Understanding and interpreting assessment criteria in school-based assessment in Hong Kong: a case study

Abstract

How do teachers develop an understanding and make interpretations of the assessment criteria used for standards-referenced assessment like School-Based Assessment (SBA) in Hong Kong? The thesis attempts to offer an answer to this question through researching four English Language teachers teaching in a secondary school over a period of two years (2008 -2010).

Understanding the meanings of the criteria used for the standards-referenced assessment is the primary focus of this study. Keeping track of the teachers’ opinions on the content and the use of criteria, this case study draws upon qualitative data from the interviews with the teachers after each assessment, and from regular meetings on standardizing scores, setting tasks and training on standards in the two-year assessment cycle. Focus group interviews with their students were used to triangulate the data collected from their respective teachers.

The main findings from this study are as follows: the teachers demonstrate variability in their level of understanding and interpretations of the criteria, through which they use to rate students’ oral performances in SBA context. This understanding of the meanings of the criteria enhanced when they start using it. Teachers also adopt the criteria in other contexts such as meetings to standardize scores, to set assessment tasks and to familiarize themselves with the standards .Regarding their self-perceived role as assessors, the four teachers embrace a range of roles such as a follower, a team player, a game player, and a believer.

This study is significant as it informs how teachers involved in understanding the meanings of standards-referenced criteria. This conceptualization process would be enhanced if teachers are given opportunity to share their views towards the assessment criteria and their roles as assessors in a professional community of shared practices.