Using language tests for upgrading knowledge: The phenomenon, source and consequences

Abstract This paper is divided into two sections. The first part looks at the way in which many high stakes tests have been introduced for reasons of political expediency rather than educational benefit. It examines the consequences of using tests in this way and suggests that when tests are used as disciplinary tools their introduction leads to a narrowing of the curriculum rather than an improvement in learning. The second part of the paper examines the introduction in Hong Kong of the Language Proficiency Assessment for Teachers in light of the earlier discussion and suggests that a number of questions need to be addressed if the assessment is not to have the reverse effect to that intended by the Education Department