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2015\u003Cbr>Student Voices in School-based Assessment\u003Cbr>Siu Yin Annie Tong\u003Cbr>The HongKong Institute of Education, atong@ied.edu.hk\u003Cbr>Bob Adamson\u003Cbr>The HongKong Institute of Education, badamson@ied.edu.hk |  |\n\nRecommended Citation  \nTong, S. A., & Adamson, B. (2015). Student Voices in School-based Assessment. Australian Journal of Teacher Education, 40 (2).  \n[http://dx.doi.org/10.14221/ajte.2015v40n2.2](http://dx.doi.org/10.14221/ajte.2015v40n2.2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss2/2](http://ro.ecu.edu.au/ajte/vol40/iss2/2)  \nAustralian Journal of Teacher Education  \nStudent Voices in School-Based Assessment  \nSiu Yin Annie Tong  \nBob Adamson  \nHong Kong Institute of Education, Hong Kong SAR  \nAbstract: The value of student voices in dialogues about learning  \nimprovement is acknowledged in the literature. This paper examines how  \nthe views of students regarding School-based Assessment (SBA), a  \nsignificant shift in examination policy and practice in secondary schools  \nin Hong Kong, have largely been ignored. The study captures student  \nvoices through a survey of 423 Secondary 5 students and interviews with  \n45 students in 3 schools concerning the use of SBA in the high-stakes  \nassessment for the English Language subject. Results suggest a wide  \nrange of student perceptions of, and responses to SBA and related  \nfeedback. In general, students indicated that they did not appreciate SBA and were unable to capitalise on the feedback. The paper argues that the  \nintentions of SBA can be threatened if these negative tendencies are not  \naddressed through teacher education, and calls for a dialogic model that  \nallows student participation in debates about learning improvement.  \nIntroduction  \nThe value of student voices in contributing to school improvement initiatives has been increasingly recognised in more developed countries in recent years (see, for example, Czerniawski & Kidd, 2011) . For example, student councils are mandatory in UpperSecondary schools in Denmark; the Ontario Education Act of 1998 required the participation of a student representative on school boards in the Canadian province; groups such as Student Voice have become vocal in North America and the UK; and an Australian bi-monthly magazine, Connect was established in 1979 to support active student participation in education affairs. Lodge (2005) argues that this trend is a product of six inter-connected discourse strands: debates about the nature of childhood; attention to children’s rights, as expressed through international conventions; the promotion of democracy in school life; preparation for future active citizenship; the emergence of the notion of education as an economic good, with concomitant consumer rights for students; and claims that students can make a valuable contribution to school improvement as key participants in learning processes. Lodge expresses reservations about the use of student voices for some purposes (such as the appropriation by adults for their own institutional agenda) but calls for the participation of students in dialogues that improve the capacity of a school to become a vibrant learning community. Such dialogue, he claims,“also enhances adults’ understanding about how young people learn, understand their learning and can take responsibility for their own learning”(Lodge, 2005, 135) . Not all education systems have hitherto embraced the idea of student participation in school governance, debates about policy or curriculum choices. For instance, the locus of this study, Hong Kong, has inherited a comparatively authoritarian model of education from its Chinese and Western heritages and tends (generally speaking) to adopt top-down decision-making processes (Morris & Adamson, 2010) . One goal of this paper is to show that student voices have value in enhancing adults’ un","cbCaim1jkERMJ92W","https://ap.wps.com/l/cbCaim1jkERMJ92W","pdf",143071,15,"English","# Abstract\n## Introduction\n## Assessment reform and AfL\n## Student perceptions and feedback","[{\"question\":\"What does the paper study about student voice?\",\"answer\":\"It investigates how students’ views on school-based assessment (SBA) have been largely ignored in discussions about learning improvement.\"},{\"question\":\"How is the research conducted?\",\"answer\":\"The study uses a survey of 423 Secondary 5 students and interviews with 45 students across three schools.\"},{\"question\":\"What do students generally think about SBA and feedback?\",\"answer\":\"In general, students reported that they did not appreciate SBA and were unable to capitalise on the feedback.\"},{\"question\":\"What solution does the paper propose?\",\"answer\":\"It argues that SBA’s intentions can be threatened without addressing negative tendencies through teacher education and recommends a dialogic model for student participation in debates on learning improvement.\"}]","Student Voices in School-Based Assessment - Part 2 - February 2015 | PDF",1792077547,38]