Standards-referenced Reporting of Results

Contents
目錄
Introduction
簡介
3
Why standards-referenced reporting?
為什麼要採用水平參照成績匯報？
4
Improving the current reporting system
改進現行成績匯報制度
5
Setting the standards
設定水平
6
Maintaining the standards
保持水平
8
Using the descriptors
等級描述的運用
9
Reporting the results
成績匯報
9
Recognition of the standards
水平認可
11
The future of standards-referenced reporting
水平參照成績匯報的未來發展
12
Appendix 1: Examples of the descriptors for
Chinese Language and English Language
附錄一：中國語文科及英國語文科等級描述的例子
13
Appendix 2: Calibrating and equating the
examinations
附錄二：考試的等值
15
Reference materials
參考資料
17
2
Introduction
簡介
Why standards-referenced reporting?
為什麼要採用水平參照成績匯報？
With
由2007年開始，香港中學會考中國語文科及
effect from 2007, standards-referenced
reporting will be adopted for HKCE Chinese
Language and English Language examinations.
This is being done as part of a set of measures
designed to ensure world-class educational
assessment services for Hong Kong students.
英國語文科將採用水平參照模式匯報考生的成績。
這是香港考試及評核局（簡稱考評局）致力為香
港學生提供國際級評核服務的其中一項措施。
在水平參照評級制度下，考生成績將由現時的
Under the new system, Grades (A-F) will be
replaced by Levels (1-5). The top-scoring students
within Level 5 will be awarded a 5*. More
importantly, each of the five levels will represent an
explicit and fixed standard of performance.
六個等級（A至F）變為五個等級（1至5）。在第5
等級內，成績最佳的考生可獲「5*」等級。此評
級模式的最大特點，是每個等級都代表明確而
固定的表現水平。
The purpose of this booklet is to explain the
rationale and key features of this new approach to
reporting results.
本小冊子旨在解釋水平參照成績匯報的理念及
主要特色，讓教師和公眾認識新的評級模式。
Hong Kong is not alone in pursuing standards-
不 獨是香港，世界各地的主要考試機構，近
referenced reporting. It has been adopted by all
major examining bodies in recent years, by
nations such as the UK and the USA in their
school testing programmes, and internationally,
as for example in the OECD's Programme for
International Student Assessment (PISA).
年均採用水平參照模式匯報成績，如英、美等
This has been in response to demands that results
are reported with reference to standards that are
world-class, internationally recognized, transparent,
explicit, and that remain constant over time.
採用水平參照模式乃是順應以下要求 ： 成績
Under 'standards-referenced' approaches, the
standards are held constant and the percentage of
students awarded a given grade or level can vary
according to the proportion of the students
meeting the defined standard. There are no fixed
percentages -- these can go up or down -- but there
are fixed standards. This means that it is possible
to know how standards of students' performance
are changing over time.
在水平參照模式下，預設的等級水平是維持不
國的一些學校評核計劃，便是採用水平參照模
式。國際經濟合作與發展組織(OECD)主辦的
「學
生能力國際評估計劃」
，也採用水平參照模式。
評級所參照的水平標準應符合世界水平、獲國
際認可、透明度高，並且明確而固定。
變的，但每個等級的人數比例可以隨
達到的水平而變化。各等級的人數比例可升可
降，沒有預定的百分率，但等級水平是固定不
變的。由此可見，水平參照模式有助監察不同
年份考生的表現。
水平參照模式的另一個特點，是所預設的等級
In addition, under standards-referenced reporting,
the standards are transparent. There are written
descriptors of what the typical student who is
awarded a particular grade/level knows and can
do, and examples of student work and responses
to questions that illustrate the standards. Explicit
standards facilitate teaching and learning.
Students can be shown what they have to do to be
awarded higher grades or levels and teachers
know what they have to do to assist students to get
better results. Explicit standards are also useful to
employers and tertiary institutions in making
selection decisions.
3
考生所
水平透明度高。每個等級都有一套文字描述
（簡
稱「等級描述」），說明達到該等級的典型學生
應具備的知識及能力水平。考評局亦會提供一
些學生答卷或作業樣本及示例，以說明各等級
水平的要求。明確清晰的等級水平可促進教與
學。一方面，學生知道該如何努力去獲取更高
的等級；另一方面，教師亦知道該如何協助學
生獲取更佳成績。明確的等級水平亦有助僱主
及大專院校作出甄選的決定。
4
Introduction
簡介
Why standards-referenced reporting?
為什麼要採用水平參照成績匯報？
With
由2007年開始，香港中學會考中國語文科及
effect from 2007, standards-referenced
reporting will be adopted for HKCE Chinese
Language and English Language examinations.
This is being done as part of a set of measures
designed to ensure world-class educational
assessment services for Hong Kong students.
英國語文科將採用水平參照模式匯報考生的成績。
這是香港考試及評核局（簡稱考評局）致力為香
港學生提供國際級評核服務的其中一項措施。
在水平參照評級制度下，考生成績將由現時的
Under the new system, Grades (A-F) will be
replaced by Levels (1-5). The top-scoring students
within Level 5 will be awarded a 5*. More
importantly, each of the five levels will represent an
explicit and fixed standard of performance.
六個等級（A至F）變為五個等級（1至5）。在第5
等級內，成績最佳的考生可獲「5*」等級。此評
級模式的最大特點，是每個等級都代表明確而
固定的表現水平。
The purpose of this booklet is to explain the
rationale and key features of this new approach to
reporting results.
本小冊子旨在解釋水平參照成績匯報的理念及
主要特色，讓教師和公眾認識新的評級模式。
Hong Kong is not alone in pursuing standards-
不 獨是香港，世界各地的主要考試機構，近
referenced reporting. It has been adopted by all
major examining bodies in recent years, by
nations such as the UK and the USA in their
school testing programmes, and internationally,
as for example in the OECD's Programme for
International Student Assessment (PISA).
年均採用水平參照模式匯報成績，如英、美等
This has been in response to demands that results
are reported with reference to standards that are
world-class, internationally recognized, transparent,
explicit, and that remain constant over time.
採用水平參照模式乃是順應以下要求 ： 成績
Under 'standards-referenced' approaches, the
standards are held constant and the percentage of
students awarded a given grade or level can vary
according to the proportion of the students
meeting the defined standard. There are no fixed
percentages -- these can go up or down -- but there
are fixed standards. This means that it is possible
to know how standards of students' performance
are changing over time.
在水平參照模式下，預設的等級水平是維持不
國的一些學校評核計劃，便是採用水平參照模
式。國際經濟合作與發展組織(OECD)主辦的
「學
生能力國際評估計劃」
，也採用水平參照模式。
評級所參照的水平標準應符合世界水平、獲國
際認可、透明度高，並且明確而固定。
變的，但每個等級的人數比例可以隨
達到的水平而變化。各等級的人數比例可升可
降，沒有預定的百分率，但等級水平是固定不
變的。由此可見，水平參照模式有助監察不同
年份考生的表現。
水平參照模式的另一個特點，是所預設的等級
In addition, under standards-referenced reporting,
the standards are transparent. There are written
descriptors of what the typical student who is
awarded a particular grade/level knows and can
do, and examples of student work and responses
to questions that illustrate the standards. Explicit
standards facilitate teaching and learning.
