Parents will no longer be given details of their children's Chinese or English learning capacity at the end of primary school. The move anticipates the abolition of the controversial Academic Aptitude Test next year. Parents would instead need to ask teachers before deciding whether their children should apply for English or Chinese language secondary schools, chairman Moses Cheng Mo-chi said after a Board of Education meeting yesterday. Assessment of a pupil's language ability is done through the test results of subjects taught in Chinese and English during the second term of Primary Five and first term of Primary Six, and through the aptitude test. Although the aptitude test - used to decide which secondary school pupils attend - is being dropped after being heavily criticised, officials have not announced a replacement. Primary schools will discover in April the percentage of students who are classified within the top bracket of three in language ability. Secondary schools will know the percentages of top students at different primary schools in July. Parents would have enough time to consult teachers and principals before applying for an appropriate secondary school, Mr Cheng said. Secondary schools would also have a clearer picture of the general learning capability of their incoming students. The board believes keeping individual assessments secret will provide a better match of students and secondary schools and minimise the labelling effect. 'The results are really a reference for the parents. Students who score high marks in certain subjects in the last year in primary school and get good scores in the [aptitude test] may not learn best in English,' board member and Hong Kong Subsidised Secondary School Council chairman Stephen Hui Chin-yim said. He said parents should monitor their children's language capability and seek advice from teachers and the school. The scrapping of the annual release of individual student's results was largely because of condemnation by educationalists and parents. 'This information has been commented on from certain professionals in the education sector as confusing for parents,' he said. 'A very undesirable side-effect of this is the labelling effect. It's been criticised by some people within the educational sector. They have also challenged the accuracy of such assessment on the actual ability of the students in the use of English language.' GROUPING STUDENTS Group One: Able to learn effectively in both Chinese and English. Group Two: Able to learn more effectively in Chinese. Group Three: Able to learn more effectively in Chinese but probably also able to learn effectively in English.