Critique of the Research Article “Views from the Chalkface: English Language School-Based Assessment in Hong Kong” by the Researcher “Chris Davison” (2007)

This essay critically analyzes “Views from the chalkface: English language school-based assessment in Hong Kong,” a published study by Davison (2007). The conceptual framework of this essay draws on Stanley, MacCann, Gardner, Reynolds, and Wild’s (2009) “Review of teacher assessment: Evidence of what works best and issues for development” and Cheng, Andrews, and Yu’s (2011) “Impact and consequences of school-based assessment (SBA): Students’ and parents’ views of SBA in Hong Kong.” “Review” is used to critique Davison’s methods and claims, whereas “Impact” is used to evaluate his findings. The essay ends with the writer’s experiences in both monitoring and implementing SBA while he was serving as the English panel head of a band-three secondary school.  

This essay critically analyzes “Views from the chalkface: English language school-based assessment in Hong Kong,” a published study by Davison (2007). The conceptual framework of this essay draws on Stanley, MacCann, Gardner, Reynolds, and Wild’s (2009) “Review of teacher assessment: Evidence of what works best and issues for development” and Cheng, Andrews, and Yu’s (2011) “Impact and consequences of school-based assessment (SBA): Students’ and parents’ views of SBA in Hong Kong.” “Review” is used to critique Davison’s methods and claims, whereas “Impact” is used to evaluate his findings. The essay ends with the writer’s experiences in both monitoring and implementing SBA while he was serving as the English panel head of a band-three secondary school.