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Conference Paper: Tests as productive learning opportunities

TitleTests as productive learning opportunities
Authors
Issue Date2008
Citation
The 30th Annual Language Testing Research Colloquium (LTRC 2008), Hangzhou, China, 25-28 June 2008. How to Cite?
第三十届语言测试学术研讨会, 中国, 杭州, 2008年6月25-28日. How to Cite?
AbstractThis presentation reports on work in progress derived from a study funded by the Research Grants Council in Hong Kong, entitled Primary English Assessment for Learning (PEAL). This project has as one of its main themes the development of instructional power from teaching processes which precede and follow tests. The main aims of the paper are threefold: 1) To analyze English teachers’ instructional strategies which bridge formative and summative functions of assessment; 2) To examine under what circumstances internal school tests act as a barrier to formative assessment and under what circumstances they can be supportive; 3) To review the potential of tests to provide useful information to key stakeholders: teachers, students and parents. The paper is exploratory in nature and draws on qualitative data collected in Hong Kong primary schools. The research method involves: semi-structured interviews with teachers to identify their views and beliefs about assessment and its relationship with classroom practice; informal interactions with students to gauge their response to tests; classroom observations, mainly of lessons preceding and following tests in order to understand the interface between teaching and testing; and documentary analysis of test papers and student samples of work. Standard qualitative data analysis procedures are utilized, involving data reduction, summarizing, coding and categorizing. The main interim findings relate to the potential of ‘test paper review’ and ‘consolidation days’ to enhance learning after a test; the risk of testing in the early years de-motivating lower achieving students; and tensions between performance or achievement goals and learning or mastery goals. The significance of the paper relates to its contribution to assessment theory in terms of the exploration of synergies between formative and summative assessment. The paper also carries implications for the development of a context-sensitive version of formative assessment. In other words, where testing is frequent and pervasive negative impacts may be reduced if appropriate follow-up learning interventions are carried out after a test is taken.
Persistent Identifierhttp://hdl.handle.net/10722/109349

 

DC FieldValueLanguage
dc.contributor.authorCarless, Den_HK
dc.date.accessioned2010-09-26T01:18:37Z-
dc.date.available2010-09-26T01:18:37Z-
dc.date.issued2008en_HK
dc.identifier.citationThe 30th Annual Language Testing Research Colloquium (LTRC 2008), Hangzhou, China, 25-28 June 2008.zh_HK
dc.identifier.citation第三十届语言测试学术研讨会, 中国, 杭州, 2008年6月25-28日.-
dc.identifier.urihttp://hdl.handle.net/10722/109349-
dc.description.abstractThis presentation reports on work in progress derived from a study funded by the Research Grants Council in Hong Kong, entitled Primary English Assessment for Learning (PEAL). This project has as one of its main themes the development of instructional power from teaching processes which precede and follow tests. The main aims of the paper are threefold: 1) To analyze English teachers’ instructional strategies which bridge formative and summative functions of assessment; 2) To examine under what circumstances internal school tests act as a barrier to formative assessment and under what circumstances they can be supportive; 3) To review the potential of tests to provide useful information to key stakeholders: teachers, students and parents. The paper is exploratory in nature and draws on qualitative data collected in Hong Kong primary schools. The research method involves: semi-structured interviews with teachers to identify their views and beliefs about assessment and its relationship with classroom practice; informal interactions with students to gauge their response to tests; classroom observations, mainly of lessons preceding and following tests in order to understand the interface between teaching and testing; and documentary analysis of test papers and student samples of work. Standard qualitative data analysis procedures are utilized, involving data reduction, summarizing, coding and categorizing. The main interim findings relate to the potential of ‘test paper review’ and ‘consolidation days’ to enhance learning after a test; the risk of testing in the early years de-motivating lower achieving students; and tensions between performance or achievement goals and learning or mastery goals. The significance of the paper relates to its contribution to assessment theory in terms of the exploration of synergies between formative and summative assessment. The paper also carries implications for the development of a context-sensitive version of formative assessment. In other words, where testing is frequent and pervasive negative impacts may be reduced if appropriate follow-up learning interventions are carried out after a test is taken.-
dc.languageengen_HK
dc.relation.ispartofAnnual Language Testing Research Colloquiumen_HK
dc.relation.ispartof语言测试学术研讨会zh_HK
dc.titleTests as productive learning opportunitiesen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailCarless, D: dcarless@hku.hken_HK
dc.identifier.authorityCarless, D=rp00889en_HK
dc.identifier.hkuros146932en_HK
dc.description.otherThe 30th Annual Language Testing Research Colloquium (LTRC 2008), Hangzhou, China, 25-28 June 2008.-
dc.description.other第三十届语言测试学术研讨会, 中国, 杭州, 2008年6月25-28日.-

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