Students can be shown what they have to do to be
awarded higher grades or levels and teachers
know what they have to do to assist students to get
better results. Explicit standards are also useful to
employers and tertiary institutions in making
selection decisions.
3
考生所
水平透明度高。每個等級都有一套文字描述
（簡
稱「等級描述」），說明達到該等級的典型學生
應具備的知識及能力水平。考評局亦會提供一
些學生答卷或作業樣本及示例，以說明各等級
水平的要求。明確清晰的等級水平可促進教與
學。一方面，學生知道該如何努力去獲取更高
的等級；另一方面，教師亦知道該如何協助學
生獲取更佳成績。明確的等級水平亦有助僱主
及大專院校作出甄選的決定。
4
Improving the current reporting system
改進現行成績匯報制度
Setting the standards
設定水平
Currently in Hong Kong, candidates are awarded
There are various methods that can be used to set
現 時是以A（最高）至F（最低）六個等級匯報香
a grade on a scale ranging from A (high) to F (low)
but there are no descriptors for the different grades
and no samples of student work to illustrate the
standards. In addition, the percentage of candidates
awarded certain grades is determined by rules
embedded in the policy for different subjects.
港考生的公開考試成績。每個等級沒有文字描
述，亦沒有學生的答卷或作業樣本可供參考。
除此之外，每個等級的人數均根據各科的不同
要求而有預定的百分率。
不過，現行的評級制度也參考考生的表現以釐
However, under the current grading policies, the
allocation of grades is also guided by information
on standards of performance. This information
includes the results of annual monitoring of the
performance of students in a control group of
schools having stable patterns of enrolments and
performance. It includes the administration of
secure monitoring tests in the control group schools
to measure standards of performance in Chinese,
English and Mathematics. It also includes the results
of benchmarking against British GCE standards. A
sample of examination papers and scripts are sent
to one of the British examining boards (Cambridge
Assessment, formerly UCLES) each year. They vet
the papers and scripts and provide a report on the
standards. The HKEAA uses the information in
adjusting grading standards in Hong Kong on an
annual basis. In this respect, the current system for
reporting results in Hong Kong has some of the
features of a standards-referenced system.
定各個等級的人數比例。評級參考資料包括每
年參考組（control group）學校考生的表現（參考
組由過往數年收生情況及學生整體表現較穩定
的學校組成）。通過在參考組進行保密研究測
驗（secure monitoring tests），量度考生在中國
語文、英國語文及數學三科科目的表現水平。
此外，評級亦以英國普通教育文憑考試（GCE）
為基準。考評局每年抽取部分試題及答卷，送
交英國劍橋國際考試局委員會（Cambridge
Assessment），作局外審題及評級標準評鑑。
雖 然設定水平的方法有很多，但都包含一些
standards, but certain basic ideas are common to
all. In particular, all standards-setting methods
involve a mechanism for deciding which score will
be used to determine whether or not a candidate
has attained a given standard.
共同的理念。其中，所有方法都牽涉制定一套
機制，以界定臨界得分，決定考生達到哪一個
水平。
以香港中學會考為例，五個等級水平分別以1、
In the case of the HKCEE, it has been determined
that there will be five standards, which will be
labelled Levels 1, 2, 3, 4, and 5, with Level 1
being the lowest and Level 5 the highest. The
highest scoring Level 5 candidates will be
awarded a 5*.
2、3、4、5表示，其中第1等級為最低，而第
5等級為最高。在第5等級內，成績最佳的考生
可獲5*。
中學會考中國語文科及英國語文科的科目成績，
Based on their examination performance and
moderated SBA results, candidates will be
awarded a total score for Chinese Language and
for English Language. The task is thus to determine
the minimum scores a candidate must obtain in
order to meet various standards (i.e., Levels 1-5).
These minimum scores are known as cut scores.
This can be represented diagrammatically as
shown below.
是由考生的公開考試成績及經調整的校本評
核分數組合而成。在設定水平時，首先要釐
訂不同等級水平（1-5）中，考生最少需要獲取
的分數。每個等級的最低分數稱為臨界得分，
如下圖所示：
考評局利用以上的資料，調整每年的評級標準。
由此可見，現時採用的成績匯報方法已具備水
Cut scores
平參照的一些特徵。
臨界得分
新的水平參照評級制度會繼續沿用研究測驗及
The use of monitoring tests and benchmarking in
collaboration with international examination boards
will continue under the new system. Since each of
the attainment levels will be accompanied by
detailed information on what a typical student at a
given level knows and is able to do, and since there
will also be annotated samples of student work, the
use of standards-referencing procedures will
increase the community's confidence in the
examination grading system. Tertiary institutions
and employers will have a higher level of
confidence in the reported standards of skills and
knowledge of candidates. Teachers and students
will be able to discuss the standards of performance
expected at different levels and set learning goals
and teaching strategies. Details of the standardsreferencing procedures are described below.
海外評審的做法。由於各個等級都附有一套等
級描述及學生答卷或作業樣本，具體說明每個
等級的典型考生的知識及能力水平，新方法將
� U�
1�
2�
3�
大大增加公眾對考試評級制度的信心，亦提高
大專院校及僱主對考生在知識及能力水平方面
的信心。教師及學生可相互討論不同等級的水
平要求，進而訂立學習目標及教學策略。下面
將詳細介紹設定水平的程序。
5
6
4�
5
Level
等級
Improving the current reporting system
改進現行成績匯報制度
Setting the standards
設定水平
Currently in Hong Kong, candidates are awarded
There are various methods that can be used to set
現 時是以A（最高）至F（最低）六個等級匯報香
a grade on a scale ranging from A (high) to F (low)
but there are no descriptors for the different grades
and no samples of student work to illustrate the
standards. In addition, the percentage of candidates
awarded certain grades is determined by rules
embedded in the policy for different subjects.
港考生的公開考試成績。每個等級沒有文字描
However, under the current grading policies, the
allocation of grades is also guided by information
on standards of performance. This information
includes the results of annual monitoring of the
performance of students in a control group of
schools having stable patterns of enrolments and
performance. It includes the administration of
secure monitoring tests in the control group schools
to measure standards of performance in Chinese,
English and Mathematics. It also includes the results
of benchmarking against British GCE standards. A
sample of examination papers and scripts are sent
to one of the British examining boards (Cambridge
Assessment, formerly UCLES) each year. They vet
the papers and scripts and provide a report on the
standards. The HKEAA uses the information in
adjusting grading standards in Hong Kong on an
annual basis. In this respect, the current system for
reporting results in Hong Kong has some of the
features of a standards-referenced system.
