An appraisal system for formative and summative purposes in Hong Kong schools: Who to appraise and who to be appraised

An appraisal system for formative and summative purposes in Hong Kong schools: Who to appraise and who to be appraised

Contemporary teaching and teacher issues

• Mo, Kim Wan The Hong Kong Institue of Education
• Chow, Ping Yan The Hong Kong Institue of Education
• Yeung, See Shing The Hong Kong Institue of Education
• Wong, King Por Edwin The Hong Kong Institue of Education

• Barnes, Linda V.

New York

Nova Science.

2005

• R Educational Policy & Administration
  • RF School Supervision, Accountability & Inspection: Education Indicators, Privatization of School

Teacher Education and Professional Development Teacher Education

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

In Hong Kong, as a result of an education reform, the School Management Initiative (SMI), which started in 1991, formally introduced a teacher appraisal system to the schools. Whereas some criteria for teacher appraisal have been set up, there has not been any clear guideline as to who is going to use them to appraise whom. Addressing this issue, this chapter is based on two recent studies on the purpose of teacher appraisal and approaches for formative and summative appraisal. The chapter concludes with some suggestions for implementing a teacher appraisal system for achieving formative and summative purposes, paying special attention to the roles of appraisers and appraisees as well as relationship between appraisal and professional development.
[Copyright © 2005 Nova Science Publishers.]

• English

Book Chapters

• 159454221X

https://bibliography.lib.eduhk.hk/en/bibs/61189509

2015-05-18