Assessment for learning and teacher development: The experience of three Hong Kong teachers

Assessment for learning and teacher development: The experience of three Hong Kong teachers

• Wong, Marina W. Hong Kong Baptist University

Teacher Development, 11(3), 295-312, 2007

Routledge

2007

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests
• R Educational Policy & Administration
  • RG Education Reforms

Curriculum Design Music Education Foreign Countries Music Teachers Teacher Student Relationship Professional Development Elementary School Teachers Program Implementation Alignment (Education) Educational Assessment Student Evaluation Instructional Effectiveness Case Studies Elementary School Curriculum Curriculum Development Observation Interviews Educational Change Teacher Workshops Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education

This paper reports findings from an investigation of the implementation of "assessment for learning" in classroom music instruction in Hong Kong primary schools, focusing on the changes in assessment practice and music teachers' classroom instruction. Qualitative methodology was employed to document the cases of three music teachers. It was found that change in assessment practice in classroom music instruction led to a change in curriculum design which enhanced curricular alignment, as well as change in the mode of instruction which facilitated communication and interaction between teachers and students.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530701644599]

• English

Journal Articles

• 13664530

• 10.1080/13664530701644599

https://bibliography.lib.eduhk.hk/en/bibs/1f851cb7

2010-09-06