不過，現行的評級制度也參考考生的表現以釐
述，亦沒有學生的答卷或作業樣本可供參考。
除此之外，每個等級的人數均根據各科的不同
要求而有預定的百分率。
定各個等級的人數比例。評級參考資料包括每
年參考組（control group）學校考生的表現（參考
組由過往數年收生情況及學生整體表現較穩定
的學校組成）。通過在參考組進行保密研究測
驗（secure monitoring tests），量度考生在中國
語文、英國語文及數學三科科目的表現水平。
此外，評級亦以英國普通教育文憑考試（GCE）
為基準。考評局每年抽取部分試題及答卷，送
交英國劍橋國際考試局委員會（Cambridge
Assessment），作局外審題及評級標準評鑑。
雖 然設定水平的方法有很多，但都包含一些
standards, but certain basic ideas are common to
all. In particular, all standards-setting methods
involve a mechanism for deciding which score will
be used to determine whether or not a candidate
has attained a given standard.
共同的理念。其中，所有方法都牽涉制定一套
機制，以界定臨界得分，決定考生達到哪一個
水平。
以香港中學會考為例，五個等級水平分別以1、
In the case of the HKCEE, it has been determined
that there will be five standards, which will be
labelled Levels 1, 2, 3, 4, and 5, with Level 1
being the lowest and Level 5 the highest. The
highest scoring Level 5 candidates will be
awarded a 5*.
2、3、4、5表示，其中第1等級為最低，而第
5等級為最高。在第5等級內，成績最佳的考生
可獲5*。
中學會考中國語文科及英國語文科的科目成績，
Based on their examination performance and
moderated SBA results, candidates will be
awarded a total score for Chinese Language and
for English Language. The task is thus to determine
the minimum scores a candidate must obtain in
order to meet various standards (i.e., Levels 1-5).
These minimum scores are known as cut scores.
This can be represented diagrammatically as
shown below.
是由考生的公開考試成績及經調整的校本評
核分數組合而成。在設定水平時，首先要釐
訂不同等級水平（1-5）中，考生最少需要獲取
的分數。每個等級的最低分數稱為臨界得分，
如下圖所示：
考評局利用以上的資料，調整每年的評級標準。
由此可見，現時採用的成績匯報方法已具備水
Cut scores
平參照的一些特徵。
臨界得分
新的水平參照評級制度會繼續沿用研究測驗及
The use of monitoring tests and benchmarking in
collaboration with international examination boards
will continue under the new system. Since each of
the attainment levels will be accompanied by
detailed information on what a typical student at a
given level knows and is able to do, and since there
will also be annotated samples of student work, the
use of standards-referencing procedures will
increase the community's confidence in the
examination grading system. Tertiary institutions
and employers will have a higher level of
confidence in the reported standards of skills and
knowledge of candidates. Teachers and students
will be able to discuss the standards of performance
expected at different levels and set learning goals
and teaching strategies. Details of the standardsreferencing procedures are described below.
海外評審的做法。由於各個等級都附有一套等
級描述及學生答卷或作業樣本，具體說明每個
等級的典型考生的知識及能力水平，新方法將
� U�
1�
2�
3�
大大增加公眾對考試評級制度的信心，亦提高
大專院校及僱主對考生在知識及能力水平方面
的信心。教師及學生可相互討論不同等級的水
平要求，進而訂立學習目標及教學策略。下面
將詳細介紹設定水平的程序。
5
6
4�
5
Level
等級
Maintaining the standards
保持水平
考評局設定水平的方法有兩個步驟。第一個步
The method to be adopted by the HKEAA is a twostep process. The first step has already been
completed. It involved the development of a set of
descriptors that describe what it means to perform
at each of the five levels. These descriptors were
developed in conjunction with overseas as well as
local experts and with close reference to samples of
the actual performances of candidates in previous
examinations. These descriptors have already been
published, along with samples of student work that
illustrate the relevant standards. By way of
illustration, the descriptors for Levels 1, 3 and 5 in
both Chinese Language and English Language are
given in Appendix 1.
驟現已完成，就是發展一套等級描述，說明各
個等級的知識及能力要求。這些等級描述是由
本地及海外的專家，根據過往公開考試考生的
實際表現制訂出來。有關等級描述及示例已編
輯成小冊子。附錄一具體展示中國語文科及英
國語文科其中第1、3及5級的等級描述。
等級描述提供了概括的水平表現，但還不能據
此作出準確的判斷。第二個步驟是由科目專家、
資深閱卷員及老師組成的專家小組，決定2007
年會考中國語文科及英國語文科的臨界得分。
The descriptors provide a broad definition of the
standards, but do not allow for a precise judgment
to be made. This is achieved in the second step of
the standards setting process. In this second step,
cut scores for 2007 HKCEE Chinese Language
and English Language will be determined by a
panel of judges consisting of subject experts and
experienced markers and teachers.
專家小組會根據過往考生在該科目的表現與已
經公布的等級描述，決定各等級的臨界得分。
需要強調的是，舊制度的A至F級與新制度的
1至5級　直接的等值關係。
沒有
These panels will make a decision about cut scores
based on past levels of performance in these
subjects and the published descriptors for each of
the five levels. It must be stressed, however, that it
will not be possible to specify direct equivalences
between the old system of Grades and the new
system of Levels.
7
Once set, the standards will be maintained by
水 平標準一經制訂，考評局每年都要小心選
administering secure monitoring tests annually to
carefully selected samples of candidates. The
monitoring test results will be used to equate
successive examinations. Equating means working
out what scores on the monitoring test are
equivalent to what scores on the examination.
取一些樣本考生，進行保密研究測驗，以確保
每年的標準不變。研究測驗結果會用於不同年
度的考試成績的等值比較。通過等值比較，可
以找出研究測驗的某個分數與公開考試的哪個
分數等值。
The cut scores established for the 2007
examinations will be mapped onto the scale
defined by the monitoring tests. In subsequent
years, equating of successive examinations will be
carried out and initial cut scores established
empirically, although panels of judges will
continue to fine-tune them through close
examination of those scripts clustering around
each cut score.
通過等值方法，為2007年度會考設定的臨界
得分會對應到研究測驗的分數上，定出研究測
驗的臨界得分。在隨後數年，不同年度的考試
成績通過與研究測驗成績的等值比較，可以訂
定初步的臨界得分。專家小組會再仔細檢視與
臨界得分相同或貼近的答卷，進一步微調臨界
Through this process, the public, tertiary
institutions both in Hong Kong and overseas,
employers, and other users can be assured that the
standards have been held constant and that there
is no 'grade inflation' over time, as has occurred
in some systems that do not use empirical methods
for equating successive examinations.
得分。
For those interested in the technical details, a brief
explanation of the formulas to be used in
calibrating and equating examinations is given in
Appendix 2.
的情況。
通過以上步驟，可以向公眾、香港及海外的大
專院校、僱主及其他使用者確保各等級的水平
標準是固定不變的；而不會像那些沒有作等值
比較的評級制度，在若干年後出現「等級膨脹」
如有興趣深入了解水平參照的技術細節，可參
考附錄二。
8
Maintaining the standards
保持水平
考評局設定水平的方法有兩個步驟。第一個步
The method to be adopted by the HKEAA is a twostep process. The first step has already been
completed. It involved the development of a set of
descriptors that describe what it means to perform
at each of the five levels. These descriptors were
developed in conjunction with overseas as well as
local experts and with close reference to samples of
the actual performances of candidates in previous
examinations. These descriptors have already been
published, along with samples of student work that
illustrate the relevant standards. By way of
illustration, the descriptors for Levels 1, 3 and 5 in
both Chinese Language and English Language are
given in Appendix 1.
