Hong Kong secondary students’ perspectives on selecting test difficulty level and learner washback: Effects of a graded approach to assessment

This sequential mixed-methods study investigates washback on learning in a high-stakes school exit examination by examining learner perceptions and reported behaviours relation to learners’ beliefs language experience, the role of other stakeholders mechanism, socio-educational forces. The focus is graded approach Hong Kong Diploma Secondary Education English Language Examination (HKDSE-English), incorporated 2012, that allows test-takers choose between easier more difficult sections for reading listening-integrated skills papers. Inductive coding groups involving 12 secondary students fed into development Washback Students’ Learning questionnaire, which was administered another 150 learners. Exploratory factor analyses identified effects revealed four major types straddling different settings (classrooms, tutorial schools, personal environment), seven categories mediating variables pertaining learners themselves, stakeholders, societal influences. Simultaneous multiple regressions influential clusters showed strongest predictors each macro-level type varied. At least one intrinsic extrinsic category significantly contributed all types, reaffirming as socially situated, negotiated construct. Implications related consequences, use, fairness are discussed.