Implementing assessment change in Hong Kong: issues and strategies

David Carless

Overview

Perspectives on reform and some recent ELT innovations

Positive potential of SBA Synergy between formative and summative

assessment Factors impacting on the implementation of

SBA Strategies in implementing SBA

Common characteristics of reforms

Some unrealistic expectations Destructive political climate (Morris & Scott,

2005) Adoption vs implementation Lack of coherence in reforms Lack of continuity in reforms Frequent ‘failure’ leading to cynicism Pace of reform usually too fast

NET schemes

NETs not a solution to raising standards of English but a contribution

Neither NETs/non-NETs superior to each other, simply different

Mixed results (of course!) NETs provide a genuine reason to communicate

through English PNET scheme has particular potential (Carless,

2006, forthcoming)

TOC

Branded as a failure But current reforms recycle TOC principles Teachers were positive when students

benefitted Centrality of teachers’ beliefs and

understandings Formative assessment difficult to implement

(Morris et al., 2000)

Implications for SBA reform

SBA is likely to be heavily criticised in the coming months

Just as NET, TOC and other reforms have been criticised

The reality is that most reforms have a variety of positive, negative, nil-impact and unintended consequences

Positive potential of SBA

Students will benefit

“Students dislike selection and high-stakes tests, show high levels of test anxiety and prefer other forms of assessment” (Harlen, 2005)

SBA meets a problem

Students study English for around 2,500 hours between P1 and S5 (Education convergence, 2001)

Yet many face difficulties in expressing themselves in English

A need to change the teaching and learning culture

SBA + teaching & learning culture

Positive washback More interactive teaching methods More production by students Wider reading Wider variety of texts

SBA + assessment culture

Potential for students to be more active participants in the assessment process

Opportunity for peer- and self-assessment processes Synergies between formative and summative

assessment but … … danger of summative crowding out formative The more purposes a single assessment aims to

serve, the more each purpose will be compromised (Pellegrino et al., 2001)

SBA + current reform agenda

Assessment for learning Diversifying modes of assessment Reducing examination pressure Learning to learn Generic skills: communication, study & self-

management skills

Possible by-products of SBA

Potential for raising assessment literacy More discussion of the learning potential of

assessment processes Other unanticipated benefits … Greater recognition of shortcomings of

existing external exams More focus on the role of feedback

Reform characteristics and SBA

Expectations of SBA Destructive climate Implementation (rather than adoption) Coherence (reading to learn; diversifying

assessment ) Continuity (TAS in science) Cynicism about reforms Pace (the first time, the most challenging)

D. Views of parents

MACRO LEVEL CHANGE ENVIRONMENT LEVEL 3

G. Reform Climate

PERSONAL DOMAIN LEVEL 1

MICRO LEVEL CHANGE ENVIRONMENT LEVEL 2

C. Internal school support

F. Societal

teaching, learning &

assessment culture

A. Teachers’

understandings of

principles and practice

B. Congruence

with teachers’

beliefs and values

The InnovationSBA

E. External school-based

support

H. Impact of

governmental or quasi-

governmental agencies

I. The

curriculum

Problems are our friends (Fullan, 1993)

We cannot develop effective responses unless we actively seek and confront real problems

Paradoxically, challenges should be welcomed, faced and debated: “conflict is essential”

Only by facing problems can creative solutions emerge

Lee (2005) critique The issue of reliability

Support for teachers

Reductions in workload in some areas e.g. unproductive marking

Reduction in S4 school tests e.g. oral Identification and sharing of good practices In-school support Staff development, development of

assessment literacy

Summary and conclusions

SBA has potential to impact positively on T, L & A Needs time, support and nurturing An obstacle may be teachers’ understandings and

beliefs Not an easy time to be a reformer Needs a balanced appraisal without too much media

sensationalism Always easier to critique than to innovate “My students have benefitted a lot from SBA”

(teacher)

For further exploration

Synergies or conflicts between formative and summative functions of assessment

The student role in the assessment process:

decoding criteria; self-evaluating; and improving