Despite emphasis and progress in developing collaborative inquiry in computer-supported collaborative learning research, little attention has been given to examining how collective learning can be assessed in computer-supported collaborative learning classrooms, and how students can have agency in assessing their own collaborative process. We propose that assessments should capture both individual and collective aspects of learning and be designed in ways that foster collaboration. We describe the design of student-directed electronic portfolio assessments to characterize and "scaffold" collaborative inquiry using Knowledge Forum™. Our design involved asking students to identify exemplary notes in the computer discourse depicting knowledge building episodes using four knowledge building principles as criteria. We report three studies that examined the designs and roles of knowledge building portfolios with graduate and Grade 12 students in Hong Kong and Canada. The findings suggest that knowledge building portfolios help to characterize collective knowledge advances and foster domain understanding. We discuss lessons learned regarding how knowledge building may be fostered and provide principles for designing assessments that can be used to evaluate and foster deep inquiry in asynchronous online discussion environments.
[Copyright of Journal of the Learning Sciences is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10508400701193697]

A total of 378 Hong Kong adolescents estimated their own and their parents' IQ score on each of Gardner's 10 multiple intelligences: verbal (linguistic), logical (mathematical), spatial, musical, body‐kinesthetic, interpersonal, intrapersonal, existential, spiritual and naturalistic. They answered three simple questions concerning intelligence and intelligence tests. There were sex differences in eight of the 10 self‐estimates except for verbal and interpersonal. Male participants gave higher scores than female participants. Factor analyses of the 10 dimensions yielded a two‐interpretable‐factor solution: personal–social–spiritual intelligence and academic–arts–kinesthetic intelligence. There were consistent sex differences in the estimates of the academic–arts–kinesthetic intelligence factor for oneself, but not for parents, while there were sex differences in the estimates of the personal–social–spiritual intelligence factor for oneself and for mother, but not for father. The two factor scores were predicted by both gender and belief about intelligence.
[Copyright of High Ability Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13598130600618009]

One of the alleged reasons that males report lower intimacy in same-sex friendships than females is that males tend to be more competitive than females, but this assumption has not been empirically tested. In the current study, 121 Wong Kong adolescents filled out Chinese versions of the Intimate Friendship Scale and the Competitiveness Index. As predicted, females reported having more intimate same-sex relationships than males, and they scored lower on competitiveness than males. However, the correlations between scores on the Competitiveness Index and the Intimate Friendship subscales were small and nonsignificant, suggesting that the sex difference in intimacy was not a function of competitiveness.
[Reproduced with permission of author(s) and publisher from: Cheng, S. T., & Chan, A. C. M. Sex, competitiveness, and intimacy in same-sex friendship in Hong Kong adolescents. Psychological Reports, 1999, 84, 45-48. © Psychological Reports 1999 Full article may be available at the publisher's website: http://ammonsscientific.com/link.php?N=9489]

The present study replicated investigation of the link between Holland's six career interest types and Costa and McCrae's big five personality traits in a Chinese context. A sample of 79 university students from Hong Kong evaluated their own abilities and responded to the Short-Version Self-Directed Search (SVSDS) and the NEO Five-Factor Inventory. Results demonstrated external validity for the SVSDS, and suggested that even when students' self-rated abilities were taken into account, career interests and personality traits still significantly overlapped, although each construct made a unique contribution to the variance in the data. The specific ways in which the dimensions of career interests and personality traits were related to one another were generally consistent with those documented in the literature. The implications for educational research and educational practice in the Chinese context are discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410701366092]