語文歷來是高考受關注最多的科目,不論是內地還是香港、臺灣,專家們都在努力探索合適的語文能力評估方式,近年來各地的高考改革,語文試題的變化及重要程度更加明顯。自2013年北京市教委向社會廣泛徵求提高語文高考分值意見開始,內地進入“大語文”時代,2017年被稱為“新高考元年”,語文高考愈發重視對語文學科核心素養的考查。香港地區高中新課程的實施始於2009年,課程變動導致香港中學文憑考試(HKDSE)應運而生。首屆香港中學文憑考試於2012開始,其中中文科作為四項核心考試之一,在中學文憑試上佔有重要地位。臺灣地區自2002年起全面實施大學多元入學方案,語文科試題尤其體現出重視對傳統國學文化傳承。共同作為三地母語的語文科高考顯然需要更深入的研究,這不僅可以幫助了解各地語文教育的特點,也可以讓我們了解當前內地語文教育發展的現狀,融合眾家之長,為今後語文試題命制和語文教學提供參考和建議。在本研究之前,文獻大多是對內地與香港,或大陸與臺灣高考試題的比較研究,且年代較為久遠,鮮有對內地、香港、臺灣近些年語文高考試題的三地比較研究。本研究基於當前內地、香港、臺灣語文高考的大背景,以2012-2017年大陸語文全國I卷、香港中學文憑試(DSE)語文卷和臺灣學測語文卷為研究對象,採用文本分析法和比較分析法,首先對三地六年語文試題的試卷結構和內容分別進行梳理分析,在此基礎上進行試卷異同點的比較研究,分析三地高考語文試卷各自的特色和可相互借鑒之處。論文主要研究結果發現:第一,各地語文試卷體現不同的語文教育目的;第二,對“語文素養”的考查各有偏重;第三,閱讀材料不同程度地體現出與現實生活的聯繫;第四,試卷結構及試題題型靈活多樣。在此基礎上得出五點主要結論:第一,課程標準或文件的指導功能突出;第二,試卷都充分照顧“一綱多本”的影響;第三,對語文能力的考查體現出不同形式的探索;第四,對閱讀能力考查要點的安排同中有異;第五,三地語文高考試卷的編制處於不斷調整變化之中。綜合這些結論,對試題的命制提出了四點建議:第一,要進一步強化試卷對傳統文化的考查;第二,加強語文試卷與當下社會的聯繫;第三,閱讀能力考查要點宜增加鑒賞、表達應用和探究能力;第四,增強語文試卷寫作的選擇性和自由度。

This research aimed to develop a short form of the Self-assessment Practices Scale (SaPS). Guided by a process model of self-assessment, the SaPS scale was designed to assess the actions students engage in during the self-assessment process. The data used for developing the original 20-item SaPS (SaPS-20), i.e., 1,416 Hong Kong students ranging from Primary 4 to Secondary 3, were reanalyzed, and a 12-item short form (SaPS-SF) was developed. Factor analysis and Rasch analysis were applied in complementary ways to examine the psychometric properties of the SaPS-SF. The results showed that factor structure of the original scale held in the SaPS-SF, and all items fitted the Rasch model requirements sufficiently and measured the constructs as theorized. The findings presented in this study facilitate the measurement of self-assessment practice in a parsimonious and effective way. Copyright © 2020 Yan.

Using both quantitative and qualitative methods, this study aims to examine the relationship between the personal, communal, environmental, and transcendental domains of spiritual well-being of university students in Hong Kong and their academic performance measured by Cumulative Grade Point Average (CGPA). The study is guided by two research questions. Research Question One: What are the relationships between university students’ spiritual well-being and their academic performance as measured by CGPA?Research Question Two: If there are any relationships between university students’ spiritual well-being and their academic performance, how are the background demographic variables, including major discipline, family socio-economic status and religious beliefs related to spiritual well-being and academic performance?The quantitative part of the study consists of a survey that collects data from a random sample of 1,130 Year 2 and Year 3 students from three universities in Hong Kong. The questionnaire used is adapted from the Spiritual Health And Life-Orientation Measure (SHALOM) developed by John Fisher. The quantitative findings indicate a moderate positive relationship between the spiritual well-being of the respondents and their academic performance; the results also demonstrate that students’ academic performance corresponds with their levels of spiritual well-being. The qualitative part of the study is comprised of 11 focus group discussions. The findings of this support the quantitative findings and contribute to the exploration of the background variables that mediate the abovementioned positive relationship. The study also involves data triangulation.The findings suggest that the resulting positive relationship can be explained by three demographic features, namely, family social-economic status, major disciplines, and religious beliefs. Thus, these demographic features are used to delineate and analyze the positive relationship and the various patterns of the relationship

This article analyses an assessment initiative known as the Basic Competency Assessment (BCA) in Hong Kong using Bernstein's performance and competence models of pedagogic practice. On the one hand, BCA is aligned with a competence model through its official projection as a low-stakes, student-focussed and formative assessment. However, an examination of the public perception of and context for BCA reveals its high-stakes, disciplines-centred and summative nature; it is argued that BCA reflects a performance model with strong classification, strong framing and visible pedagogies. The example of Hong Kong illustrates the usefulness of Bernstein's theory and extends the existing research on the interactions between local culture and pedagogic practices.
[Copyright of British Journal of Educational Studies is the property of Routledge.]

