This paper discusses the problem of discriminating between individual contributions in the assessment of group projects. It is argued that peer assessment is a necessary element of any proposed structure but that the use of any 'weighting-factor' system is contrary to the philosophy underpinning collaborative groupwork. A structure that separates the process and product elements of the assessment is described and a set of generic criteria for the process peer assessment identified. This structure was implemented with a group of students at Hong Kong University and evaluated using questionnaires and in-depth interviews. The paper discusses the results of this evaluation and, in particular, identifies the need for 'benchmarking' when using the criteria and also the problematic nature of the 'insider-outsider' syndrome as an important cultural factor.
[Copyright © 2003 Open University of Hong Kong Press.]

香港中學中國語文教育新課程，建議採用“單元教學”，代替“通用由字詞句段篇的解釋. 以至作法內容的分析，巨細無遺地逐一施教”的單篇教學。為了讓老師了解單元教學的設計，教育署出版了新課程試行學校教師所設計的七個單元，再加上許多陳列在教師中心的資料，希望借這些“示列”來協助教師。然而，在許多討論新課程的會議或文章中，我們仍可以看到不少與會者或論者表示對單元教學的概念還不十分清晰；對其成效也表示懷疑。本文希望在有關的討論基礎上，提出一些個人的思考，藉此與各教育同工交流，希望有助各同工設計和實施單元教學。
[Copyright © 2002 香港中國語文學會.]

At the beginning of the third millennium, education reforms come to a forefront in both China and Hong Kong. The two regions had undergone different political systems in the past: various parts of China have been under the influences of different countries since the mid-nineteenth century and became a communist country since 1949; while Hong Kong was a British colony from 1842-1997. Both experienced Western influences in culture and education, and currently are facing challenges of globalization with regard to educating their future generations. This paper focuses on the development of music education in relation to traditional Chinese music in China and Hong Kong in the past century, and examines the recent music curriculum changes in China in order to establish a direction for the ongoing music education reform in Hong Kong. The study pinpoints the rationale for the study, the historical aspect and impact on music education in China and Hong Kong, the ongoing reforms on music education in both regions, and recommends a direction for a possible change in the music curriculum in Hong Kong. The suggestions could also be adapted for change in other Asian countries.
[Copyright © 2003 The Hong Kong Institute of Education.]