Assessing the Range of Cognitive Processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)'s English Language Reading Literacy Test

Autor/in	Ho, Pok Jing
Titel	Assessing the Range of Cognitive Processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)'s English Language Reading Literacy Test
Quelle	In: Language Testing in Asia, 12 (2022), Artikel 18 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ho, Pok Jing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-0443
DOI	10.1186/s40468-022-00167-4
Schlagwörter	Foreign Countries; Secondary School Students; Test Items; Cognitive Processes; Exit Examinations; Accuracy; Testing Problems; Reading Tests; Language Tests; English (Second Language); Second Language Learning; Second Language Instruction; Secondary School Curriculum; Educational Policy; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Test content; Testaufgabe; Cognitive process; Kognitiver Prozess; Final examination; Abschlussprüfung; Lesetest; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Hongkong
Abstract	This study examines the range of cognitive processes assessed in the English language reading literacy test as part of the Hong Kong Diploma of Secondary Education Examination (HKDSE), the secondary school exit test in Hong Kong. Prior studies have suggested that higher order cognitive processes are often undermined in high-stakes tests and classrooms, due to what is called the "washback effect." This prompts the following hypothesis: despite its top-performing education system, Hong Kong has failed to provide a versatile collection of test items that involve complex reasoning. To investigate the cognitive demands of the test, as well as their relationship with student performance, this study maps the test items with reference to the cognitive levels assessed using in-depth document analysis. ANOVA is used to statistically determine differences in accuracy rates to supplement the analysis throughout. Results indicate that the test has placed an overwhelming emphasis on lower order cognitive processes over the past decade (2012-2019) and that items assessing higher order cognitive skills are, as expected, met with statistically significantly poorer performance in the test. Implications for future revision of the test and curriculum policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01