The Fine-tuning Medium-of-instruction Policy in Hong Kong: A Case Study of the Changing School-based Test Papers in Science Subjects

香港微調教學語言政策：科學學科校本試卷轉變的個案研究

陳以謙(Jim Yee-Him CHAN)

《教育學報》 44卷1期 (2016/06) Pp. 159-193

摘要

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.

關鍵字

assessment ； content-based teaching ； medium of instruction ； fine-tuning policy ； revised Bloom's taxonomy ； Hong Kong

並列摘要

本研究以一所中學為例，探討香港微調教學語言政策於實施前後，初中校本科學學科（即綜合科學科和電腦與資訊科技科）試卷的轉變。由於該校初中班別部分學術科目從母語教學轉為以英語授課，相關校本試卷亦轉以英語提問和作答。試卷的分析主要分為兩個階段：首先，研究集中描述試卷在設計和格式上的變化；其次，試卷中所有題目以修訂版布盧姆教育目標分類學來分析其認知和知識兩個範疇。研究結果顯示，新政策下試卷的問題類型、考核內容及得分比例均作重新分布，其中認知和知識範疇較高層次的題目比例相對減少。本文最後總結該初中校本試卷變化可能帶來的影響，並指出新教學語言政策的影響仍有需要繼續研究。

並列關鍵字

評估 ； 學科內容語言教學 ； 教學語言 ； 微調政策 ； 布盧姆教育目標分類學的修訂版 ； 香港