This paper describes the development and initial validation of a Chinese reading motivation questionnaire (CRMQ) which was designed to assess Chinese students' reading motivation in Hong Kong. The development of the CRMQ consisted of two steps. In the first study, groups of items were constructed based on achievement motivation theories and existing instruments. The initial version of the CRMQ was administered to a small group of Grade 7 students in Hong Kong and exploratory factor analysis, item-total correlation, and reliability analyses were carried out to assess its psychometric quality. The CRMQ was then revised and administered to a larger sample of Grade 7 students in the second study. Findings of confirmatory factor analysis provided further validation for the proposed factor structure of the revised questionnaire. In addition, findings indicated that students' reading motivation was positively related to their strategy use, reading comprehension, and academic achievement. The findings of this study could enrich our understanding of Chinese reading motivation among Hong Kong students. Implications of these findings for implementing effective reading instruction in Chinese language teaching are also discussed.
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There were no detailed measurement criterion suggested since the introduction of computer studies in secondary schools. In this context, the author encourages that students should do project work. Besides, the author argues that further modifications were needed to establish the category of items and to weigh each category in a way that reflected what skills were necessary and important in programming.

This paper reviews three distinct research programs in performance-based assessment. It also shows the technical qualities of performance-based assessment, and discusses the major problems, strategies, and emerging new directions for performance-based assessment. This review provides information for further consideration using such assessment in the educational system in Hong Kong.

In attempting to adopt exit controls over tertiary graduates' language proficiency, this paper outlines difficulties encounter in implementing such policy; feasible solutions are also suggested, provided with its advantages and disadvantages.

The establishment of a common ability scale is discussed by the author, of which aims at defining the range in English language ability of Hong Kong secondary students and providing English language teachers a reference point for assessing their students' competence.

文章探討幾種代表學生不同程度主動性的中文作文評改方法對高中學生作成績及寫作態度的影響。作者的研究重點在比較教師精批細改法、教師符號批改法、同輩量表互改法、學生量表自改法四種改文方法對學生寫作在效應上是否有顯著的不同。結果顯示，同輩量表互改法在刺激學生修改作文、改善學生寫作習慣及加強學生對評改的記憶等方面，有較佳的表現。（何文勝整理）

作者檢討自1984年開設的中學會考美術課程習作卷，發現當中存在一些值得改善的地方，其中包括：此卷平均分偏高；考生在此卷考獲的成績與節一部份素描卷的成績關係數甚低；評核工作受時間限制；不少有經驗的評審員的離職影響評分水準；此卷並無規限作品形式，因而部份作品未能真正反映學生基本技巧和能力。