Assessment for student improvement: Understanding Hong Kong teachers' conceptions and practices of assessment

Assessment for student improvement: Understanding Hong Kong teachers' conceptions and practices of assessment

• Brown, Gavin T. L. Hong Kong Institute of Education
• Kennedy, Kerry J. Hong Kong Institute of Education
• Fok, Ping Kwan Chinese University of Hong Kong
• Chan, Jacqueline Kin Sang Hong Kong Institute of Education
• Yu, Wai Ming Hong Kong Institute of Education

Assessment in Education: Principles, Policy & Practice, 16(3), 347-363, 2009

Routledge

2009

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• L Educational Measurement & Evaluation

Learning Education, Secondary Teachers Students -- Rating Of Educational Evaluation Education Schools China

• Hong Kong
• New Zealand
• Australia

• 1997.7 onwards

• Secondary Education

Hong Kong is seeking to increase the use of 'assessment for learning' rather than rely on 'assessment of learning' through summative examinations. Nearly 300 teachers from 14 primary and secondary schools answered a Chinese translation of the Teachers' Conceptions of Assessment inventory and a new Practices of Assessment Inventory. Structural equation modelling showed that there was clear alignment between conceptions and practices. Further, there were significant differences in the conceptions of assessment held by Hong Kong teachers as compared to New Zealand and Queensland teachers. This sample of Hong Kong teachers strongly associated (r=.91) using assessment to improve teaching and learning with making students accountable through assessment, which, in turn, led to a strong use of examination preparation practices (β=.43). Hong Kong teachers believed learning outcomes were improved by using assessments to make students accountable and by preparing them for examinations. These results suggest that broader Chinese cultural norms concerning examinations are part of school culture and may provide barriers for the assessment reform agenda in Hong Kong and other Confucian societies.
[Copyright of Assessment in Education: Principles, Policy & Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09695940903319737]

• English

Journal Articles

• 0969594X

• 10.1080/09695940903319737

https://bibliography.lib.eduhk.hk/bibs/b0a1b322

2011-01-21