The Washback: The Impact of the Hong Kong Territory-wide System Assessment (TSA) on Primary Chinese Language Teachers
本研究是從香港小學中文科教師角度探討「全港性系統評估」（TSA）對他們的影響。過程中採用定量研究（quantitative approach）和定性研究（qualitative approach）兩種研究方式。研究發現，TSA對教師在課程設計、教學和評估方面產生了正面和負面的倒流效應。在課程設計方面，教師注重TSA的考試內容，課程雖涵蓋聽、說、讀、寫的訓練，但卻忽視品德情意教育。就教學方面而言，教師參考TSA所考內容，設計練習幫助學生應試，但也有教師花了太多時間操練學生做TSA的試題，反而阻礙了教師教學的發揮空間。就評估方面來說，教師設計形式和內容與TSA相似的校內試卷，學生成績雖有進步，但由於題目變化不大，學生習慣了這些僵化的試題，反而讓他們對學習提不起興趣。本研究最後對此提出一些建議。
This research aims at exploring Territory-wide System Assessment (TSA)’s effect on Hong Kong primary Chinese language teachers. The study employed a combination of quantitative and qualitative methods, with data being collected through questionnaires and interviews. This research finds that both positive and negative washback effects were coexisted. With regard to the curriculum design, teachers have paid attention to what TSA emphasizes. The four importance aspects (reading, writing, speaking and listening skills) were stressed in the curriculum with emphasis on the training students’ language abilities, but they might neglect the aims of developing students’ moral and emotional issues. With regard to teaching, most teachers used TSA exercises to help students to handle TSA. However, such drilling activities might destroy teachers’ autonomy to teach. With regard to the assessment, students were accustomed to the style of TSA and they showed progress in their learning. However, if the content of TSA was not diversified and drilling exercises were being emphasized, students might lose interest in their learning. On the basis of the major findings, this study also makes recommendation at the conclusion.
|關鍵詞||全港性系統評估、倒流效應、正面倒流效應、負面倒流效應、TSA (Territory-wide System Assessment)、washback effect、positive washback effect、negative washback effect|