You are here:

Changing assessment: Washback on teacher perceptions and actions
ARTICLE

TATE Volume 15, Number 3 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Public examinations are often used as instruments and targets of control in the school system. A belief that assessment can leverage educational change has often led to top-down educational reform strategies. In 1993, the Hong Kong Examinations Authority introduced major changes into its existing Hong Kong Certificate of Education Examination in English with the intention of bringing about a positive washback effect on classroom teaching. As a result of this change in the examination syllabus, teachers in Hong Kong secondary schools are experiencing and/or implementing changes in their present teaching situations. This paper presents findings of teachers’ perspectives of the examination change in relation to their teaching situations and classroom practices. Classroom observations and interview methods were employed to investigate the relationship between testing and teaching. The paper also identifies areas in which the examination has impact in the teaching context.

Citation

Cheng, L. Changing assessment: Washback on teacher perceptions and actions. Teaching and Teacher Education: An International Journal of Research and Studies, 15(3), 253-271. Elsevier Ltd. Retrieved October 14, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(98)00046-8