Views From the Chalkface: English Language School-Based Assessment in Hong Kong

Davison, Chris

doi:10.1080/15434300701348359

Cited by 90 publications

(96 citation statements)

References 29 publications

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“…Second, teachers need to be skilled in providing feedback and enabling the students to make use of it to enhance their learning in an increasingly autonomous manner. This may require the provision of professional development courses for teachers when they lack experience, expertise and confidence in implementing SBA (Davidson, 2007). There may also be a need for explicit training for students in benefitting from feedback.…”

Section: Resultsmentioning

confidence: 99%

Student Voices in School-based Assessment

Tong

Adamson

2015

AJTE

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Section: Resultsmentioning

confidence: 99%

Student Voices in School-based Assessment

Tong

Adamson

2015

AJTE

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“…More recently school-based assessment has begun to make inroads into Asia (e.g., Butler, 2011;Chong, 2009;Davison, 2007). However, studies to date in Malaysia have primarily focused on implementation issues of SBA.…”

Section: Literature Reviewmentioning

confidence: 99%

Changing Trainee Teachers’ Perceptions of School-Based Assessment in Malaysia: an Exploratory Study

Smith¹,

Ahmadun²

2017

LEiA

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School-based assessment, while quite established in many Western countries, is still relatively new in the Asian education context. Consequently, operational problems such as time constraints, lack of teacher skills and inadequate computer management systems have hampered implementation efforts. While studies have been conducted which examined these issues, few if any have examined how trainee teachers feel. The following paper addresses this issue through an exploratory study on 25 first year bachelor of education students from a Malaysian Institute of Teacher Education. Findings showed that the majority of students were more positive towards a student-centred and formative learning approach after the students had experienced a teaching unit based on formative assessment principles. The findings also indicated that cultural influence may play a considerable part in the success or otherwise of school-based assessment endeavours. Results of this study may serve as a useful starting point for researchers interested in more classroom-based explorations of school-based assessment in Asia.

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“…The literature on school-based assessment has been growing for more than two decades (Davison 2007;Meisels et al 2001;Gan 2012;Gan 2013;Qian 2014). Schoolbased assessment, as an alternative to testing, in the form of greater use of teachers' assessment of their own students, has become increasingly popular in many countries over the world.…”

Section: School-based English Language Assessment (Sba) Scheme In Honmentioning

confidence: 99%

“…Grounded within an "assessment for learning" framework, it is now incorporated into the new Hong Kong Diploma of Secondary Education (HKDSE) English Language Examination, adopting a standardsreferenced assessment system, aiming to not just report on the full range of educational achievement but also motivate learning in Hong Kong secondary schools. In addition to the fact that this assessment scheme accounts for 15% of the total subject mark in the HKDSE, this SBA component seeks to provide a more comprehensive evaluation of learners' achievement by assessing those learning objectives which can hardly be assessed in public assessments while concurrently enhancing the capability for student self-assessment and life-long learning (Davison 2007). Given the nature of multiple functions of this SBA component, we believe this current school-based English language assessment can best be defined as:…”

Section: School-based English Language Assessment (Sba) Scheme In Honmentioning

confidence: 99%

“…In contrast to large-scale standardized testing in which the assessor is usually someone who must remain objective and uninvolved throughout the whole assessment process, school-based assessment tends to be embedded in the regular curriculum and assessed by a teacher who is familiar with the student's work (Davison 2007). Davison maintains that school-based assessment derives its validity from building into its actual design the capacity for triangulation and the collection of multiple sources and types of evidence under naturalistic conditions over a lengthy period of time.…”

Section: Introductionmentioning

confidence: 99%

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ESL students’ oral performance in English language school-based assessment: results of an empirical study

2017

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Background: The English language school-based assessment (SBA) component of the Hong Kong Diploma of Secondary Education (HKDSE) Examination is innovative in that the assessment tasks involve assessing English oral language skills in a highstakes context but they are designed and implemented in the ESL classroom by school teachers in light of a regular reading and viewing program or the elective modules integrated into the school curriculum. While this certainly is a positive move towards better congruence between the teaching, learning, and assessment activities, there has been concern whether the teachers are capable of applying the assessment criteria and standards consistently in spite of going through a variety of standardization meetings and sharing discussions initiated and mandated by the Hong Kong Examination and Assessment Authority (HKEAA). In other words, there has been concern about the extent to which results provided from teachers in different schools are comparable. Also, how may task difficulty be reflected in students' assessment results across the two SBA task types? It was to provide some research evidence on matters relating to these issues associated with teacher assessment results that the study described here was carried out.

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Views From the Chalkface: English Language School-Based Assessment in Hong Kong

Cited by 90 publications

References 29 publications

Student Voices in School-based Assessment

Student Voices in School-based Assessment

Changing Trainee Teachers’ Perceptions of School-Based Assessment in Malaysia: an Exploratory Study

ESL students’ oral performance in English language school-based assessment: results of an empirical study

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