2016．第44卷第1期（Vol. 44 No. 1）．pp. 159–193
The Fine-tuning Medium-of-instruction Policy in Hong Kong: A Case Study of the Changing School-based Test Papers in Science Subjects
Jim Yee-Him CHAN（陳以謙）
This study examines changes in the school-based Chinese vis-à-vis English test papers in two content-area science subjects (i.e., integrated science and computer and information technology) in a secondary school in Hong Kong during the implementation of the new medium-of-instruction (MOI) initiative, in that schools were shifting to adopting content-based English-medium instruction (EMI) teaching at the junior secondary level. The analysis of the assessments was via two main stages. First, a descriptive approach was adopted to investigate any observable changes in the assessment designs and formats. Second, all the test items in the test papers were evaluated in the dimensions of cognitive and knowledge categories using the revised Bloom’s taxonomy as the analytical framework. The findings reveal that there was a reallocation of question types and pedagogical foci as well as a decrease in score proportions and varieties of questions assessing higher-level cognitive processes and knowledge in the revised test papers. This article concludes by highlighting the possible effects brought about by the revised school-based assessment and the need to continue to investigate the influence of the new policy.
Keywords: assessment; content-based teaching; medium of instruction; fine-tuning policy; revised Bloom’s taxonomy; Hong Kong