評估改革是新世紀教育改革的重要措施。本研究通過問卷調查和跟進訪問等方法，了解香港中學中國語文科評估在教室實踐的概況，以及語文科教師對目前本科評估內容、安排和實踐模式的意見。總結和歸納前線教師的看法，本文建議教育部門多舉辦評估研習班、工作坊和分享會；教科書出版商向學校提供配套和以學校為本的售後支持服務；師資培訓機構為參與在職課程的語文教師提供更全面的培訓，如增設"理論和行動研究結合"的單元。
[Copyright © 2011 南大-新加坡華文教研中心出版社.]

過去的研究結果顯示，需要為有特殊教育需要的學生髮展一些具實用性的學與教套件，包括相關的評估、課程與教學策略，藉此促進全納教育的發展。為響應此號召，香港9所特殊學校的教師團隊為智障生研發了一套以連接特殊學校與主流學校的課程的評估工具，稱為“融通學習成效量表(SCALE)”。目的：本研究目標，在於以等級量尺模式檢視融通量表的信效度，驗證近期研發的融通量表在評估具特殊教育需要的學生於香港主流課程中的四個主要學習領域的學習能力表現水平時是否達到其研發目的。方法：本研究採用了等級量尺模式來檢視融通量表的信效度。依據受試者個人能力差異的邏輯函數判斷答案正誤的機率，檢測使用融通量表之觀察數據與等級量尺模式的預期數據匹配的適合程度、點數測量相關係數、個人/題項信度及主成因素構念向度分析。結果：從統計數據顯示出融通量表擁有極高信效度，能將學生分為13個不同的學習能力水平級別，且題項難度範圍足夠將學生能力分為8~11個學習能力表現水平級別。所有的題項分數都與預期總分具非常高的相關性，證明融通量表具單一構念向度，也就是說，融通量表僅僅測量了學生的學習能力表現水平，而不是測量他們學習的其他方面。結論：從評估學習的角度，本文進一步討論課程評估測量法的使用如何在績效責任上產生作用；以及對於協助教師指導學習能力水平各有差異的學生的影響。
[Copyright © 2013 Kwan-Lan Vicky Tsang et al.]

本研究是從香港小學中文科教師角度探討「全港性系統評估」（TSA）對他們的影響。過程中採用定量研究（quantitative approach）和定性研究（qualitative approach）兩種研究方式。研究發現，TSA對教師在課程設計、教學和評估方面產生了正面和負面的倒流效應。在課程設計方面，教師注重TSA的考試內容，課程雖涵蓋聽、說、讀、寫的訓練，但卻忽視品德情意教育。就教學方面而言，教師參考TSA所考內容，設計練習幫助學生應試，但也有教師花了太多時間操練學生做TSA的試題，反而阻礙了教師教學的發揮空間。就評估方面來說，教師設計形式和內容與TSA相似的校內試卷，學生成績雖有進步，但由於題目變化不大，學生習慣了這些僵化的試題，反而讓他們對學習提不起興趣。本研究最後對此提出一些建議。
[Copyright © 2013 高等教育出版社.]

這項研究的目的是：1) 通過對香港學校“個別教學計劃”(IEP)的抽樣調查，查探現有IEP文件的常見內容；2) 通過IEP問卷的定量分析評核學校行政管理層制定IEP的過程；3) 通過對教師和學校行政管理層的訪問，檢視IEP實踐過程中參與者的經驗。研究團隊對十一所學校進行了訪問，並收回了八十二份詢問在職教師對IEP紀錄、過程、實踐意見的問卷。研究結果顯示IEP在香港實施的合作模式、一致性、問責性及效率都有待提高。本文進一步就促進IEP在香港發展提出建議：(一)增加IEP目標的可衡量性；(二)使用更有針對性的個別化教學策略；(三)引入以課程為本的評估模式；(四)開拓與父母溝通的渠道，令他們在IEP過程中同享表達意見和期望的權利；(五)運用最新科技量化數據管理系統及電子化溝通平台；(六)為以學生為本的IEP建立個案管理負責人制度。
[Copyright © 2013 Kwan Lan Vicky Tsang, Fay Wong.]

香港「全港性系統評估」的主要目的是協助學校管理階層了解學生在主要學習階段 (小三、小六及中三)
[Copyright © 2009 國家教育研究院籌備處.]

The beliefs teachers have about assessment influence classroom practices and reflect cultural and societal differences. This paper reports the development of a new self-report inventory to examine beliefs teachers in Hong Kong and southern China contexts have about the nature and purpose of assessment. A statistically equivalent model for Hong Kong and southern China teachers had three factors (i.e., improvement, accountability, and irrelevance). The Chinese teachers very strongly associated accountability with improvement (r = .80). This is consistent with the Chinese tradition and policy of using examinations to drive teaching quality and student learning and as a force for merit based decisions. Small differences between the two groups of teachers are consistent with assessment policy differences in the two jurisdictions.
[Copyright © 2011 Elsevier Ltd. All rights reserved.]

Background: In line with the increase of using value-added assessment information to evaluate learning gain made by learners in different parts of the world, the Education Bureau in Hong Kong has recently introduced a system that provides value-added information of secondary school students. However, not many teachers have a clear knowledge and understanding about value-added assessment. Aims: This paper provides a brief review of the meaning and the importance of value-added assessment in education. Then it provides an example of how to find out the academic attainment that one can reasonably expect from individual students and how to produce two types of school-based value-added estimations with reference to their own prior attainment or development ability measures. The paper also evaluates the use of descriptions in the value-added grid for making interpretations of the value-added assessment results. Sample: 60 schoolchildren in a primary school in England. Research method: Linear regression models. Results: The findings indicated that the descriptions in the grid were applicable for interpreting the assessment results, but attention had to be paid when making speculations about the positions of individual schoolchildren’s past attainment in reading. Conclusion: This paper functions as a simplified example and a timely resource for teacher learning and development concerning value-added assessment. It also reflects the importance for teachers and school administrators to equip themselves with a good understanding of the nature, potential value and meanings of value-added estimations.
[Copyright © 2009 New Horizons in Education.]