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The English language school-based assessment (SBA) component of the Hong Kong Diploma of Secondary Education (HKDSE) Examination is innovative in that the assessment tasks involve assessing English oral language skills in a high-stakes context but they are designed and implemented in the ESL classroom by school teachers in light of a regular reading and viewing program or the elective modules integrated into the school curriculum. While this certainly is a positive move towards better congruence between the teaching, learning, and assessment activities, there has been concern whether the teachers are capable of applying the assessment criteria and standards consistently in spite of going through a variety of standardization meetings and sharing discussions initiated and mandated by the Hong Kong Examination and Assessment Authority (HKEAA). In other words, there has been concern about the extent to which results provided from teachers in different schools are comparable. Also, how may task difficulty be reflected in students’ assessment results across the two SBA task types? It was to provide some research evidence on matters relating to these issues associated with teacher assessment results that the study described here was carried out.

ESL students’ oral performance in English language school-based assessment: results of an empirical study