Document Type: Conference Papers
Pages: 119-133
Year published: 1998
City published: Hong Kong
Publisher: Hong Kong Institute of Education
Conference: Science & Technology Education Conference (1998: Hong Kong)
Assessment is now identified as a powerful tool which can he used to influence the educational process positively. Underlying this view is a revolutionary shift in thinking of what assessment is about - from a 'testing' paradigm to a 'educational assessment' paradigm. The HKAL Biology Teacher Assessment Scheme (TAS) introduced in 1993 embodies such a shift in thinking. This paper draws on evidence from a naturalistic study of teachers' classroom practices in the TAS to illustrate that assessment innovation is certainly a necessary, but not a sufficient mechanism for changes within our educational system. It should be undertaken with full regard to problems of teacher interpretation and mediation at the classroom level. Otherwise, this will ruin the best intentions behind the assessment innovation.