While assessment for learning (AfL) has been strongly promulgated by an increasing number of education systems internationally, little research is available that investigates students' responses to such AfL innovations, particularly in a Chinese learning context. There is a need to research and evaluate the AfL practices introduced and their impact on student learning approaches. This study focused on students' perceptions of AfL practices and the relationships these have with students' learning approaches. The study investigated perceptions of AfL practices experienced by students (N = 582) at three universities in mainland China and Hong Kong. Results indicated that student AfL experience positively influenced their learning approaches. Results revealed that all dimensions of students' perceived AfL experience (i.e., engagement with subject matter, teacher support, and peer support) were found to be significantly positively correlated with students' tendency to use a deep approach to learning, suggesting that in the Chinese and Hong Kong university environment, AfL practices contribute to students adopting a meaningful approach to learning.
[Copyright of Measurement is the property of Psychology Press.]

Empirical evidence shows that Hong Kong teachers, especially beginning teachers, are suffering from emotional challenges in their professional lives. This project aimed at enhancing student teachers’ understanding of emotion regulation and cultivating their capacity on emotion regulation to improve their performance in Field Experience. These were achieved through the inclusion of an intervention on emotion regulation in a core undergraduate course, which is offered just before Field Experience.The qualitative data comprised pre- and post-interviews. Twelve students for experimental and control groups respectively participated the two-round interviews. These 24 students were asked to video one lesson and handed it to the project team. Quantitatively, the pre-survey on emotion regulation was conducted with 240 students in the first lecture of the course and the post-survey was conducted to the same group after Field Experience. The performances of the 240 students in Field Experience were collected for comparison analysis.Quantitative data showed that the mean scores for positive emotions in the post-survey are higher than those in the pre-survey (Love, Joy) and the mean scores for negative emotions are lower than those in the pre-survey (Anger, Sadness, Fear), and three mean differences are significant, namely Love, Joy, and Anger. Qualitative data showed that they understood more on emotion and regulation and indicated that including teacher emotion and emotion regulation content in the course is helpful for their coming field experience and day life. Implications to include emotion regulation in training programmes are discussed. Copyright © 2018 HKERA International Conference.

Adopting a phenomenographic approach, Learning Study utilises diagnostic approaches to identify students’ ways of understanding before teaching to tailor-make teaching to cater for students’ needs and after teaching to evaluate the effectiveness of pedagogical designs in research lessons. Yet in the existing publications, there was little discussion on the methodology of designing and analysing pre- and post-tests in Learning Study to ensure the test validity and reliability. This paper reports a study that attempted to fill the knowledge gap by analysing the pre- and post-tests adopted in 16 Learning Study projects in Hong Kong (4 from each of the four key learning areas, i.e., Chinese, English, mathematics and science, 2 from primary schools and 2 from secondary schools respectively in each area). It reviewed the frameworks of test validity and reliability by Heffner (2014) and designed a comprehensive checklist of test validity and reliability for analysing the 16 sets of pre- and post-tests in terms of purposes, contents, structures, types of questions and ways of test analysis. It was found that the application of Variation Theory helped identify the critical features and their structure, which enhanced construct and content validity of the tests. The use of pilot tests and team meetings promote Inter-Rater Reliability. Observations of teaching and pre- and post-lesson interviews were often employed to triangulate with test data to increase the credibility of evaluation. The paper concludes with recommendations for developing valid and reliable pre- and post-tests for diagnostic purposes in schools. Copyright © 2017 World Association of Lesson Studies.

Assessment as learning (AaL) puts students at the centre of learning and is considered a powerful alternative assessment approach that can maximize student learning. How it can be applied as a pedagogical and assessment tool in writing classrooms, however, is not clearly understood. Research on the implementation of AaL as a unitary concept in L2 writing classrooms is scant, particularly at the primary level. To fill these gaps, the study investigates the implementation of AaL in two Hong Kong primary writing classrooms from teachers' and students' perspectives, focusing specifically on the perceived benefits and problems. Using data gathered from interviews with two participating teachers and six selected students, as well as classroom observations, the findings show that the teachers' very first attempt to put AaL into practice reaped benefits for themselves and the students, but a few problems were noted too, which provide useful implications for practice and further research. Copyright © 2019 Elsevier Ltd. All rights reserved.

This study was conducted in a Hong Kong secondary school and investigated teachers' views of a nontraditional reporting system referred to as "the narrative student report." The report facilitates delivery of descriptive feedback to students to encourage their development as self-regulated learners. A single location case-study was used with ethnographic components (long-term observation in natural setting, interviews, discussion). Information was collected mainly from observations and individual interviews with 15 teachers. The school is an "inviting school" that has adopted the Invitational Education model as a way of energizing students to realize their full potential. The findings here confirmed data from a previous study that examined students' views of the same system. The students identified four crucial influences that affect the success of the system. To this list, teachers here have added three more influences — teachers' shared beliefs, various learning opportunities, and teachers' professional development. The findings are interpreted from the perspective of invitational education. Copyright © 2013 The Hong Kong Professional Counselling Association.