Implementing a learning-oriented approach within English Language assessment in Hong Kong schools: practices, issues and complexities.

5.00
Hdl Handle:
http://hdl.handle.net/10547/622446
Title:
Implementing a learning-oriented approach within English Language assessment in Hong Kong schools: practices, issues and complexities.
Authors:
Hamp-Lyons, Liz ( 0000-0002-8684-548X )
Other Titles:
Assessing Chinese learners of English: language constructs, consequences and conundrums
Abstract:
This paper provides an overview of the multiple studies carried out between 2005 and 2011 on the Hong Kong School-based assessment (SBA), which was designed to implement an assessment for learning philosophy, and places the work within a learning-oriented language assessment (LOLA) paradigm (Hamp-Lyons & Green 2014) which is growing worldwide. The Hong Kong SBA continues to be used Hong Kong-wide to formatively assess the English as a second language speaking of all students in secondary years 4, 5 and 6. After discussing the structure and goals of this innovative assessment and its teacher language assessment literacy aims and processes, the chapter then discusses some of the constraints and issues, which have inhibited the degree to which the intended consequences have transpired. It points to compulsory ‘statistical moderation’, which undermines teachers’ trust in the new system; and to local contextual issues such as heavy reliance on ‘cram schools’, competition among school and teachers’ perceptions of fairness as being ‘the same for everyone’.
Citation:
Hamp-Lyons L (2016) 'Implementing a learning-oriented approach within English Language assessment in Hong Kong schools: practices, issues and complexities.', in Yu G., Jin Y. (ed(s).). Assessing Chinese learners of English: language constructs, consequences and conundrums, Basingstoke: Palgrave Macmillan pp.17-38.
Publisher:
Palgrave Macmillan
Issue Date:
16-Dec-2016
URI:
http://hdl.handle.net/10547/622446
DOI:
10.1057/9781137449788
Additional Links:
https://www.palgrave.com/gb/book/9781137449771
Type:
Book chapter
Language:
en
ISBN:
9781137449771
Appears in Collections:
English language learning and assessment

Full metadata record

DC FieldValue Language
dc.contributor.authorHamp-Lyons, Lizen
dc.date.accessioned2017-12-18T10:22:37Z-
dc.date.available2017-12-18T10:22:37Z-
dc.date.issued2016-12-16-
dc.identifier.citationHamp-Lyons L (2016) 'Implementing a learning-oriented approach within English Language assessment in Hong Kong schools: practices, issues and complexities.', in Yu G., Jin Y. (ed(s).). Assessing Chinese learners of English: language constructs, consequences and conundrums, Basingstoke: Palgrave Macmillan pp.17-38.en
dc.identifier.isbn9781137449771-
dc.identifier.doi10.1057/9781137449788-
dc.identifier.urihttp://hdl.handle.net/10547/622446-
dc.description.abstractThis paper provides an overview of the multiple studies carried out between 2005 and 2011 on the Hong Kong School-based assessment (SBA), which was designed to implement an assessment for learning philosophy, and places the work within a learning-oriented language assessment (LOLA) paradigm (Hamp-Lyons & Green 2014) which is growing worldwide. The Hong Kong SBA continues to be used Hong Kong-wide to formatively assess the English as a second language speaking of all students in secondary years 4, 5 and 6. After discussing the structure and goals of this innovative assessment and its teacher language assessment literacy aims and processes, the chapter then discusses some of the constraints and issues, which have inhibited the degree to which the intended consequences have transpired. It points to compulsory ‘statistical moderation’, which undermines teachers’ trust in the new system; and to local contextual issues such as heavy reliance on ‘cram schools’, competition among school and teachers’ perceptions of fairness as being ‘the same for everyone’.en
dc.language.isoenen
dc.publisherPalgrave Macmillanen
dc.relation.urlhttps://www.palgrave.com/gb/book/9781137449771en
dc.subjectlanguage assessmenten
dc.subjecteducationen
dc.subjectlanguage testingen
dc.subjectQ330 English as a second languageen
dc.titleImplementing a learning-oriented approach within English Language assessment in Hong Kong schools: practices, issues and complexities.en
dc.title.alternativeAssessing Chinese learners of English: language constructs, consequences and conundrumsen
dc.typeBook chapteren
dc.date.updated2017-12-18T10:13:41Z-
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