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Autor/inn/en | Cheng, Liying; Andrews, Stephen; Yu, Ying |
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Titel | Impact and Consequences of School-Based Assessment (SBA): Students' and Parents' Views of SBA in Hong Kong |
Quelle | In: Language Testing, 28 (2011) 2, S.221-249 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0265-5322 |
DOI | 10.1177/0265532210384253 |
Schlagwörter | Student Attitudes; Learning Activities; Student Surveys; Foreign Countries; Parent Attitudes; English (Second Language); Second Language Learning; Language Proficiency; Prediction; Educational Attainment; Language Tests; Factor Analysis; Secondary School Students; Language of Instruction; Questionnaires; Hong Kong Schülerverhalten; Lernaktivität; Schülerbefragung; Ausland; Elternverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Vorhersage; Bildungsabschluss; Bildungsgut; Language test; Sprachtest; Faktorenanalyse; Sekundarschüler; Teaching language; Unterrichtssprache; Fragebogen; Hongkong |
Abstract | School-based assessment (SBA) has recently been introduced into the Hong Kong Certificate of Education Examinations (HKCEE) in English. The present study was conducted within the context of this assessment change to investigate students' and parents' perceptions of the impact of SBA. Two surveys were employed to explore students' and parents' perceptions of SBA and their perceptions of the impact of SBA on learning. The results from the student survey demonstrated a relationship between students' perceptions of SBA-related learning activities and their perceptions of their own language competence. The results also showed significant differences between students' perceptions of the learning activities they had taken part in during the previous school year and those they were currently engaging in. In addition, parents' perceptions of SBA and the opportunities for them to know about SBA significantly and positively predicted their support for their children's SBA learning. Parents' education level and the amount of time they spent with their child daily also predicted their support for their children's SBA learning, though to a lesser extent. Further, parents' perceptions about the SBA are directly and significantly related to their children's perceptions about SBA. Taking the results from both students' and parents' surveys together, we have gained a better understanding of the complexity of the impact of SBA within the Hong Kong educational context, as perceived by students and their parents. (Contains 9 tables and 7 notes.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |