Junior secondary science teachers' understanding and practice of alternative assessment in Hong Kong: Implications for teacher professional development

Junior secondary science teachers' understanding and practice of alternative assessment in Hong Kong: Implications for teacher professional development

• Cheng, May May Hung Hong Kong Institute of Education

Canadian Journal of Science, Mathematics, & Technology Education, 6(3), 227-243, 2006

Routledge

2006

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Science Teachers Teacher Development Teacher Effectiveness Science -- Study & Teaching (Secondary) Educational Change Teachers -- In-Service Training

• Hong Kong

• 1997.7 onwards

• Secondary Education

Traditionally, teachers in Hong Kong schools have used formal tests and examinations to generate summative assessment data for rank ordering students. However, recent education reform, supported by research on science learning, has led to a demand for profound changes in assessment practices, including the adoption of methods novel to many teachers. This paper explores the views of junior secondary science teachers regarding the implementation of alternative assessment tasks in science classes and provides insight into the type and level of support required to facilitate the recommended changes. The findings have implications for the prospects of shifting the current culture of science assessment in Hong Kong and elsewhere. The paper concludes with concrete recommendations for supporting teachers in achieving changes in their assessment practices.
[Copyright of Canadian Journal of Science, Mathematics, & Technology Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/14926150609556699]

• English

Journal Articles

• 14926156

• 10.1080/14926150609556699

https://bibliography.lib.eduhk.hk/en/bibs/f6b32bcc

2010-11-24