第25期《現代教育通訊》對學習目標及目標為本評估作了專題報導，並請了上述等學者寫了有關文章刊登在《通訊》上。這一系列的文章，是對香港在該年於20間小學試行「學習目標及目標為本評估」後的探討，目的是說明推行TTRA的實際情況，使各教育工作者更多關注是項課程改革。

作者嘗試從三方面分析和評估香港教育署在1992年發表的小學、中學和中六三份課程指引。第一方面是有關課程設計的基礎因素，二是各個課程要素和它們之間的關係，三是具體的實施方法。

香港從精英教育過渡到普及教育的課程設計及發展模式是自有其價值矛盾與取捨。作者從五個度向，即共同／分殊；平等／自由；普及／精英；短期／長期收益；行政／專業主導探討香港的課程設計與發展程序的模式。

文章是從批判的角度以探討課程的定義，即從知識論和本體論兩個層面去剖析不同類別的課程定義。在不同的課程定義裏，作者以課為解放經驗，能使施教者和學習者平等地一同建構現實較符合教育的理想。

One of the major innovations in the recent wave of education reform in Hong Kong is the target-oriented curriculum. An interesting feature of this new curriculum initiative was its amoebic characteristics - changing shape and focus in its course of development. It was reshaped from an assessment system for accountability purposes to a centrally developed curriculum initiative for improving teaching and learning, and finally to a school-based curriculum development. In this paper, this course of development and the reasons behind it will be described and analysed. The study suggests that the two-tier educational policy and implementation system in Hong Kong is a major cause leading to such a phenomenon. If this system were not improved, the possibility of achieving real changes at the school and classroom level would be low.
[Copyright of Journal of Education Policy is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0268093032000145890]

This study is designed to investigate the impact of school-based curriculum development teams on teacher development within the tradition of school-based curriculum development in a primary school in Hong Kong. Teacher interviews were used to evaluate the extent that teacher engagement in curriculum decision-making processes within two school-based curriculum development teams has led to teacher professional development which were triangulated with the videotaped meetings and tryout lessons. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, experimenting and reflecting (PER model) upon curriculum practice and innovation under certain conditions. However, the complexity of the structures and processes that were established for involving teachers in curriculum decision-making processes needs further empirical and theoretical work. This paper only looks at data relating to teacher development in curriculum leadership collected in the second action cycle of the project from January to June 2005.
[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13598660701268569]

This book contains a collection of papers discussing the social, political, economic, and cultural contexts of educational reform in Hong Kong and their impacts on contemporary developments in curriculum and assessment. It also explores the search for a new definition of curriculum content, values, pedagogy, and assessment practices.