩輪焦點小組會議。

第一輪在 2016年 6月舉辦，主要為參加 2016年

小三試行研究計劃的學校教師而設，隨後於 7月

為閱卷員舉辦第二輪會議，蒐集教師對試題和評

估設計的意見。

參考持份者意見後，我們新增了三款不同內容的

報告，讓學校按照校本需要選擇合適的報告並運

用評估數據以改善學與教。報告提供有關試題設

計的詳盡資料，包括相關學習目標、基本能力、

評估重點和多項選擇題各選項的分析。這些報告

讓學校進一步掌握學生的整體表現，學生答題時

的策略，從而分析學生的學習進度。同年 11月

我們舉行了三個焦點小組會議，以檢視這些優化

報告及其實用性。

Examination and Assessment Services考試及評核服務

41

服務有不同學習需要的學生為鼓勵更多學生參加全港性系統評估，考評局繼

續為有特殊教育需要的學生提供支援措施。當中

包括提供點字卷、放大卷及讀屏軟件等。為協

助非華語學生參加中國語文科評估，我們亦提供

了相應的支援措施，包括在筆試和口試部分提供

中、英文版本的學生須知，及在聆聽評估中朗讀

題目和選項。此外，如學校有五名或以上非華語

學生參加全港性系統評估的中國語文科評估，亦

可獲取一份額外有關該校非華語學生和全港非華

語學生的表現報告，以助學校優化他們的教學計

劃，從而促進學習。

學生評估學生評估系統是協助教師了解學生學習進度的重

要資源庫。自 2001年起，這網上評估題目庫儲

存了超過 37,000道涵蓋中國語文、英國語文和數

學科的網上評估題目。學生評估系統提供大量優

質的評估項目，能促進學習和教學，已被廣泛使

用，使用率在學校假期期間更高。

學生評估系統自 2016年 9月起升級至香港教育城

網站的 STAR平台。為確保兩個系統交接順利，

香港教育城、教育局及考評局於 10月和 11月，

就新評估系統合辦五場講座，講解新系統的主要

特點。考評局就學生評估系統向學校提供技術支

援至 2016年底。

Accommodating students with different needs To encourage participation by as diverse a range of students as possible

in the TSA, we have continued to implement measures to accommodate

students with special educational needs (SEN). These include the

provision of braille, enlarged question papers and screen-readers.

For Non-Chinese Speaking (NCS) students, we provided support

measures to facilitate their participation in the Chinese Language

assessment including bilingual instructions for the written and

speaking components, as well as read-aloud questions and options

in the listening assessment. Moreover, schools with five or more

NCS students participating in the TSA on Chinese Language also

received an additional report providing specific information on NCS

students’ performance relative to the whole NCS student cohort,

helping schools to improve their teaching plans and enhance

student learning.

Student Assessment (SA) The SA system serves as a valuable resource bank to help teachers

identify students’ learning progress. Most of the items are web-based

and over 37,000 items covering Chinese, English and Mathematics

have been developed since 2001. The SA system has been extensively

used, especially during school holidays, providing an abundant source

of quality assessment items to facilitate both learning and teaching.

Starting from September 2016, the SA system has been upgraded

to the STAR platform managed by Hong Kong Education City

(HKEdCity). To ensure a smooth transition between the two

systems, key characteristics of the new assessment bank were

explained at five seminars jointly organised by the HKEdCity, EDB

and HKEAA in October and November. The Authority maintained

the SA system and provided technical support to schools until the

end of 2016.

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