Acknowledgements Preface Abbreviations Used in the Book List of Figures List of Tables Chapter 1 Introduction 1.1 Origins of the Study 1.2 Rationale of the Study 1.3 Research Questions 4 1.4 Methodological Approach of This Study 1.5 Organization of the Book Chapter 2 Hong Kong English Assessment Reform： Impact on Students' Attitudes and Anxiety 2.1 Overview 2.2 Testing and Assessment in Hong Kong 2.2.1 Hong Kong Testing and Assessment System 2.2.2 Examination Culture in Hong Kong 2.2.3 The Paradigm Shift of Assessment System in Hong Kong 2.3 Theoretical Rationale of the Assessment Reform 2.3.1 Assessment for Learning 2.3.2 Formative Use of SummativeAssessment 2.3.3 Teacher—based Assessment 2.4 The Reform： School—based Assessment 2.4.1 The Development and Rationale of SBA 2.4.2 The Format of SBA 2.4.3 Problems and Difficulties Confronting SBA 2.4.4 Students in SBA 2.5 The Impact of Assessment on Students 2.5.1 Testing and Motivation for Learning 2.5.2 The Impact of Teacher—based Assessment on Students 2.6 Students' Attitudes Towards Assessment 2.6.1 Students' Voices 2.6.2 Students' Conceptions of Assessment 2.6.3 Assessment Attitudes of Hong Kong Students 2.7 Anxiety in Assessment 2.7.1 The Prevalence of Anxiety in Assessment 2.7.2 What is anxiety？ 2.7.3 Anxiety： Positive or Negative？ 2.8 Summary Chapter 3 Research Design 3.1 Introduction 3.2 Mixed Methodology 3.2.1 Methodological Considerations 3.2.2 Pragmatism and Mixed Methods Research 3.2.3 Mixed Methods Research Typology 3.3 Stage One——The Pilot Case Study 3.3.1 Overview 3.3.2 Research Questions 3.3.3 Research Methods 3.3.4 Summary 3.4 Stage Two——Large—scale Questionnaire 3.4.1 Overview 3.4.2 Research Questions 3.4.3 Data Collection 3.4.4 Data Analysis 3.4.5 Summary 3.5 Stage Three——Case Study 3.5.1 Overview 3.5.2 Research Questions 3.5.3 Data Collection 3.5.4 Data Analysis 3.5.5 Summary 3.6 Ethics Concerns 3.7 Trustworthiness 3.7.1 Triangulation 3.7.2 Member Checks 3.7.3 Reflections on My Role as a Researcher 3.8 Summary Chapter 4 Stage One——Ethnographic Case Study 4.1 Overview 4.2 The School Context 4.3 Mediation of the Teacher 4.3.1 Teaching Belief 4.3.2 Mediation of SBA——Underlying Principles 4.3.3 Mediation of SBA——Practice 4.3.4 Summary 4.4 Students' Voices in SBA 4.4.1 What did students think of SBA？ 4.4.2 How anxious were students about SBA？ 4.5 Summary 4.5.1 Summary of Findings 4.5.2 Implications for Further Stages Chapter 5 Stage Two——Large—Scale Questionnaire 5.1 Overview 5.2 Development of the Major Instrument 5.2.1 Development Procedure 5.2.2 The Instrument 5.2.3 Summary 5.3 Questionnaire Pilot 5.3.1 Descriptive Analysis 5.3.2 Reliability 5.3.3 Correlations 5.3.4 Summary 5.4 Results of the Main Study 5.4.1 Background Information 5.4.2 Descriptive Analysis of Major Variables 5.4.3 Reliability and Factor Analysis 5.4.4 Correlation 5.4.5 Group Differences 5.4.6 Multiple Regression Analyses 5.5 Summary of Findings 5.5.1 Students' Attitudes Towards SBA 5.5.2 Students' Anxiety About SBA 5.5.3 The Relationship Between Attitudes Towards and Anxiety About SBA 5.5.4 Implications for the Next Stage …… Chapter 6 Stage Three——Case Study in School B Chapter 7 Stage Three——Case Study in School C Chapter 8 Synthesizing Quantitative and Qualitative Findings Chapter 9 Conclusion References Appendix 1： The Questionnaire Used in Stage Two Appendix 2： SBA Assessment Criteria Appendix 3： SBA Assessment Record Appendix 4： Factor Loadings for Items in Students' Attitudes Towards SBA Appendix 5： Item—level Reliability Statistics
The Impact Study of Hong Kong English Assessment Reform
