Principal Investigator :

Dr Chris Davison

Co-Investigators:

Dr Steve Andrews, Dr Albert Wong, Dr Fiona Hyland &
Ms Rosina Tang

Project duration :

Sept 1, 2004 – Aug 31, 2006

Funded by :

Quality Education Fund (QEF)

Abstract:

The EMB has recently developed a Learning Outcomes Framework for the English Language Key Learning area and is strongly encouraging a shift from assessment of learning to assessment for learning, where assessment tasks, activities and criteria are linked to learning and teaching and where students are active participants in the assessment process. This action-research study has two main goals: firstly, to identify and describe the factors which may facilitate and/or hinder the connection of formative assessment and feedback with learning and teaching in a range of different English language situations in Hong Kong; and secondly, to provide further stimulation and support for the development of innovative and effective formative and summative assessment and reporting practices in English language teaching in Hong Kong secondary schools and to disseminate these practices in Hong Kong schools via a CD-rom and the SBA website.

Principal Investigator :

Dr Chris Davison

Co-Investigators:

Dr Steve Andrews, Ms Rosina Tang & Prof Liz Hamp-Lyons

Project duration :

Oct 1, 2004 – Sept 30, 2006

Funded by :

Research Grants Committee Competitive Earmarked Research Grant (CERG)

Abstract:

This action-research study aims to investigate the transition from norm-referenced external language assessment to criterion-referenced school-based assessment (SBA) in a high-stakes English as a second language (ESL) teaching situation. Such assessment reform will require significant cultural, structural and pedagogic changes at the school level. The study involves working collaboratively with a diverse group of senior secondary English language teachers in Hong Kong in order to identify, develop, trial and evaluate a range of effective oral school-based assessment activities and procedures, at the same time exploring their assessment readiness and how best to meet system-level requirements for validity and reliability. The study will also contribute directly to the Hong Kong educational community by providing both a detailed highly contextualized picture of a range of ESL teachers' SBA capacities and the professional development and system-level support required to implement SBA effectively, as well as lead to a resource bank of effective assessment activities and instruments.

Principal Investigator:

Dr Chris Davison & Prof Liz Hamp-Lyons

Project duration :

Jan 2, 2005 – Dec 15, 2005

Funded by :

Hong Kong Examinations and Assessment Authority

Abstract:

This project is directly linked to the introduction of the oral SBA component in the 2007 HKCE English Language Examination. The SBA, like the rest of the new HKCE 2007 public exam, adopts a standards referenced assessment system which seeks to recognize and report on the full range of educational achievement in Hong Kong schools. In conjunction with the HKEAA, the researchers will develop a workable format and set of criteria for the school-based assessment component of the HKCEE English Language "examination" as well an extensive set of teacher training materials on a DVD and 2 training CD-roms, including a validated set of student performance samples that exemplify the standards expected of performance in the SBA tasks, exemplars of teaching and learning activities that can be used to develop specific aspects of the knowledge and skills needed for completion of the SBA component, and guidelines for the moderation processes to be used.

Principal Investigator:

Prof Liz Hamp-Lyons & Dr Chris Davison

Project duration :

Dec 1, 2005 – Aug 31, 2007

Funded by :

Hong Kong Examinations and Assessment Authority

Abstract:

This longitudinal study commissioned by the HKEAA aims to examine the impact of the introduction of the SBA on teacher workloads and students' learning and attitudes to the use of English in a range of representative schools in Hong Kong, and is being undertaken by researchers from the Faculty of Education, HKU, in collaboration with teachers in the selected schools. The study will provide the opportunity for teachers to share practical ideas and expertise in various areas of assessment and learning. The findings will have great relevance for the evaluation of the new process of school-based assessment in the HKCEE, particularly as it relates to the learning and teaching of Hong Kong students. This study will involve administration of teacher and student questionnaires, focus group interviews, sharing sessions and selected teacher-made recording of some typical assessment-for-learning situations.

