In 2006 a new form of assessment of student speaking was introduced in the Hong Kong senior secondary school system; the new assessment intends to incorporate aspects of assessment for learning within the formal examination system in order to assess aspects of language proficiency that are difficult to assess in exam situations. In 2009 in anticipation of a restructuring of the Hong Kong secondary-tertiary education system to 3+3+4, the new oral assessment, only three years old, is undergoing adaptation and expansion to incorporate an elective component and further professional development support. Working with teachers on the adaptation has provided an opportunity to evaluate the ways that teachers’ understandings of the fundamental construct underlying “oral interaction” have changed in these four years, and whether or not the changes may be attributed to the assessment reform.

Drawing on data collected during teacher-involved assessment development activities, including teacher reflections in focus groups, classroom observations, and observation and analysis/comparison of students’ group oral interaction episodes within their own classrooms, this paper explores Hong Kong teachers’ understanding, attitudes and practices of what characterizes good oral interaction in spoken ESL assessment interactions. The study finds that, although teachers as a whole fall into the common pattern of stages of concern (Hall & Hord 2000), there are encouraging indications of teachers’ increasing confidence in moving into more collaborative advisory roles in their classrooms. It seems that teachers are becoming clearer about the constructs that underpin the domains and criteria used to both teach and assess students’ oral interaction language and language-related domains, and to provide them with formative feedback for the future. The consequences for teacher professional development will also be discussed.