Assessment literacy: Changing cultures, enculturing change in Hong Kong

Assessment literacy: Changing cultures, enculturing change in Hong Kong

• Davison, Chris University of New South Wales

Chinese Journal of Applied Linguistics, 46(2), 180-197, 2023

Walter de Gruyter GmbH

2023

• L 教育測量及評鑑
  • LC 學業成績測量

Assessment Literacy Assessment for Learning School-based Assessment Language Assessment

• Hong Kong

• 1997.7 onwards

• 中學教育

Teacher assessment literacy has gained significant attention in recent years due to its critical role in learning and teaching. Various theoretical and empirical conceptualizations of this construct have been emerging with more recent emphasis on building teachers’ knowledge and skills. The aim is to make highly contextualized, fair, consistent and trustworthy assessment decisions to inform learning and teaching to effectively support both student and teacher learning. This article explores changes in secondary English language teachers’ assessment literacy following the introduction of school-based assessment for learning as part of high stakes secondary school assessment reform in Hong Kong. Drawing on teacher questionnaires completed by almost 4,500 teachers who undertook a common professional development course conducted over the first six years of assessment reform (2005 – 2011), this paper explores the impact of professional development on teachers’ assessment literacy. Despite Hong Kong’s deeply ingrained competitive examination-oriented culture, an analysis of the quantitative and qualitative data from pre- and post-program evaluations demonstrate signs of positive change in teacher attitudes, confidence and practices, in particular in using assessment criteria, designing and implementing appropriate assessment tasks, involving learners more actively in the assessment process, making trustworthy assessment decisions and providing effective feedback and feed-forward to students to improve student learning. The findings of the study suggest that changes in assessment culture are possible, provided teachers are well supported. The implications for assessment reform and for the development of teacher assessment literacy more generally are also discussed. © 2023 Walter de Gruyter.

• 英文

期刊論文

• 21929505

• 10.1515/CJAL-2023-0203

https://bibliography.lib.eduhk.hk/tc/bibs/5a1c4a41

2024-07-11