Website:

http://sba.edu.hku.hk/longit/login.asp
(Restricted access for participating teachers and SBA Group Coordinators only)

Principal Investigator:

Dr Zhengdong Gan

Project duration :

Jan 11, 2006 – Aug 31, 2006

Funded by :

Faculty Research Fund, Faculty of Education, The University of Hong Kong

Abstract:

While there is an increasing awareness of and support for classroom-based group oral tasks as a more holistic and comprehensive assessment format that could serve as an alternative to more traditional speaking test formats, questions such as how scores based on interaction among participants should be interpreted as an indication of individual performance ability remain to be addressed. This study aims to investigate the potential linguistic and interactional features of the spoken discourse produced by students in the group oral assessment, and how these features may be linked to task type, participants' personality and their language proficiency. The video recordings of the ten groups of Secondary Form 4/5 students engaged in the group oral interaction tasks for the school-based assessment component of the 2007 HKCE English Language Examination form the basis of this study. Interview and questionnaires are also used to elicit information about participants' perceptions of and preparation for the group interaction tasks, coping strategies employed in the assessment process, and their personalities. The findings of this study will help us better understand the nature of the discourse and the interaction that arises in group oral assessment, and help us identify the source of information as to possible targets for the better measurement of group oral task outcomes.

Principal Investigator:

Ms Nicole J. Tavares

Project duration :

Jan 11, 2006 – Aug 31, 2006

Funded by :

Faculty Research Fund, Faculty of Education, The University of Hong Kong

Abstract:

The aim of the study is two-fold: (i) to investigate the demands in the shifting of the local English teacher's role in school-based assessment from that of an assessor to a mediator and facilitator, and (ii) to examine the strategies, techniques and skills required of the teacher in this diagnostic, interactive and collaborative approach to assessment in a) sensitising him/herself to different learners' ZPD, b) making effective use of questioning, prompts and probes to evaluate as well as promote student learning and c) providing quality feedback through mediated assistance. The study will also take a critical look at the 'Framework of guiding questions' proposed in the Introduction to the School-based Assessment Component booklet (2005) developed by the Faculty of Education for the Hong Kong Examinations and Assessment Authority (HKEAA). Findings of the study will provide some renewed insights into (a) the validity of dynamic/educative assessment, (b) the impact of the teacher's role as mediator in catering for individual differences, evaluating and promoting student learning, and (c) the effectiveness of the existing 'Framework of guiding questions'. Findings are also expected to deepen the Faculty's understanding of the needs of current senior secondary in-service teachers in their new role in school-based assessment, shed light on curriculum development in the Faculty's in-service as well as pre-service teacher education programmes to better prepare teachers both pedagogically and professionally for the challenge, and illuminate school-based assessment trainers on how professional development courses can be improved to further support teachers.

Principal Investigator :

Ms Geraldine Davies

Project duration :

Jan 11, 2006 – Aug 31, 2006

Funded by :

Faculty Research Fund, Faculty of Education, The University of Hong Kong

Abstract:

School based assessment is embedded firmly within the teaching and learning process. Providing quality feedback to students following their participation in assessment tasks is the link between assessment and learning and is of central importance to school based assessment. The purpose of this study is to investigate how teachers construct feedback for students at different levels during feedback conferences following SBA group assessment tasks, with a view to identifying and reflecting on current practices before moving on, in a future study to investigating the impact of such practices on student learning. A secondary aim of this study is to develop a framework for analyzing feedback strategies which may emerge from the data itself. The current investigation is intended to be a pilot study initially involving two teachers, selected from participants in a series of professional development workshops organized by the Faculty of Education to help prepare teachers for the school based assessment component of the 2007 HKCE English Language exam. Each teacher will conduct and video an SBA group interaction assessment task with four students and subsequently provide feedback to the participating students on an individual basis. Each teacher will record their feedback conference with the individual students and these recordings will form the basis of the analysis.

