本文首先分析中小學教育實踐中人們混淆常模參照與目標參照兩種測試的原因，進而提出一些實施目標參照測試的方法，如設計參照標準，合理地命題、評分、解釋分數等，從而使校內測試更好地促進學生全面地、積極地、創造性地學習。
This paper begins with analyzing the reason why Criteria-referenced and Norm-referenced tests are often misunderstood and misused in schools. It then goes on to suggest some methods in implementing the school-based Criteria-referenced tests, including setting up standards for assessing academic achievement, designing test questions and interpreting test's results. In so doing, we aim to improve the quality of school-based tests in order to engage students in a more active and creative way of learning.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

It is widely accepted that assessment has a link with learning. One key factor in the link is formative assessment. Formative assessment is generally defined as taking place during a course with the express purpose of improving pupil learning. However, there is still considerable disagreement over the roles of teachers and pupils in this process (Torrance & Pryor 1998, p.8). It is therefore very important to understand how teachers perceive their roles and their pupils' roles in the formative assessment events. This paper will report on an investigation into teachers' perceptions of their roles and their pupils' roles in the formative assessment process. The investigation, which involved over 1000 teachers from 35 primary and secondary schools in Hong Kong, invited teachers to show their views by completing a questionnaire. To supplement the data collected from the questionnaire survey, a sample number of teachers were interviewed. Discussion will be focused on a comparison of the findings with the current literature, leading to some implications for the roles of teachers and pupils in the formative assessment process.
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This report is concerned with the development of measurement scales for self-learning of secondary students. Self-learning refers to a process whereby the learner participates actively in the act of learning, including planning, goal setting, progress monitoring, selecting learning strategies and controlling the learning environment. The capacity for self-learning has been accorded high priority in recent years by major education systems, particularly those in the Asia Pacific region. This study is motivated by the lack of measurement tool available for the study of self-learning in countries where Chinese is the main medium of instruction, including China, Hong Kong, Macau, and Taiwan. The sample comprised 398 secondary students from Hong Kong secondary schools and a comparable sample of 200 secondary students from Macau. Questionnaires with Likert items were administered to the students during class-time. Scales included students' goal setting, academic motivation, self-efficacy, information processing strategies, monitoring and management of learning resources. Rasch modelling and confirmatory factor analysis were used to establish construct validity of these scales. Differences across males and females, grade levels, and regions were reported in the paper.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]