This paper reports the development of performance indicators for measuring primary and secondary students' affective and social outcomes of schooling. Psychometric properties as well as norms for the selected performance indicators for Hong Kong students were developed. The performance indicator system developed in this study has been subsequently used for school self‐evaluation and continuous self‐improvement in Hong Kong.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410500344266]

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]