The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools

Abstract

A growing concern in teacher-based assessment, particularly in assessing English language development in high-stakes contexts, is our inadequate understanding of the means by which teachers make assessment decisions. This article adopts a sociocultural approach to report on the background and findings of a comparative study of ESL teachers’ assessment of written argument in the final years of secondary school in Australia and Hong Kong. Using verbal protocols, individual and group interviews and self-reports, the study explored the different assessment beliefs, attitudes and practices of teachers working with senior secondary Cantonese-speaking students acquiring English as a second language. The study found that the Australian teachers varied considerably in their approach to assessing student work with two somewhat conflicting assessment orientations revealed: the legalistic assessors who ‘ticked the boxes’ according to the published assessment guidelines and those assessors who relied much more on professional judgment. In Hong Kong, there was much more variability in the underlying assessment criteria with consensus reached through reference to community norms rather than explicit statements of performance. The article concludes that traditional notions of validity may need to be reconceptualized in high-stakes teacher-based assessment, with professional judgment, interaction and trust given much higher priority in the assessment process.