ABSTRACT
Changes in testing underpinned by a belief that assessment can leverage educational change have often led to top-down educational reforms designed to bring about changes in teaching and learning through changes in testing (Hong Kong Examinations Authority, 1994b; Noble & Smith, 1994a, 1994b; see also chaps. 1 and 3 in this volume). This chapter focuses on changes in one of many facets of teaching and learning, which could potentially be influenced by testing-teachers’ perceptions on selected aspects of teaching derived from a large study in relation to washback (Cheng, 1998a). In particular, this chapter looks closely at the influence of a new examination on teachers’ perceptions.