驟現已完成，就是發展一套等級描述，說明各
個等級的知識及能力要求。這些等級描述是由
本地及海外的專家，根據過往公開考試考生的
實際表現制訂出來。有關等級描述及示例已編
輯成小冊子。附錄一具體展示中國語文科及英
國語文科其中第1、3及5級的等級描述。
等級描述提供了概括的水平表現，但還不能據
此作出準確的判斷。第二個步驟是由科目專家、
資深閱卷員及老師組成的專家小組，決定2007
年會考中國語文科及英國語文科的臨界得分。
The descriptors provide a broad definition of the
standards, but do not allow for a precise judgment
to be made. This is achieved in the second step of
the standards setting process. In this second step,
cut scores for 2007 HKCEE Chinese Language
and English Language will be determined by a
panel of judges consisting of subject experts and
experienced markers and teachers.
專家小組會根據過往考生在該科目的表現與已
經公布的等級描述，決定各等級的臨界得分。
需要強調的是，舊制度的A至F級與新制度的
1至5級　直接的等值關係。
沒有
These panels will make a decision about cut scores
based on past levels of performance in these
subjects and the published descriptors for each of
the five levels. It must be stressed, however, that it
will not be possible to specify direct equivalences
between the old system of Grades and the new
system of Levels.
7
Once set, the standards will be maintained by
水 平標準一經制訂，考評局每年都要小心選
administering secure monitoring tests annually to
carefully selected samples of candidates. The
monitoring test results will be used to equate
successive examinations. Equating means working
out what scores on the monitoring test are
equivalent to what scores on the examination.
取一些樣本考生，進行保密研究測驗，以確保
每年的標準不變。研究測驗結果會用於不同年
度的考試成績的等值比較。通過等值比較，可
以找出研究測驗的某個分數與公開考試的哪個
分數等值。
The cut scores established for the 2007
examinations will be mapped onto the scale
defined by the monitoring tests. In subsequent
years, equating of successive examinations will be
carried out and initial cut scores established
empirically, although panels of judges will
continue to fine-tune them through close
examination of those scripts clustering around
each cut score.
通過等值方法，為2007年度會考設定的臨界
得分會對應到研究測驗的分數上，定出研究測
驗的臨界得分。在隨後數年，不同年度的考試
成績通過與研究測驗成績的等值比較，可以訂
定初步的臨界得分。專家小組會再仔細檢視與
臨界得分相同或貼近的答卷，進一步微調臨界
Through this process, the public, tertiary
institutions both in Hong Kong and overseas,
employers, and other users can be assured that the
standards have been held constant and that there
is no 'grade inflation' over time, as has occurred
in some systems that do not use empirical methods
for equating successive examinations.
得分。
For those interested in the technical details, a brief
explanation of the formulas to be used in
calibrating and equating examinations is given in
Appendix 2.
的情況。
通過以上步驟，可以向公眾、香港及海外的大
專院校、僱主及其他使用者確保各等級的水平
標準是固定不變的；而不會像那些沒有作等值
比較的評級制度，在若干年後出現「等級膨脹」
如有興趣深入了解水平參照的技術細節，可參
考附錄二。
8
Using the descriptors
等級描述的運用
The descriptors for Chinese Language and English
中國語文科及英國語文科的等級描述（見附錄一）
Language (see examples in Appendix 1) provide
important information about the performance
typically exhibited by a candidate who achieves a
certain level. This information can be of great value
to teachers in communicating to students the
standards and what they need to do in order to
achieve a higher level of performance. They can
also be very helpful to students in understanding the
standards and knowing what they have to do in
order to improve their marks.
香港考試及評核局
Hong Kong Examinations and Assessment Authority
提供重要的資料，說明考生獲取某一等級的典
香港中學會考證書
Hong Kong Certificate of Education Examination
型表現。這些資料對教師而言是非常寶貴的。
教師可藉
與學生討論水平標準，協助他們知
道怎樣做才能達到更高的水平。對學生而言，
茲證明
This is to certify that
這些資料亦有很大幫助。等級描述讓他們明白
各個等級的要求，從而確定上進的目標，求取
陳大文
Chan Tai Man
更佳成績。
The principle behind the descriptors is that they
describe what typical candidates can do, not what
they cannot do. In other words, they describe
performance in positive rather than negative terms.
制訂等級描述的原則，是要描述各個等級的典
參加2007年香港中學會考，成績如下：
sat the 2007 Hong Kong Certificate of Education Examination and
achieved the following results:
能
型學生所　做到的，而非他們　做到的。換
不能
言之，等級描述是正面而非負面地描述考生的
表現。
The descriptors, or summary versions of them, are
also potentially useful to other users, including
tertiary institutions and employers wishing to better
understand the standards inherent in the new system
of levels.
除了教師和學生，等級描述亦會對其他使用者
帶來幫助，例如大專院校和僱主可以此更清楚
�
CHINESE LANGUAGE�
• Reading�
• Writing�
• Listening�
• Speaking�
• Integrated Skills�
4 (Four)
英國語文
• 閱讀
• 寫作
• 聆聽及綜合能力
• 說話
ENGLISH LANGUAGE�
• Reading�
• Writing�
• Listening and Integrated Skills�
• Speaking�
3 (Three)
�
�
�
�
法文
FRENCH�
A* (a*)
生物
BIOLOGY�
E (e)
示考生在中國語文科及英國語文科的表現水平，
化學
CHEMISTRY�
D (d)
其他科目的成績則仍然以六級表示。兩科語文
物理
PHYSICS�
D (d)
數學
MATHEMATICS�
B (b)
Reporting the results
成績匯報
由 2007年開始，香港中學會考成績證書將顯
2007 onwards, the certificate awarded to
HKCEE candidates will display levels for Chinese
Language and English Language, and grades for all
other subjects. In the case of the two language
subjects, a level will be given for the subject as a
whole, as well as for each of the components. An
example of how results will be set out on the
certificate is given below:
�
科目等級
Subject Grade/Level�
�
中國語文
• 閱讀
• 寫作
• 聆聽
• 說話
• 綜合能力
了解新成績匯報制度下的考生水平。
From
科目
Subject�
科均有科目的總等級及每一分部項目的等級。
考生成績證書的樣本如下：
The Results Notice issued to candidates will follow a similar format.
成績通知書會以類似的形式發放給考生。
9
10
分部等級
Component
Grade/Level
5 (Five)
2 (Two)
4 (Four)
ABSENT
3 (Three)
3
4
3
2
(Three)
(Four)
(Three)
(Two)
Using the descriptors
等級描述的運用
The descriptors for Chinese Language and English
中國語文科及英國語文科的等級描述（見附錄一）
Language (see examples in Appendix 1) provide
important information about the performance
typically exhibited by a candidate who achieves a
certain level. This information can be of great value
to teachers in communicating to students the
standards and what they need to do in order to
achieve a higher level of performance. They can
also be very helpful to students in understanding the
standards and knowing what they have to do in
order to improve their marks.
