Having academic honesty is a valuable character for tertiary level learners in their learning journey. The purpose of the current study was to study tertiary students’ behaviors of academic honesty regarding school assignments. Data from 8 public universities in Hong Kong were collected through a questionnaire. This questionnaire contained ten scales for evaluating the five components of “the theory of Planned Behavior: 1) attitude toward behavior, 2) subjective norm, 3) perceived behavioral control, 4) intention and 5) behavior”. Rasch analysis had been used for examining psychometric properties of the modified study instrument and generate students’ measures. These students’ measures were then subjected to a path analysis for investigating relationships among 5 components. Results of the path analysis revealed good model-data fits on the two constructs: avoiding academic misconducts and upholding academic truth. Regardless of the predictive power of subjective norms is debatable, attitudes toward behavior and perceived behavioral controls are significantly related to the intentions and behaviors of tertiary students in maintaining academic honesty. The significance of this current study suggests that the implications of results contribute to further research. These contributions to researchers and practitioners include the advancement of current research and teaching techniques, all of which are presented in this thesis. All rights reserved.

Collaborative lesson planning (CLP) is a key component of teachers’ professional development that responds to students’ ever-increasing learning needs. This study aimed to develop and validate an instrument to evaluate teachers’ CLP practices. Guided by the SECI (socialisation, externalisation, combination, and internalisation) knowledge-creation model of Nonaka and Takeuchi (1995), items assessing CLP practices were developed. To validate the CLP scale, we analysed data from 540 primary and secondary school teachers in Hong Kong. Exploratory factor analysis on a random half of the sample suggests a four-factor solution that supports the SECI model. A confirmatory factor analysis and multidimensional Rasch analysis on the remaining half of the sample confirmed the four-factor structure. Both analyses support the dimensionality of the four-factor model, rating scale effectiveness, and item fit statistics. The final version of the CLPS has 21 items that assess teachers’ CLP practices under the four SECI processes. This instrument has practical value in assessing, monitoring, and promoting collaborative teaching practices in school. The study's limitations and implications are discussed. Copyright © 2022 Elsevier Ltd. All rights reserved.

Approximately 6% of the population are estimated to have difficulties with learning about numbers and arithmetic, generally regarded as dyscalculia (or mathematics learning disability). As no standardized procedure for identification of dyscalculia for primary students is currently available in Hong Kong, this study aimed to develop a math achievement test in identifying at-risk Primary students for dyscalculia, as a first step to serve this purpose. A sample of over 1000 Grade 1 to 6 students were invited to complete a comprehensively designed math achievement test, and items were selected based on their functioning. The finalized scales had good reliability and validity. The test provides psychologists and teachers a tool to assess students’ math achievement and may potentially serve as a diagnostic tool of at-risk Primary students for dyscalculia in Hong Kong. All rights reserved.

This study aims to report on the psychometric properties of SCALE, a newly developed assessment instrument, that is based on the central curriculum for students with intellectual disabilities, using Rasch Analysis. Results indicated that the SCALE could classify students into at least 13 levels of abilities, and that the range of item difficulty was capable of stratifying students’ abilities into 8 to 11 attainment levels. The Rasch statistics demonstrated that the assessment results using SCALE had a high degree of validity and reliability. Its uni-dimensionality as an instrument to measure the attainment levels of the four Key Learning Areas in the central curriculum was also supported. Results from the Rasch Analysis showed that the SCALE measure is a well-validated instrument in identifying the differential levels of attainment. Based on the SCALE data, teachers can design learning materials and activities to match the performance levels of individual students. In addition, the use of the SCALE attainment descriptors to differentiate students’ attainment levels would enable teachers in schools to document progress of their students within an academic year. Subsequently, this enables them to reflect on their teaching effectiveness and make adjustments for the following year. 本研究旨在報告「融通學習成效量表」(SCALE)的心理測量數據特性。「融通學習成效量表」(SCALE)是為連接特殊學校與主流學校課程而研發出來的一項嶄新的評估工具。研究採用等級量尺模式分析法 (Rasch Analysis)‧結果顯示SCALE能把學生的學習能力表現至少可分13個不同程度;且其項目難度也能將學生能力分為8至11個學習能力表現水平級別。從統計數據顯示出SCALE擁有極高信效度。單一構念向度方面的數據亦顯示出SCALE能辨別出有特殊教育需要的學生於四個主要學習領域的學習能力表現之差異。故此,老師能使用SCALE的評估結果,去設計適合個別學生能力的教材及活動。此外,SCALE中的學生學習能力表現指標,亦能讓老師根據SCALE評估結果所提供的實證來衡量學生於每一學年間的學習進度,從而反思自己的教學效能,並在下一個學年為學生的教學作相應的調整。
[Copyright of Hong Kong Journal of Special Education is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

The SCALE, an assessment instrument to align assessment with the central curriculum for pupils with intellectual disabilities was developed by a team of teacher leaders from nine special schools in Hong Kong. This study aims to report on the psychometric properties of the SCALE using Rasch analyses. Results indicate that SCALE possesses a high degree of validity and reliability. It can classify pupils into at least 13 levels of abilities, and that the range of item difficulty is capable of stratifying pupils' abilities into at least 8 to 11 attainment levels. Uni-dimensionality of the SCALE was also established. The use of SCALE in providing evidenced-based outcome data to document progress of pupils across their years in education, and, to inform school-based curriculum planning, is discussed. Impact of a well-validated curriculum-based assessment measures on accountability from the perspectives of assessment of learning and assessment for learning are also considered.
[Copyright © CONFAB JOURNALS].

Outcome-based education (OBE) is a current initiative in Hong Kong universities, with widespread backing by governments and standards bodies. However, study of students' perceptions of OBE and validation of understanding these perceptions are lacking. This paper reports on the validation of an OBE-specific instrument and resulting preliminary findings. Instrument responses (n = 89) were analysed using Rasch and exploratory/confirmatory factor analyses. Both approaches identified two dimensions (i.e. evaluation and comparison). Challenges and modifications to the instrument items and their relationships to constructs are discussed. Preliminary findings suggest students did not perceive significant differences between OBE and traditionally organised courses. Lack of explicit discussion of OBE with the students may have denied students the ability to make fully informed evaluations of OBE innovations. Implications for instrument validation and evaluation of initiatives in an OBE context are discussed as is the broader issue of transparency in teacher education curriculum design and implementation.
[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1359866X.2013.787392]