Teacher leaders' perceptions and practice of student assessment reform in Hong Kong: A case study

Teacher leaders' perceptions and practice of student assessment reform in Hong Kong: A case study

• Yu, Wai Ming The Hong Kong Institute of Education

Planning & changing, 46(1), 175-192, 2015

Illinois State University. Department of Educational Administration and Foundations

2015

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

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This paper reports a case study of four project schools in the primary school context of Hong Kong. It has investigated how teachers who were assigned subject panel head's and curriculum leader's roles perceived the student assessment reform and how they experimented with new assessment strategies in the school policy and classroom practice. The major focus of the paper lies on how these teacher leaders expressed their understanding of student assessment reform in classroom practice. The main discussion of findings shows the perception of these teacher leaders on student assessment reform, how they put their ideas of formative assessment into practice, and in addition, the challenges they faced in the reform process.
[Copyright © 2015 Illinois State University.]

• English

Journal Articles

• 00320684

https://bibliography.lib.eduhk.hk/bibs/e562b3ed

2016-12-09