香港考試及評核局
Hong Kong Examinations and Assessment Authority
提供重要的資料，說明考生獲取某一等級的典
香港中學會考證書
Hong Kong Certificate of Education Examination
型表現。這些資料對教師而言是非常寶貴的。
教師可藉
與學生討論水平標準，協助他們知
道怎樣做才能達到更高的水平。對學生而言，
茲證明
This is to certify that
這些資料亦有很大幫助。等級描述讓他們明白
各個等級的要求，從而確定上進的目標，求取
陳大文
Chan Tai Man
更佳成績。
The principle behind the descriptors is that they
describe what typical candidates can do, not what
they cannot do. In other words, they describe
performance in positive rather than negative terms.
制訂等級描述的原則，是要描述各個等級的典
The descriptors, or summary versions of them, are
also potentially useful to other users, including
tertiary institutions and employers wishing to better
understand the standards inherent in the new system
of levels.
表現。
參 加 2007年 香 港 中 學 會 考 ， 成 績 如 下 ：
sat the 2007 Hong Kong Certificate of Education Examination and
achieved the following results:
能
型學生所　做到的，而非他們　做到的。換
不能
言之，等級描述是正面而非負面地描述考生的
除了教師和學生，等級描述亦會對其他使用者
帶來幫助，例如大專院校和僱主可以此更清楚
�
CHINESE LANGUAGE�
• Reading�
• Writing�
• Listening�
• Speaking�
• Integrated Skills�
4 (Four)
英國語文
• 閱讀
• 寫作
• 聆聽及綜合能力
• 說話
ENGLISH LANGUAGE�
• Reading�
• Writing�
• Listening and Integrated Skills�
• Speaking�
3 (Three)
�
�
�
�
法文
FRENCH�
A*�(a*)
生物
BIOLOGY�
E� (e)
示考生在中國語文科及英國語文科的表現水平，
化學
CHEMISTRY�
D� (d)
其他科目的成績則仍然以六級表示。兩科語文
物理
PHYSICS�
D� (d)
數學
MATHEMATICS�
B� (b)
Reporting the results
成績匯報
由 2007年開始，香港中學會考成績證書將顯
2007 onwards, the certificate awarded to
HKCEE candidates will display levels for Chinese
Language and English Language, and grades for all
other subjects. In the case of the two language
subjects, a level will be given for the subject as a
whole, as well as for each of the components. An
example of how results will be set out on the
certificate is given below:
�
科目等級
Subject Grade/Level�
�
中國語文
• 閱讀
• 寫作
• 聆聽
• 說話
• 綜合能力
了解新成績匯報制度下的考生水平。
From
科目
Subject�
科均有科目的總等級及每一分部項目的等級。
考生成績證書的樣本如下：
The Results Notice issued to candidates will follow a similar format.
成績通知書會以類似的形式發放給考生。
9
10
分部等級
Component
Grade/Level
5 (Five)
2 (Two)
4 (Four)
ABSENT
3 (Three)
3
4
3
2
(Three)
(Four)
(Three)
(Two)
Recognition of the standards
水平認可
The future of standards-referenced reporting
水平參照成績匯報的未來發展
The Education and Manpower Bureau (EMB) has
The above arrangements will apply until the last
教 育統籌局已就中六收生程序向各界諮詢，
conducted consultations on adjustments to the
Secondary Six Admission Procedure (the Procedure)
and has decided that Levels 1 to 5* for Chinese
Language and English Language will be converted
into points 0 to 5 respectively. The existing point
system will continue to be adopted for the other
subjects. The points for the two language subjects
and for other subjects will be counted in the
Procedure in the same way as in previous years.
The points for admission to Secondary Six will
continue to be printed on the S6 Admission
Slip for 2007 and in subsequent years. Further
details are available in EMB Circular Memorandum
No. 194/2006 and at the EMB's website
(http://www.emb.gov.hk/s6ap_e).
並決定將中國語文科及英國語文科的第1至5*
等級相應化為0至5積點；其他科目則繼續採用
現行的積點計算法。用水平參照匯報成績的科
以 上介紹的成績評級及匯報安排，將一直應
year of the HKCEE. Standards-referenced reporting,
along the lines described above, will be fully
implemented in all subjects in the 2012 HKDSE
examination.
用至最後一屆香港中學會考。在2012年，水
平參照成績匯報將全面應用於香港中學文憑考
試的所有科目。
目及其他科目的積點計算方法將與以往的中六
收生程序所採用的方法相同。2007年及以後的
中六入學取錄紙將會繼續印有入讀中六用途的
積點。有關收生程序的詳請已載於教育統籌局
通函第194/2006號及教育統籌局網頁
(http://www.emb.gov.hk/s6ap)。
要符合參加香港高級程度會考的資格，考生必
須在香港中學會考中達到指定的成績要求，其
In order to sit for the HKALE, candidates have to
meet specific requirements relating to performance
in HKCEE subjects, including the two language
subjects. For Chinese Language and English
Language, candidates must obtain Level 2 or above
in the 2007 HKCEE, or grade E or above in
previous years. Further details can be found in the
2009 HKALE Regulations and Syllabuses.
中包括兩科語文科的成績。考生必須在2007年
香港中學會考中國語文科及英國語文科考獲2
級或以上的成績，或在以往的香港中學會考考
獲E級或以上的成績。詳情請參閱2009年香港
高級程度會考考試規則及課程。
在國際認可方面，英國劍橋國際考試局委員會
In terms of international recognition, the 2007
HKCE Chinese Language and English Language
examinations have been benchmarked against the
International General Certificate of Secondary
Education (IGCSE) by Cambridge Assessment. As
a result, HKCEE results in these two language
subjects are recognized as equivalent to the IGCSE
as follows:
已將2007年香港中學會考中國語文科及英國語
文科的成績等同於英國國際普通中學教育文憑
考試(IGCSE)的成績。下表列出兩試的成績等
值關係：
Levels attained in HKCEE
香港中學會考等級
5*
5
4
3
Grades attained in IGCSE
IGCSE等級
A*
A
B
C
11
12
Recognition of the standards
水平認可
The future of standards-referenced reporting
水平參照成績匯報的未來發展
The Education and Manpower Bureau (EMB) has
The above arrangements will apply until the last
教 育統籌局已就中六收生程序向各界諮詢，
conducted consultations on adjustments to the
Secondary Six Admission Procedure (the Procedure)
and has decided that Levels 1 to 5* for Chinese
Language and English Language will be converted
into points 0 to 5 respectively. The existing point
system will continue to be adopted for the other
subjects. The points for the two language subjects
and for other subjects will be counted in the
Procedure in the same way as in previous years.
