Hong Kong is seeking to increase the use of 'assessment for learning' rather than rely on 'assessment of learning' through summative examinations. Nearly 300 teachers from 14 primary and secondary schools answered a Chinese translation of the Teachers' Conceptions of Assessment inventory and a new Practices of Assessment Inventory. Structural equation modelling showed that there was clear alignment between conceptions and practices. Further, there were significant differences in the conceptions of assessment held by Hong Kong teachers as compared to New Zealand and Queensland teachers. This sample of Hong Kong teachers strongly associated (r=.91) using assessment to improve teaching and learning with making students accountable through assessment, which, in turn, led to a strong use of examination preparation practices (β=.43). Hong Kong teachers believed learning outcomes were improved by using assessments to make students accountable and by preparing them for examinations. These results suggest that broader Chinese cultural norms concerning examinations are part of school culture and may provide barriers for the assessment reform agenda in Hong Kong and other Confucian societies.
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http://dx.doi.org/10.1080/09695940903319737]

This paper describes a study comparing paper-based marking (PBM) and onscreen marking (OSM) in Hong Kong utilising English language essay scripts drawn from the live 2007 Hong Kong Certificate of Education Examination (HKCEE) Year 11 English Language Writing Paper. In the study, 30 raters from the 2007 HKCEE Writing Paper marked on paper 100 scripts that they had marked on screen 9 months previously. Subsequent to the rating, they completed a questionnaire, from which it was concluded that, technologically, raters had no problems with OSM. Statistical results indicated no bias favouring either form of rating. Attitudinal differences surfaced, however, between new raters who had solely rated on screen as against veteran raters, whose previous rating experiences had only been with paper-based rating. The paper concludes with the prediction that as OSM becomes more prevalent, it will be accepted as the norm, with prejudice about fairness or convenience gradually fading.
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http://dx.doi.org/10.1080/13803610902972940]

In this study, an instrument for measuring the quality of undergraduate programmes in hospitality, tourism and leisure (HTLP) was developed and empirically cross-validated. The study considered how total quality management (TQM) and context-input-process-product (CIPP) perspectives could be integrated to develop the framework, using documentary analysis, focus groups and content validity. Survey responses from 430 full-time teachers were used to verify the instrument for HTLP (IHTLP) via exploratory and confirmatory factor analysis, and six standards, 12 dimensions and 63 indicators were identified. The six standards, in terms of relative importance, are curriculum and instruction; faculty; strategic planning; administrative management; student achievements; and resources. The implications for HTLP are also discussed.
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In accounting education, most Student Approaches to Learning (SAL) research has investigated the relationship between students' performance and their approaches to learning. Relatively limited research has been conducted on how assessment practices influence the quality of students' learning from the students' perspective. This paper seeks to address this gap in the accounting education literature. The research is centred on a large Australian undergraduate accounting degree delivered in Australia, Singapore and Hong Kong. Focus group interviews were conducted with students across the three locations. The research results reveal that: (1) it is the English competency of students that has the most important impact on students' completion of set assessment tasks and thus their approach to learning; (2) it is the way in which assessment is designed and written and the way lecturers convey their expectations about how assessment will be undertaken that is crucial to how students from various countries perform in that assessment; and (3) students' approaches to assessment and their preferred assessment tasks are not homogeneously based on cultural background.
[Copyright of Accounting Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09639280902836939]

The notion that testing exerts influence on teaching and learning is accepted by many. In Hong Kong, some educationalists indeed see tests and examinations as one way of instilling positive changes in learners' learning. In 1993, amidst growing concern that Hong Kong students' standard of English was declining, the Hong Kong Polytechnic University (PolyU) proposed to the then University and Polytechnic Grants Committee that a Graduating Students' Language Proficiency Assessment (GSLPA)be devised and introduced to encourage university students to improve their English proficiency. In 1999, the GSLPA-English was mandated by the PolyU as a university exit English test for its graduates. There was no accompanying formal teaching/learning curriculum, as the test was intended to assess students' level of English proficiency rather than their achievement in some taught English courses. Whilst it was reasonable to expect that some students in this university would engage in some form of learning activities to help them learn/train for their exit English test, it was not clear exactly how these students - of their own accord, without a specified learning syllabus and receiving no input from teachers in the regular English classroom - would approach test preparation. Hitherto, there has been little research on how washback operates for learners rather than teachers. This study was principally motivated by a desire to better understand learners as participants in the washback cycle. It investigated how a sample of PolyU graduating students perceived the GSLPA-English as a university exit English test, and whether and how they prepared for it. Initially, the study found that this test was perceived by many respondents as lacking in status and stakes, and that not many took steps to prepare for it. The GSLPA-English was superseded by the lELTS-CEPAS in 2002, when the University Grants Committee, in a further attempt to raise students' awareness of the importance of English proficiency