Students have a wide experience of being tested, but their perceptions of assessment are comparatively under-explored. This paper illuminates the perspectives on assessment of a sample of lower primary school students in Hong Kong. It uses focus group interviews and draw-a-picture technique to elicit their views. The main findings are that assessment can bring a sense of satisfaction or happiness, but that more than half of the informants indicated that they had negative feelings in relation to testing. The paper reinforces how students are controlled and moulded by their assessment experience, and its significance lies principally in documenting this phenomenon amongst lower primary school learners.
[Copyright of Education 3-13 is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004279.2012.689988]

Students' beliefs, attitudes, experiences and responses towards assessment reflect the ecology of their specific context. The study examines Hong Kong tertiary students' conceptions of assessment using focus group interviews and the content analysis technique. Using six focus groups, 26 Hong Kong university students were interviewed. Hong Kong tertiary students associated assessment with lifelong high-stake examinations. The assessment determined an individual's personal value or worth and achievement was an obligation one had towards one's family. As a legitimate tool for selecting the best candidates for educational and career opportunities, assessment provided upward social mobility, but also served the function of monitoring and surveillance to shape people's behaviour according to societal expectations. Resilience was reflected in both self-regulative agentic responses of effort, persistence and gaming strategy and passive escaping from the oppressive assessment system. The general emotional reaction towards assessment was negative; and participants cast doubts on the assessment validity, accuracy and the limited utility confined by academic-only content. In addition to the portrayal of the Chinese student as an effective, persistent learner, this study shows that Chinese students are very aware of the negative, controlling impact of assessment on their lives.
[Copyright of Higher Education Research & Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/07294360.2014.890565]