背景：為了配合教育改革，教師必須有能力分析試題，以及從中反省改進自己的教學，達到通過評核促進學生學習，改進教師教學，朝向教學與評核結合，提升師生的教與學的質素之目的。
目的或討論焦點：本文把如何應用學生問題分析表及相關係數技術，對試題進行分析及反思某小學三年級數學的教學及評核設計求取「促進學習的評核」的真實經驗，和同工分享學者和前線教師的合作成果。
論點/評論/建議：在應用學生問題分析方面，我們提出在發展評核過程中，要注視三種層次：1. 教師於編寫評核材料前，應要有明確的評核目的；2. 編寫評核材料時，必要留意題意的清晰度、深淺度，以及是否能區別生的能力和如實地反映個別學生的能力；3. 施測後，教師應從評核材料中反思自己的教學程式和方法，從而作出適當的調整，以迎合學生的學習方法和進度。
總結：要做到教學相長，教師就要有能力分析評核學生的工具是否合乎教學目的和需要，以及理解評核結果和教學的關係。因此，教師於整個教學流程中，要結合評核和教學，對編製的評核材料要先進行分析，並依據結果進行修訂，用以達到真正評核學生的能力，同時要在編製之評核材料嚴謹性和有效性加以關注。
Background: Education reform in Hong Kong stresses the learning function of assessment. It is important for teachers to know how to do item analysis of a test. By analyzing the items of the test, teachers will understand how their students have learnt. This will help teachers plan their teaching and eventually help students learn.
Aims or focus of discussion: The author shares an "Assessment For Learning" experience of using Student-Problem Chart Analysis techniques and Correction Coefficient to a grade III Mathematical class in a Hong Kong primary school.
Arguments / comments / suggestions: The experience informed that, when using SPCA, three levels of focus should be considered during the formulating process of assessment tools in class. They included: 1) clear assessment objectives for assessment materials; 2) items clarification, appropriation, discriminative power should be considered; 3) deep reflection of teaching procedures and methods from the assessment materials after the measurement. Teachers should adjust their actions in order to suit the needs of students learning and progress.
Conclusion: It is essential for teachers to know how to analyze assessment tests. Good analysis entails being able to match learning objectives to the needs of their students. Deliberation should start well before the test is developed and after the results have been collected. Teachers should look into relevant materials when considering the test content, analyze

促進學習的評估是近年香港教育界熱門的專業術語之一。評估能促進學生學習，過程中教師要善用評估學生表現的資料，設計出相應的桝與學的措施。為了瞭解這理念在香港小學施行的情況，本文採用個案研究法，與一所小學數學科科主任作深入訪談，透過解構和整理這些質性資料，勾劃出這所學校近年來在數學科實踐評估促進學習的經驗，並指出其成功原因及需考慮的發展方向。
"Assessment for learning" is a professional term and familiar with the educators in Hong Kong recently. Assessment improve students' learning. Teachers analyse the results of students' performance to design relevant teaching activities and materials. This paper aims to illustrate the practice of this concept in the mathematics subject of a primary school in Hong Kong. The case research method is used and the subject panel of this school has been interviewed deeply. By synthesis the qualitative data of the case, the implementation of the assessment for learning of the mathematics subject in this school is outlined. Meanwhile the main reason of the success of this assessment reform is pointed out and suggestion for further development is enclosed.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

鑑古識今，本文從分析1940 - 1980期間香港小學數學課程的發展，指出香港過往的數學課程發展雖然由教育部門作「中央監控」，但亦採取「漸進發展」的課程發展模式，因應時勢，有序地推行數學課程改革，而且以吸納政治的技巧，引入民間力量和聲音，著重與教師團體的互動。從歷史發展的探索，本文提出五方面的思考：課程發展策略要因應時勢發展，需因地制宜，雖由上而下但仍給予自主空間和彈性，容納民間聲音，以及探討權力下放的可行性以回應時代需求。
This article, by analysing the Mathematics curriculum development of Hong Kong in the period 1940s-1980s, aimed to learn from the past. It stressed that the education bureau had adopted various effective strategies in curriculum development, though it centrally-controlled the development. The education bureau had adopted incremental model through consideration of context, implemented curriculum orderly and used techniques of absorptive politics to introduce strengths and ideas from grassroots and to interact with teacher associations.Inquiring from historical development, this article raised five dimensions of thought for curriculum development: strategies need to consider trends of recent change, considering the context of society, provision of space and flexibility when using top-down approach, accepting voice from grassroots, and investigating the possibility of devolution of power when responding to requests.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

Learning strategies and affective factors could have a profound impact on student standardized mathematics performance. This study investigated gender differences in affective factors, learning strategies, and preferred learning situations, and how these variables affect math achievement of 15 year olds in the United States and Hong Kong on the PISA 2003 assessment. Math self-efficacy was found to be the best predictor of math performance in both countries. A striking mismatch was identified between Hong Kong students' superior math performance and extremely low math self-concept and between U.S. students' high confidence and weak performance. In addition, U.S. students' interest in math was significantly negatively related to their math performance. Contrary to a widely reported finding that East Asian students emphasize memorization, U.S. students were found to heavily rely on memorization strategies, which was also a negative predictor of math achievement.
[Copyright of International Journal of Testing is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/15305050903106875]