The points for admission to Secondary Six will
continue to be printed on the S6 Admission
Slip for 2007 and in subsequent years. Further
details are available in EMB Circular Memorandum
No. 194/2006 and at the EMB's website
(http://www.emb.gov.hk/s6ap_e).
並決定將中國語文科及英國語文科的第1至5*
等級相應化為0至5積點；其他科目則繼續採用
現行的積點計算法。用水平參照匯報成績的科
以 上介紹的成績評級及匯報安排，將一直應
year of the HKCEE. Standards-referenced reporting,
along the lines described above, will be fully
implemented in all subjects in the 2012 HKDSE
examination.
用至最後一屆香港中學會考。在2012年，水
平參照成績匯報將全面應用於香港中學文憑考
試的所有科目。
目及其他科目的積點計算方法將與以往的中六
收生程序所採用的方法相同。2007年及以後的
中六入學取錄紙將會繼續印有入讀中六用途的
積點。有關收生程序的詳請已載於教育統籌局
通函第194/2006號及教育統籌局網頁
(http://www.emb.gov.hk/s6ap)。
要符合參加香港高級程度會考的資格，考生必
須在香港中學會考中達到指定的成績要求，其
In order to sit for the HKALE, candidates have to
meet specific requirements relating to performance
in HKCEE subjects, including the two language
subjects. For Chinese Language and English
Language, candidates must obtain Level 2 or above
in the 2007 HKCEE, or grade E or above in
previous years. Further details can be found in the
2009 HKALE Regulations and Syllabuses.
中包括兩科語文科的成績。考生必須在2007年
香港中學會考中國語文科及英國語文科考獲2
級或以上的成績，或在以往的香港中學會考考
獲E級或以上的成績。詳情請參閱2009年香港
高級程度會考考試規則及課程。
在國際認可方面，英國劍橋國際考試局委員會
In terms of international recognition, the 2007
HKCE Chinese Language and English Language
examinations have been benchmarked against the
International General Certificate of Secondary
Education (IGCSE) by Cambridge Assessment. As
a result, HKCEE results in these two new language
subjects are recognized as equivalent to the IGCSE
as follows:
已將2007年香港中學會考中國語文科及英國語
文科的成績等同於英國國際普通中學教育文憑
考試(IGCSE)的成績。下表列出兩試的成績等
值關係：
Levels attained in HKCEE
香港中學會考等級
5*�
5�
4�
3
Grades attained in IGCSE
IGCSE等級
A*� A�
B�
C
11
12
Appendix 1: Examples of the descriptors for
Chinese Language and English Language
附錄一：中國語文科及英國語文科等級描述的例子
5*
●
第 5等級
5*
香港中學會考中國語文科整體等級描述
第５等級
例子
●
●
●
聽說讀寫及綜合能力發展充分，具較高的語文駕馭能力；分析、比較、
推理、論證、批判思維、創意等能力表現優異；語文理解深入，運用嫻
熟；善用語言策略。
HKCEE English Language Subject Descriptors
A typical candidate at Level 5
●
Level 5
e.g.
透徹理解書面及口語材料；對作品內容及技巧評價鑒賞中肯允當，見解
成熟、感受深切，並能深入拓展。
●
書面及口語表達流暢、縝密、積極、靈活、自信，吸引讀者 / 聽眾，對
討論活動有積極貢獻。
●
能選擇與綜合多元信息，並結合相關經驗妥善完成工作。
●
Level 4
第 4等級
Develops ideas well in writing, and generally writes in a way suitable for the
purpose in both style and content; uses accurate spelling and punctuation, and
mainly correct grammar; uses a wide vocabulary, and appropriate
paragraphing.
Reads a range of texts with understanding; follows the development of arguments
in texts; has a wide vocabulary and is usually able to work out the meaning of
unfamiliar words; can follow detailed written instructions, and select appropriate
information from texts to complete a task.
Can understand spoken English at near-normal speed, in both familiar and some
less familiar accents; interprets speakers' stress and intonation to identify their
attitudes and intentions; takes relevant notes while listening to a speaker.
Expresses a range of ideas, in clear and well-pronounced English; can hold an
extended conversation in most situations; participates actively and constructively in
discussions.
HKCEE English Language Subject Descriptors
A typical candidate at Level 3
香港中學會考中國語文科整體等級描述
第３等級
第 3等級
例子
●
聽說讀寫能力發展尚佳；分析、比較、推理、論證、批判思維等能力表
現中等；語文理解及運用一般。
●
正確理解書面及口語材料；能作簡單評論及推論。
●
書面及口語表達大體通順切題，有中心；能作必要的回應。
●
能選擇並粗略綜合多元信息，基本完成工作。
●
e.g.
Level 3
●
●
第 2等級
Level 2
第 1等級
●
略具聽說讀寫能力；能進行最基本的辨認、分析及比較。
●
能找出書面及口語材料中的明顯事實，了解口語大意。
●
書面或口語表達能傳遞零碎意念，有時辭不達意。
●
複述或概述部分信息，能作粗略回應。
●
e.g.
Level 1
●
●
Unclassified
不予評級
●
13
Understands most of what is read in simple texts, and understands some more
complex texts when topics are familiar; identifies clearly expressed opinions; can
work out the meaning of some unfamiliar words with a very clear context; follows
straightforward written instructions; selects appropriate information to complete a
task from simple texts and from more complex texts on familiar topics.
Understands spoken English on familiar topics, at a moderate to slow pace, with
familiar accents; identifies appropriate factual information while listening and is
able to record this, especially when information is given clearly and slowly.
Expresses familiar ideas and information clearly and comprehensibly, with
accurate pronunciation of most familiar words; takes part in short simple
conversational exchanges; makes occasional useful contributions to discussions.
HKCEE English Language Subject Descriptors
A typical candidate at Level 1
香港中學會考中國語文科整體等級描述
第１等級
例子
●
Expresses straightforward ideas and information in writing with reasonable
clarity; uses mainly accurate punctuation and spells common words correctly; uses
most basic grammatical structures correctly; uses appropriate paragraphing and
style in short tasks of a familiar type.
Writes simple sentences on familiar topics, with some accuracy in spelling,
punctuation and grammar; attempts longer paragraphs or texts when guidance or
structure is given; completes forms and tables in written English; uses a small
range of simple written vocabulary.
Understands simple texts with mainly familiar vocabulary; uses headings or key
words to locate appropriate parts of text for a task; follows short, structured
written instructions; locates appropriate information for simple tasks, and transfers
this to tables or forms.
Understands speakers who speak slowly and clearly on very familiar and
predictable topics; identifies some simple factual information, and records
information such as names and addresses, numbers, and brief messages.
Communicates some brief, factual information; takes part in very predictable
short conversational exchanges; makes brief contributions to discussions if given
time and support from others.
14
Appendix 1: Examples of the descriptors for
Chinese Language and English Language
附錄一：中國語文科及英國語文科等級描述的例子
5*
●
第5等級
5*
香港中學會考中國語文科整體等級描述
第５等級
例子
●
●
●
聽說讀寫及綜合能力發展充分，具較高的語文駕馭能力；分析、比較、
推理、論證、批判思維、創意等能力表現優異；語文理解深入，運用嫻
熟；善用語言策略。
HKCEE English Language Subject Descriptors
A typical candidate at Level 5
●
Level 5
e.g.
