Student voices in school-based assessment

Siu Yin Annie TONG, Robert Damian ADAMSON

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

The value of student voices in dialogues about learning improvement is acknowledged in the literature. This paper examines how the views of students regarding School-based Assessment (SBA), a significant shift in examination policy and practice in secondary schools in Hong Kong, have largely been ignored. The study captures student voices through a survey of 423 Secondary 5 students and interviews with 45 students in 3 schools concerning the use of SBA in the high-stakes assessment for the English Language subject. Results suggest a wide range of student perceptions of, and responses to SBA and related feedback. In general, students indicated that they did not appreciate SBA and were unable to capitalise on the feedback. The paper argues that the intentions of SBA can be threatened if these negative tendencies are not addressed through teacher education, and calls for a dialogic model that allows student participation in debates about learning improvement. Copyright © 2015 Australian Research Council.
Original languageEnglish
Article number2
JournalAustralian Journal of Teacher Education
Volume40
Issue number2
DOIs
Publication statusPublished - Feb 2015

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school
student
learning
English language
Hong Kong
secondary school
dialogue
examination
participation
teacher
interview
Values
education

Citation

Tong, S. Y. A., & Adamson, B. (2015). Student voices in school-based assessment. Australian Journal of Teacher Education, 40(2). Retrieved from https://doi.org/10.14221/ajte.2015v40n2.2