Enhancing student learning and teacher development: Does "assessment for learning" matter?

Enhancing student learning and teacher development: Does "assessment for learning" matter?

• Ng, Shun Wing University of Saint Joseph
• Kwan, Yee Wan University of Saint Joseph
• Huey Lei,Ka Hio University of Saint Joseph

International Journal of Educational Reform, 29(3), 275-292, 2020

Sage Publications Ltd.

2020

• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests

Learning Study Assessment for Learning Teacher Professional Development Student Learning

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This paper aims to report a case study of exploring the effect of "assessment for learning" on improving student learning and facilitating teachers' professional development in the examination-oriented context of Hong Kong. By adopting Variation Theory of the Lesson Study approach, data were collected through pre- and post-tests, interviews with students and teacher participants and observation field-notes in order to help diagnose students' learning difficulties and provide evidence for teachers to refine their teaching strategies to enhance students' learning effectiveness. The students' improvement in learning performance informed the teacher participants of the usefulness of 'assessment for learning' in the classroom. Copyright © Sage Publications Ltd.

• English

Journal Articles

• 10567879

• 10.1177/1056787920918595

https://bibliography.lib.eduhk.hk/en/bibs/0fae2d1d

2021-02-16