Tensions in the administration of classroom language assessments: Development of an assessment policy in a HK tertiary English language centre

Abstract

Tertiary level English language classes in Hong Kong mainly focus on the teaching of general academic writing and speaking skills and academic English for specific purposes. These classes require formative and summative assessments administered within a 12-week period. Over the years, demands for higher levels of English within a university setting has led to more formative and summative assessments, which has steadily increased the workload of students and teachers. Despite attempts to alleviate this situation, teachers and students have asked for changes to the curriculum, and more specifically, the development of an assessment policy that makes language assessment activities transparent and fair. This presentation reports the results of a case study that aims to outline the challenges that a team of language teachers experienced in the creation of a language assessment policy for a tertiary English language centre in Hong Kong. Interviews of teachers and administrators were conducted to determine the challenges they currently face and to solicit their suggestions on content and implementation of the policy document. Students’ perceptions of classroom language assessments were also collected through a survey and focus group interviews. Results indicate that the issues of huge contention were assessment workload for students and teachers, the quality and quantity of feedback to students on assessed work, and norm-referenced versus criterion-referenced marking. The presentation will outline the contextual issues and decisions made to resolve these issues and the impact of these decisions on language teaching and learning.