- VOLUME
- ABSTRACT FILE
- TITLE
- High-stakes testing and its impact on students and schools in Hong Kong: What we have learned from the PISA studies
- KEYWORDS
- high‐stakes assessment, school segregation, self‐concept, test anxiety, learning strategies
Using data from the first two cycles of the Programme for International Student Assessment, PISA 2000 and PISA 2003, this paper argues that there is no significant relationship between the use of assessments and learning outcomes in Hong Kong. On the contrary, using assessment for tracking students showed negative effect on achievement. Moreover, students use a significant amount of time on homework and tutoring after normal school hours. Since students are very anxious about their academic performances, they tend to be highly competitive and avoid collaboration in their learning, and consequently Hong Kong students suffer from low self‐ esteem and very high anxiety level even though they perform well in many international studies.