Teachers have had to face a number of difficulties when school-based assessment (SBA) was introduced for most subjects of the New Secondary School curriculum in Hong Kong from 2009. This paper draws on data from a project that supports the implementation of rubrics in inquiry learning for the subject of Liberal Studies. It aims at studying the way the use of rubrics enables teachers to address the challenges of SBA and at identifying useful strategies to address these challenges. The project invited ten secondary schools in which thirty-six teachers and more than 400 students were involved. Data were collected from teachers, students and classroom observations. The paper formulates four strategies by which rubrics are used to enhance the implementation of SBA, namely increasing the validity of assessment, diagnosing students’ learning needs, providing a supportive and non-competitive assessment environment, and enabling students to develop a personal learning path.
[Copyright © 2010 James Nicholas Publishers.]