Curriculum reform in Hong Kong is one facet of a broad systemic reform variously explained in terms of addressing a changing sovereignty or more recently, of servicing Hong Kong's economic growth. One initiative supporting this curriculum reform entitled Assessment for Learning seeks to promote formative assessment. Three case studies, of teachers within their Hong Kong classrooms seeking to implement formative assessment, serve to highlight a curious contradiction: caring teachers who appear to work against curriculum reform. To explain this contradiction we offer a three-point philosophical framework comprising Confucianism, Daoism and pragmatism, which provides an answer to our central question: curriculum reform in the Hong Kong primary classroom: what gives? [Copyright of Music Education Research is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/14613800802079122]
