Assessment Literacy: Changing Cultures, Enculturing Change in Hong Kong
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Chris Davison
Chris Davison is Professor Emeritus at the School of Education, University of New South Wales, Australia, and a former Associate Dean (Research), Faculty of Education, University of Hong Kong, China. She led the development of the Hong Kong SBA initiative and its associated professional development activities from 2002-2012.
Abstract
Teacher assessment literacy has gained significant attention in recent years due to its critical role in learning and teaching. Various theoretical and empirical conceptualizations of this construct have been emerging with more recent emphasis on building teachers’ knowledge and skills. The aim is to make highly contextualized, fair, consistent and trustworthy assessment decisions to inform learning and teaching to effectively support both student and teacher learning. This article explores changes in secondary English language teachers’ assessment literacy following the introduction of school-based assessment for learning as part of high stakes secondary school assessment reform in Hong Kong. Drawing on teacher questionnaires completed by almost 4,500 teachers who undertook a common professional development course conducted over the first six years of assessment reform (2005 – 2011), this paper explores the impact of professional development on teachers’ assessment literacy. Despite Hong Kong’s deeply ingrained competitive examination-oriented culture, an analysis of the quantitative and qualitative data from pre- and post-program evaluations demonstrate signs of positive change in teacher attitudes, confidence and practices, in particular in using assessment criteria, designing and implementing appropriate assessment tasks, involving learners more actively in the assessment process, making trustworthy assessment decisions and providing effective feedback and feed-forward to students to improve student learning. The findings of the study suggest that changes in assessment culture are possible, provided teachers are well supported. The implications for assessment reform and for the development of teacher assessment literacy more generally are also discussed.
About the author
Chris Davison is Professor Emeritus at the School of Education, University of New South Wales, Australia, and a former Associate Dean (Research), Faculty of Education, University of Hong Kong, China. She led the development of the Hong Kong SBA initiative and its associated professional development activities from 2002-2012.
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Acknowledgments
I would like to thank the HKEAA, and the participating teacher educators, teachers and schools for their extensive assistance with this study. I am also grateful for the constant encouragement and support of my research team at the University of Hong Kong, especially our project officer, Wendy Leung, who helped so much with the initial data collection and analysis. I would also like to acknowledge the significant contribution of the late Prof Liz Hamp Lyons to the development of the original professional development program.
© 2023 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
Articles in the same Issue
- Frontmatter
- Developing Assessment Literacy for Classroom-Based Formative Assessment
- Assessment Literacy in a Better Assessment Future
- Assessment Literacy: Changing Cultures, Enculturing Change in Hong Kong
- Developing Classroom-Based Formative Assessment Literacy: An EFL Teacher’s Journey
- A Tale of Two Teachers: Construction of Novice University English Teachers’ Assessment Identity
- How Personal, Experiential, and Contextual Factors Mediate EFL Teachers’ Conceptions of Assessment: A Narrative Study
- Teachers’ Qualitatively Different Ways of Experiencing Assessment Feedback: Implications for Teacher Assessment Literacy
- Peer Review Circles: The Value of Working in Triadic Groups and Oral Observational Peer Feedback in the Development of Student Feedback Literacy
- A Difficulty-Informed Approach to Developing Language Assessment Literacy for Classroom Purposes
- Understanding and Implementing Learning-Oriented Assessment: Evidence From Three Chinese Junior High School EFL Teachers
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- Developing Assessment Literacy for Classroom-Based Formative Assessment
- Assessment Literacy in a Better Assessment Future
- Assessment Literacy: Changing Cultures, Enculturing Change in Hong Kong
- Developing Classroom-Based Formative Assessment Literacy: An EFL Teacher’s Journey
- A Tale of Two Teachers: Construction of Novice University English Teachers’ Assessment Identity
- How Personal, Experiential, and Contextual Factors Mediate EFL Teachers’ Conceptions of Assessment: A Narrative Study
- Teachers’ Qualitatively Different Ways of Experiencing Assessment Feedback: Implications for Teacher Assessment Literacy
- Peer Review Circles: The Value of Working in Triadic Groups and Oral Observational Peer Feedback in the Development of Student Feedback Literacy
- A Difficulty-Informed Approach to Developing Language Assessment Literacy for Classroom Purposes
- Understanding and Implementing Learning-Oriented Assessment: Evidence From Three Chinese Junior High School EFL Teachers
- Chinese Abstracts
