Journal Articles
How science teachers' concerns about school-based assessment of practical work vary with time: The Hong Kong experience
- How science teachers' concerns about school-based assessment of practical work vary with time: The Hong Kong experience
- Research in Science & Technological Education, 22(2), 153-169, 2004
- Routledge
- 2004
-
- Hong Kong
-
- 1997.7 onwards
-
- Secondary Education
- School-based assessment of science students' practical skills has two important roles—as a complement to written papers in public examinations and as a catalyst for enriching the science curriculum in schools. This article describes a quantitative study of the concerns chemistry and biology teachers experience as they engage in the process of implementation of a school-based assessment scheme for practical work. A 23-item questionnaire was developed to measure five categories of teacher concern: evaluation, information, management, consequence and refocusing. The nature of each category of teacher concern is discussed in relation to innovation adoption and implementation. Data were collected from 400 chemistry and 412 biology teachers in Hong Kong. Teachers' information and management concerns lessened in intensity when they became experienced users of a school-based assessment scheme. However, teaching experience alone could not motivate teachers to think more about the impact of school-based assessment on student learning, their professional development in student assessment and the possible refinements in their school-based assessment scheme. Concerns-based interventions are suggested to help teachers grow professionally. [Copyright of Research in Science & Technological Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/0263514042000290877]
-
- English
- Journal Articles
-
- 02635143
- https://bibliography.lib.eduhk.hk/en/bibs/ab223803
- 2010-09-08
Recent Journal Articles
深圳、香港、臺北幼兒園教師工資待遇比較分析Journal Articles
Factors affecting university students’ generative AI literacy: Evidence and evaluation in the UK and Hong Kong contextsJournal Articles
香港幼稚園現有課程統整模式的可行性分析Journal Articles
The role of perceived teacher support in students’ attitudes towards and flow experience in programming learning: A multi-group analysis of primary studentsJournal Articles
Enhancing academic writing in a linguistics course with generative AI: An empirical study in a higher education institution in Hong KongJournal Articles
Enhancing university students’ engagement in studying assistive technology by case-based active learning: A pilot study in Hong KongJournal Articles
Developing and validating a scale of empowerment in using artificial intelligence for problem-solving for senior secondary and university studentsJournal Articles
Self-compassion mediates the associations of mindfulness with physical, psychological, and occupational well-being among Chinese kindergarten teachersJournal Articles