Project Leaders :

Prof Liz Hamp-Lyons (HKU), Dr Chris Davison (HKU), Dr David Coniam (CU) & Dr Jane Lockwood (HKIED)

Project duration :

Jan 12, 2004 – Dec 31, 2007

Funded by :

Hong Kong Examinations and Assessment Authority

Abstract:

These professional development courses were commissioned by the HKEAA to prepare teachers for the SBA Component in the 2007 HKCE English Language Examination. The PD course materials are developed by the SBA Consultancy Team at The University of Hong Kong and the courses are taught by a consortium of teacher educators from The University of Hong Kong, The Chinese University of Hong Kong and the Hong Kong Institute of Education. The PD courses cover several key areas including understanding the philosophy of assessment for learning and the content and structure of SBA, building an assessment for learning culture, integrating SBA into the curriculum, implementing SBA in the classroom, giving appropriate feedback to students and catering for different student and school needs. All sessions will incorporate time for sharing among peers and trainers. Action-oriented activities such as trialling and evaluating an SBA assessment tasks in a classroom context will be arranged between modules. The whole series of PD modules is worth a total of 24 hours of professional development. A certificate of attendance will be issued to teachers who attend at least 75% of the course.

Principal Investigator :

Prof Liz Hamp-Lyons

Co-Investigators:

Ms Mandy Evans & Mr Lawrence Ho

Project duration :

May 1, 2004 – Sept 1, 2006

Funded by :

Hong Kong Examinations and Assessment Authority

Abstract:

The introduction of school-based assessment requires teachers to become more knowledgeable about and practically familiar with some key skills in assessment for learning. The SBA Project Consultants have developed sample SBA tasks, scoring criteria and level descriptors, and training materials for SBA teacher trainers, school SBA coordinators and all those using SBA in their classrooms. However, these materials are developed solely for the use of English teachers. In recent contact with schools through the longitudinal study on SBA as well as comments from the 18 SBA district seminars, we found that there is a need to develop a set of student-oriented criteria so teachers can explain the scoring criteria and level descriptors to students more effectively. Since one of the main goals of SBA is to encourage assessment for learning, the student-oriented criteria will be useful for students to conduct self/peer assessment during the SBA process. The aim of the project is to develop a set of student-oriented criteria for SBA, so students could use the criteria for self/peer assessment effectively. The key deliverable is a set of student-oriented criteria for SBA and instructions on how the criteria should be used.

Principal Investigator :

Dr Chris Davison, Dr Steve Andrews, Dr Dave Carless &
Prof Liz Hamp-Lyons

Co-Investigators:

Dr Zhangdong Gan, Ms Nicole J. Tavares & Ms Geraldine Davies

Project duration :

Aug 1, 2006 – Jul 31, 2008

Funded by :

Quality Education Fund (QEF)

Abstract:

The move to align assessment with curriculum reform at the senior secondary level has been supported with the development of appropriate professional development, research and curriculum support materials, but little or no systematic attention has yet been paid to the junior secondary sector, and speaking remains an under-developed aspect of the curriculum. However, for oral language skills to be developed and school-based assessment reform to be successful, effective foundations must be laid in S.1-3. Systematic research is needed to understand S1-3 teachers' existing assessment practices and beliefs and to work with a substantial group of teachers at these levels to develop effective formative school-based assessment activities, instruments and procedures which are explicitly linked to high-quality oral English language teaching and learning. This large capacity–building professional development project aims to build the English language assessment confidence, skills and knowledge of S1-3 English language teachers, at the same time researching, developing and disseminating a collection of high-quality multi-modal formative oral language assessment resources, including case studies, which actively involve students in the assessment process. The project will also incorporate a substantial school-based collaborative action-research element.

Principal Investigator :

Dr Chris Davison

Co-Investigators:

Dr Steve Andrews, Prof Constant Leung & Prof Liz Hamp-Lyons

Project duration :

Sep 1, 2006 – Aug 31, 2008

Funded by :

Research Grants Committee Competitive Earmarked Research Grant (CERG)

Abstract:

This project involves working collaboratively with a group of 16 Form 4 English language teachers and their students from 8 representative schools in Hong Kong in order to investigate and evaluate the ways in which the oral summative assessments in the recently introduced Hong Kong Certificate of Education English Language school-based assessment component can be used formatively to improve teaching and learning. The study will also identify and describe the range and type of teacher and student support needed for the effective use of summative school-based assessment for formative purposes in English language teaching in Hong Kong, hence contributing directly to the enhancement of the Hong Kong education system. This study will also make a significant contribution to the international literature both in terms of theory and methodology. In investigating the capacity of high-stakes summative assessments to be used formatively, it will test the extent to which that dichotomy can be bridged in school-based assessment. In using discourse analysis to describe and evaluate planned teacher–student feedback it will shed new light on how teachers can scaffold and guide students to improve student learning.