透徹理解書面及口語材料；對作品內容及技巧評價鑒賞中肯允當，見解
成熟、感受深切，並能深入拓展。
●
書面及口語表達流暢、縝密、積極、靈活、自信，吸引讀者 / 聽眾，對
討論活動有積極貢獻。
●
能選擇與綜合多元信息，並結合相關經驗妥善完成工作。
●
Level 4
第4等級
Develops ideas well in writing, and generally writes in a way suitable for the
purpose in both style and content; uses accurate spelling and punctuation, and
mainly correct grammar; uses a wide vocabulary, and appropriate
paragraphing.
Reads a range of texts with understanding; follows the development of arguments
in texts; has a wide vocabulary and is usually able to work out the meaning of
unfamiliar words; can follow detailed written instructions, and select appropriate
information from texts to complete a task.
Can understand spoken English at near-normal speed, in both familiar and some
less familiar accents; interprets speakers' stress and intonation to identify their
attitudes and intentions; takes relevant notes while listening to a speaker.
Expresses a range of ideas, in clear and well-pronounced English; can hold an
extended conversation in most situations; participates actively and constructively in
discussions.
HKCEE English Language Subject Descriptors
A typical candidate at Level 3
香港中學會考中國語文科整體等級描述
第３等級
第3等級
例子
●
聽說讀寫能力發展尚佳；分析、比較、推理、論證、批判思維等能力表
現中等；語文理解及運用一般。
●
正確理解書面及口語材料；能作簡單評論及推論。
●
書面及口語表達大體通順切題，有中心；能作必要的回應。
●
能選擇並粗略綜合多元信息，基本完成工作。
●
e.g.
Level 3
●
●
第2等級
Level 2
第1等級
●
略具聽說讀寫能力；能進行最基本的辨認、分析及比較。
●
能找出書面及口語材料中的明顯事實，了解口語大意。
●
書面或口語表達能傳遞零碎意念，有時辭不達意。
●
複述或概述部分信息，能作粗略回應。
●
e.g.
Level 1
●
●
Unclassified
不予評級
●
13
Understands most of what is read in simple texts, and understands some more
complex texts when topics are familiar; identifies clearly expressed opinions; can
work out the meaning of some unfamiliar words with a very clear context; follows
straightforward written instructions; selects appropriate information to complete a
task from simple texts and from more complex texts on familiar topics.
Understands spoken English on familiar topics, at a moderate to slow pace, with
familiar accents; identifies appropriate factual information while listening and is
able to record this, especially when information is given clearly and slowly.
Expresses familiar ideas and information clearly and comprehensibly, with
accurate pronunciation of most familiar words; takes part in short simple
conversational exchanges; makes occasional useful contributions to discussions.
HKCEE English Language Subject Descriptors
A typical candidate at Level 1
香港中學會考中國語文科整體等級描述
第１等級
例子
●
Expresses straightforward ideas and information in writing with reasonable
clarity; uses mainly accurate punctuation and spells common words correctly; uses
most basic grammatical structures correctly; uses appropriate paragraphing and
style in short tasks of a familiar type.
Writes simple sentences on familiar topics, with some accuracy in spelling,
punctuation and grammar; attempts longer paragraphs or texts when guidance or
structure is given; completes forms and tables in written English; uses a small
range of simple written vocabulary.
Understands simple texts with mainly familiar vocabulary; uses headings or key
words to locate appropriate parts of text for a task; follows short, structured
written instructions; locates appropriate information for simple tasks, and transfers
this to tables or forms.
Understands speakers who speak slowly and clearly on very familiar and
predictable topics; identifies some simple factual information, and records
information such as names and addresses, numbers, and brief messages.
Communicates some brief, factual information; takes part in very predictable
short conversational exchanges; makes brief contributions to discussions if given
time and support from others.
14
Appendix 2: Calibrating and equating the
examinations
附錄二：考試的等值
In
為要將連續多個年度的考試等值以維持每年的等級
order to equate successive examinations and
thus enable standards to be maintained from one
year to the next, the HKEAA will make use of a
latent trait model to calibrate responses to all
questions on each examination paper and all
questions on the secure monitoring tests. The model
to be used to calibrate the examinations is based
on the Rasch model, but includes a parameter to
accommodate differences in the weightings to be
applied to different parts of the examination.
水平，考評局將採用潛在特性模型
（latent trait model)
去校定公開考試每份試卷中所有題目與保密研究測
驗中所有題目的參數。題目校定採用的潛在特性模
型是根據Rasch模型發展出來的，但包含多一個參數，
以調節每個考試不同分部的不同比重。
簡單的二值反應Rasch模型如下：
exp(ßn­ i)
pni = Pr{Xni = 1} =
1 + exp(ßn­ i)
The simple Rasch model for dichotomous responses
is:
pni = Pr{Xni = 1} =
exp(ßn­ i)
1 + exp(ßn­ i)
xni
Pr{Xni = xni} =
xni
Pr{Xni = xni} =
m
k=0
l
l=0
k=0
�exp{l (ßn- i) - � ik}
exp{xni (ßn­ i) - � ik}
m
k=0
l
l=0
k=0
�exp{l (ßn­ i) - � ik}
(2)
其中
是考生 n 的能力， 是題目 i 的難度，{ ik}
是已經中心化的閾值（centralized thresholds）， 而
0
� ik =0。 與 則統稱為位置參數
（logits） .
(2)
k=0
where
is the ability of the person n,
is the
difficulty of the item i, { ik} are the centralized
0
thresholds and � ik =0.
and are generally called
k=0
the locations (logits).
15
xni
Pr{Xni = xni} =
exp{dt[xni (ßn- i) - � ik]}
m
k=0
l
�exp{dt[l (ßn- i ) - � ik]}
l=0
(3)
k=0
xni
但是，大部分考試題目都不是簡單的只有
「對」
或
「錯」
兩個答案的問題，每題答對的得分亦可能多於1分。
這時，需要下面的多級評分模型：
(1)
現在，試想像以下的情境：科目考試包括T個獨立分
部，每一分部有不同的比重。該比重是根據試卷結
構及考生表現等資料計算出來的。若加入結構參數
dt (t=1,2,...,T)，多級評分模型將變成：
(1)
Pr{Xni = xni} =
However, most examinations contain questions that
are not simply right or wrong, and for which more
than one mark may be awarded. The model for
polytomous responses is:
exp{xni (ßn- i) - � ik}
Now, let us consider the situation in which the
examination is divided into T separate components
with different weightings for the different components.
These weightings are calculated based on the
structure of the examination papers and the
performance of the candidates in the examination.
