Hong Kong principals' perceptions on changes in evaluation and assessment policies: They're not for learning

Hong Kong principals' perceptions on changes in evaluation and assessment policies: They're not for learning

• Ngan, Ming Yan The Hong Kong Institute of Education
• Lee, Chi Kin John The Hong Kong Institute of Education
• Brown, Gavin Thomas Lumsden

Asian Journal of Educational Research and Synergy, 2(1), 36-46, 2010

2010

• R Educational Policy & Administration
  • RH Supervisors, School Principals & Administrators

Principals Qualitative Research Discrepancy Evaluation and Assessment Policy

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Hong Kong has introduced new school evaluation and assessment policies since 1997 which need to be implemented by school leaders. This context creates the possibility that policy intentions are not understood, accepted, or implemented. Using discrepancy evaluation analysis, this study reports interviews from 23 Hong Kong school principals about their perceptions and experiences of new policies to do with school evaluation and assessment for learning. The discrepancies fell into five major categories: one size does not fit all; a matter of school survival; workload for teachers; time pressures on those who manage and teach; and learning environment at the schools. The school principals were not convinced that the intended outcomes of helping schools to improve learning were achieved, rather they believed the policies were being implemented to control and close schools unfairly.
[Copyright © 2010 Philippine Society for Educational Research and Evaluation.]

• English

Journal Articles

https://bibliography.lib.eduhk.hk/bibs/6e578a23

2015-11-05