Principal Investigator :

Dr Steve Andrews

Co-Investigators:

Dr Chris Davison, Prof Liz Hamp-Lyons & Dr Liying Cheng

Project duration :

Sep 1, 2006 – Aug 31, 2008

Funded by :

Research Grants Committee Competitive Earmarked Research Grant (CERG)

Abstract:

This study aims to investigate the impact of the introduction of standards-referenced school-based assessment (SBA) in a high-stakes English as a Second Language (ESL) teaching context, the Hong Kong secondary school, where there has been a long tradition of norm-referenced external assessment. The research will involve a critical in-depth study of the implementation of the SBA ESL innovation in three secondary schools, selected to reflect the diversity of Hong Kong's school settings and communities. The processes of implementation and the impact of the innovation on teachers, students and other stakeholders will be examined within the specific sociocultural context, in order to understand the nature of the factors that appear to facilitate or inhibit the successful implementation of the SBA innovation in each school. By critically analyzing the rationale for and processes of SBA implementation, the study will make an important theoretical contribution to our understanding of the impact of SBA at both the macro-levels of education and society and the micro-levels of language teaching and learning, i.e. inside the classroom. At the same time, the research will make a direct practical contribution in the Hong Kong context by informing the policy to be adopted for the implementation of assessment innovations (involving SBA) associated with the introduction of the new academic structure for senior secondary schools in 2009-2010.

Principal Investigator :

Diane Hui, Ph.D.

Co-Investigators:

Dr. Chris Davison

Project duration :

Nov 20, 2006 – Aug 31, 2008

Funded by :

Faculty Research Fund (November 2007 – August 2008)

Abstract:

This study aims to develop an online language diagnostic tool for teachers' use for the purpose of diagnosing students' spoken language difficulties and pedagogical decision-making in providing useful feedback to students regarding their subsequent work plans within communities of practice. This study will be conducted in two phases. The first phase will involve the analysis of videotaped exemplars of Form 3-6 students' spoken language collected during the process of school-based assessment through individual and group assessment tasks and activities. The findings of the analysis will provide useful information concerning the nature and characteristics of commonly occurring non-standard language forms produced by the students. A subsequent follow-up study will involve discussions with secondary school teachers through focus groups to describe and explain the non-standard speaking forms produced by the students. The framework of this study has its roots in the notions of discourse and activity from sociocultural perspectives and communities of practice. The findings of this study will provide critical information for the second phase of this research, that is, the development of a diagnostic framework with the use of innovative technology for teachers' use, for the purpose of diagnosing students' spoken language difficulties and developing pedagogical strategies for improvements of learners' speaking performance. This diagnostic framework will have a practical impact upon teaching and learning and assessment practice. Moreover, it will help create a common assessment and pedagogical discourse within communities of practice concerning the analysis of learners' spoken language difficulties in school-based assessment which will facilitate teacher professional growth and change.

Principal Investigator:

Dr. Chris Davison

Co-Investigator:

Prof Liz Hamp-Lyons

Project duration :

Dec 2007 – Nov 2009

Funded by :

Hong Kong Examinations and Assessment Authority

Abstract:

This study is a continuation of the SBA longitudinal study commissioned by the HKEAA. The study aims to compare the attitudes, experiences and concerns of those schools who have acquired experience with SBA through the 2007 HKCEE implementation with those of schools who chose to defer their involvement until 2007. This study will examine the impact of the implementation of the SBA on teacher workloads, students' learning as well as students' attitudes to the use of English in a representative selection of schools in Hong Kong. Opportunities will be provided for teachers to share practical ideas and expertise in a range of areas of assessment and learning. Support and advice will also be provided by the consultants during sharing sessions. The findings of this study will have great relevance for the evaluation of the new process of school-based assessment in the HKCEE, particularly as it relates to the learning and teaching of Hong Kong students. The findings will also contribute to the on-going development of assessment for learning in Hong Kong schools.