The Hong Kong Education Reform, which calls for a realignment of assessment practices, addresses the assessment theories of the early 21st century and tries to move Hong Kong from an educational culture of “Assessment of Learning (AoL)” to a culture of “Assessment for Learning (AfL)”. This paradigmatic shift of culture, addresses the assessment theories formulated during the past decade that call for assessment practices which should drive both teaching and learning (Biggs and Watkins, 1999). However, most Hong Kong classrooms currently still use assessment as a tool for measuring learning instead of a mean for facilitating learning (Berry 2005). In view of this, an investigation was initiated in the purpose of achieving a better understanding of the assessment actions in the classroom. The investigation included twenty-seven teachers from nine secondary and primary Hong Kong schools which focused on assessment used in the classroom as seen from lesson observations of the participating teachers. The data collected was analyzed by using Torrance & Prior’s divergent (AfL) and convergent assessment (AoL) framework (1998). It was found that there were key tensions and important opportunities in the assessment and learning processes in the classrooms. The paper will first give some background information about the paradigm shift of assessment culture, followed by a presentation of the findings of the investigation and a discussion on the key tensions and important opportunities in the assessment and learning processes in the classroom.

One of the main focuses of education is to empower learners with the abilities of learning how to learn. The Curriculum Development Council (2000, p. 54) points out that “Assessment could facilitate learning to learn”. This kind of facilitation, however, can only be achieved by using a “right” form of assessment. The less effective of the forms of assessment, suggested by the Curriculum Development Council, are the ones that inhibit or narrow learning opportunities and therefore, their use should be reduced to a minimum. The “right” forms, accordingly, are the ones that provide learners with plenty of learning opportunities. This paper first highlights the problems of the assessment practices in Hong Kong education contexts by reporting the criticisms made by a review team and the findings of a small-scale study into the assessment practices in Hong Kong schools. Then it stresses the close relationship of assessment and learning and discusses the place of alternative assessment in this kind of relationship. Ten assessment strategies have been developed to bring the concept of assessment for learning into practice in educational contexts.
[Copyright © 2003 University of Macau.]

Aiming at providing quality teaching and learning in higher education, the pendulum of education has recently swung back to Outcome-Based Learning (OBL), in which higher education institutes need to assess the extent to which they have attained those learning outcomes planned for their students. However, OBL assessment is still at its developmental stage with amorphous nature. For this, the present paper proposes a mixed-method approach and consolidates the assessment by providing different methods, namely expert-panel assessment, qualitative longitudinal study, institute-level survey, and course-level evaluation, as means of obtaining more precise results. Integrating findings from different methods is also briefly discussed.
[Copyright of Revista de Cercetare si Interventie Sociala. Full article may be available at the publisher's website:
http://rcis.ro/en.html]

How students understand, feel about and respond to assessment might contribute significantly to learning behaviour and academic achievement. This paper reviews studies that have used a relatively new self-reported survey questionnaire (Students' Conceptions of Assessment - SCoA) about student perceptions and understandings of assessment. Confirmatory factor analyses and structural equation modelling results have shown, consistent with self-regulation theory, that the SCoA inventory has meaningful relations with academic performance among New Zealand high school students. Further, German, Hong Kong, American, and New Zealand studies have shown that the SCoA has relations to motivational constructs (e. g. effort, learning strategies, interest, self-efficacy and anxiety) that are also consistent with self-regulation. The SCoA inventory extends our understanding of how student conceptions of assessment are an integral part of self-regulation and provide a warrant for use in research studies investigating test-taker responses to assessment practices and innovations at both university and high school levels.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2011.599836]

Literature reveals that there are very few validated motor proficiency tests for young children. According to Gallahue and Ozmun, the Bruininks-Oseretsky Test of Motor Proficiency is a valid test. However, manipulative skills, which are classified as gross motor skills by most motor development specialists, are only tested in the Upper Limb Coordination Subtests but not in the Gross Motor Subtests of BOTMP. As there is no evidence that the five subtests of BOTMP: Running Speed and Agility, Balance, Bilateral Coordination, Strength and Upper Limb Coordination are of the same construct, this paper aims at using BOTMP to explore the construct validity of these five skills. The gross motor proficiency of 333 Hong Kong preschool children was assessed by the five subtests of BOTMP. The results indicated that the five subtests of BOTMP were of one underlying construct in measuring the gross motor proficiency of the preschoolers.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004430.2011.536640]