This can be modelled using a structure parameter
dt (t=1,2,...,T) and the model for polytomous
responses becomes:
exp{dt[xni (ßn- i) - � ik]}
m
k=0
l
l=0
k=0
�exp{dt[l (ßn- i) - � ik]}
其中{dt , t=1,2,...,T} 是已知的常數，而要估計的參數
包括題目位置{ i }，題目閾值{ ik }和考生能力位置
（logits）{ßn}。
(3)
這是考評局將用於校定2007年公開考試題目與研究
測驗的題目並做等值轉換的模型。
where {dt , t=1,2,...,T} are known constants and the
parameters to be estimated are item locations { i},
item thresholds { ik} and person locations/logits {ßn}.
通過對每一份試卷與保密研究測驗的所有題目的同
時校定，縱使不同考試分部有不同比重，仍可以用
相同尺度估計每個考生的能力。尤其是當某一考生
獲豁免不用參加某科部分考試時（如失聰人士免考
聽說部分），便可以根據該考生參加了的部分考試
成績，決定其能力位置（logit）。由於所有的能力位
置都在相同的尺度上，該考生的能力位置仍然可與
其他考生的能力位置互相比較。
This is the model that will be used to calibrate and
equate the 2007 examinations and the monitoring
test results.
Calibration of all questions on each examination
paper and on the secure monitoring tests enables
estimates of the ability of each candidate to be
generated that take into account the weightings
given to different components and that are on the
same scale. In particular, when a candidate is
exempted from taking any part of the examination,
the logit of the candidate will be determined based
on the performance on the parts that the candidate
took and this logit is also comparable with the logits
of other candidates as they are on the same scale.
16
Appendix 2: Calibrating and equating the
examinations
附錄二：考試的等值
In
為要將連續多個年度的考試等值以維持每年的等級
order to equate successive examinations and
thus enable standards to be maintained from one
year to the next, the HKEAA will make use of a
latent trait model to calibrate responses to all
questions on each examination paper and all
questions on the secure monitoring tests. The model
to be used to calibrate the examinations is based
on the Rasch model, but includes a parameter to
accommodate differences in the weightings to be
applied to different parts of the examination.
水平，考評局將採用潛在特性模型
（latent trait model)
去校定公開考試每份試卷中所有題目與保密研究測
驗中所有題目的參數。題目校定採用的潛在特性模
型是根據Rasch模型發展出來的，但包含多一個參數，
以調節每個考試不同分部的不同比重。
簡單的二值反應Rasch模型如下：
exp(ßn- i)
pni = Pr{Xni = 1} =
1 + exp(ßn- i)
The simple Rasch model for dichotomous responses
is:
pni = Pr{Xni = 1} =
exp(ßn- i)
1 + exp(ßn- i)
xni
Pr{Xni = xni} =
xni
Pr{Xni = xni} =
m
k=0
l
l=0
k=0
�exp{l (ßn- i) - � ik}
exp{xni (ßn- i) - � ik}
m
k=0
l
l=0
k=0
�exp{l (ßn- i) - � ik}
(2)
其中
是考生 n 的能力， 是題目 i 的難度，{ ik}
是已經中心化的閾值（centralized thresholds）， 而
0
� ik =0。 與 則統稱為位置參數
（logits）.
(2)
k=0
where
is the ability of the person n,
is the
difficulty of the item i, { ik} are the centralized
0
thresholds and � ik =0.
and are generally called
k=0
the locations (logits).
15
xni
Pr{Xni = xni} =
exp{dt[xni (ßn­ i) - � ik]}
m
k=0
l
�exp{dt[l (ßn­ i ) - � ik]}
l=0
(3)
k=0
xni
但是，大部分考試題目都不是簡單的只有
「對」
或
「錯」
兩個答案的問題，每題答對的得分亦可能多於1分。
這時，需要下面的多級評分模型：
(1)
現在，試想像以下的情境：科目考試包括 T個獨立分
部，每一分部有不同的比重。該比重是根據試卷結
構及考生表現等資料計算出來的。若加入結構參數
dt (t=1,2,...,T)，多級評分模型將變成：
(1)
Pr{Xni = xni} =
However, most examinations contain questions that
are not simply right or wrong, and for which more
than one mark may be awarded. The model for
polytomous responses is:
exp{xni (ßn- i) - � ik}
Now, let us consider the situation in which the
examination is divided into T separate components
with different weightings for the different components.
These weightings are calculated based on the
structure of the examination papers and the
performance of the candidates in the examination.
This can be modelled using a structure parameter
dt (t=1,2,...,T) and the model for polytomous
responses becomes:
exp{dt[xni (ßn­ i) - � ik]}
m
k=0
l
l=0
k=0
�exp{dt[l (ßn­ i) - � ik]}
其中{dt , t=1,2,...,T} 是已知的常數，而要估計的參數
包括題目位置{ i }，題目閾值{ ik }和考生能力位置
（logits） {ß
n}。
(3)
這是考評局將用於校定2007年公開考試題目與研究
測驗的題目並做等值轉換的模型。
where {dt , t=1,2,...,T} are known constants and the
parameters to be estimated are item locations { i},
item thresholds { ik} and person locations/logits {ßn}.
通過對每一份試卷與保密研究測驗的所有題目的同
時校定，縱使不同考試分部有不同比重，仍可以用
相同尺度估計每個考生的能力。尤其是當某一考生
獲豁免不用參加某科部分考試時（如失聰人士免考
聽說部分），便可以根據該考生參加了的部分考試
成績，決定其能力位置（logit）。由於所有的能力位
置都在相同的尺度上，該考生的能力位置仍然可與
其他考生的能力位置互相比較。
This is the model that will be used to calibrate and
equate the 2007 examinations and the monitoring
test results.
Calibration of all questions on each examination
paper and on the secure monitoring tests enables
estimates of the ability of each candidate to be
generated that take into account the weightings
given to different components and that are on the
same scale. In particular, when a candidate is
exempted from taking any part of the examination,
the logit of the candidate will be determined based
on the performance on the parts that the candidate
took and this logit is also comparable with the logits
of other candidates as they are on the same scale.
16
Reference materials
參考資料
The
整套中國語文科與英國語文科等級描述可於考評局
full set of Chinese Language and English
Language descriptors can be downloaded from
the HKEAA's website (www.hkeaa.edu.hk). Other
reference materials can be found in the following
publications:
網頁 (www.hkeaa.edu.hk)中下載，而其他參考資料
可見於：
- 2007 Hong Kong Certificate of Education
Examination English Language Sample Papers and
Information on Standards-referenced Assessment
- 2007 Hong Kong Certificate of Education
Examination English Language Sample Papers and
Information on Standards-referenced Assessment
-
-
2007年香港中學會考中國語文科水平參照等級描述
及示例
2007年香港中學會考中國語文科水平參照等級描述
及示例
Enquiries can be directed to:
如有查詢，請聯絡：
Hong Kong Examinations and Assessment Authority
香港考試及評核局
13/F, Southorn Centre, 130 Hennessy Road
Wan Chai, Hong Kong
香港灣仔軒尼詩道一百三十號修頓中心十三樓
Telephone 電話�：（852）3628 8833
Fax 傳真�
：（852）3628 8088
E-mail 電郵�
： [email protected]
17