School-based assessment of fieldwork in Hong Kong: dilemmas and challenges

Abstract

School-based assessment of fieldwork has been introduced into public examinations in geography in many countries. School-based assessment (SBA), as the name suggests, is the assessment of fieldwork within the institution (school or college) the work is undertaken. According to government assessment agencies, their aim in introducing SBA in public examinations is to create a positive backwash effect on geography teaching, as well as to enhance the validity and reliability of fieldwork assessment. This article explores how the standardisation of fieldwork approaches and assessment criteria can impact upon students' real-world experience and appreciation of work outside the classroom. It highlights the potential repercussions of introducing SBA of fieldwork into the Hong Kong Diploma of Secondary Education (HKDSE) examination. The findings of the research reported here suggest that the benefits of SBA of fieldwork may only be gradually realised, with the development of a school-based curriculum and assessment culture.

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