Trying to be fair; but is it really fair?

Trying to be fair; but is it really fair?

Science technology education: Broadening classroom experiences with science and technology: Science & technology education conference'98 proceedings

• Yung, Benny Hin Wai University of Hong Kong

• Volk, Kenneth S.
• So, Winnie Wing Mui

Hong Kong

Hong Kong Institute of Education

1998

• L Educational Measurement & Evaluation
  • LE Public Examinations, Accreditation
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
    • GDA Teaching Objectives, Curriculum & Evaluation

• Hong Kong

• 1997.7 onwards

• Secondary Education

Assessment is now identified as a powerful tool which can he used to influence the educational process positively. Underlying this view is a revolutionary shift in thinking of what assessment is about - from a 'testing' paradigm to a 'educational assessment' paradigm. The HKAL Biology Teacher Assessment Scheme (TAS) introduced in 1993 embodies such a shift in thinking. This paper draws on evidence from a naturalistic study of teachers' classroom practices in the TAS to illustrate that assessment innovation is certainly a necessary, but not a sufficient mechanism for changes within our educational system. It should be undertaken with full regard to problems of teacher interpretation and mediation at the classroom level. Otherwise, this will ruin the best intentions behind the assessment innovation.

• English

Conference Papers

• 9629490218

https://bibliography.lib.eduhk.hk/bibs/9b7c143a

2011-05-27