Using school evaluation policy to effect curriculum change? A reflection on the SSE and ESR exercise in Hong Kong

Using school evaluation policy to effect curriculum change? A reflection on the SSE and ESR exercise in Hong Kong

• Yeung, Sze Yin Shirley The Hong Kong Institute of Education

Educational Research Journal, 25(2), 187-209, 2010

Hong Kong Educational Research Association

2010

• L 教育測量及評鑑
  • LC 學業成績測量

School Evaluation Curriculum Change Curriculum Implementation

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

In Hong Kong, despite the officials' efforts to reform the school curriculum, studies have found that implementation of the proposed changes has been superficial (Yeung, 2006, 2009). Recently, evidence-based school self-evaluation has become a global trend in the school improvement movement. The Education Bureau in Hong Kong has followed this trend and launched a school evaluation policy — School Self Evaluation (SSE) and External School Review (ESR). The pair of evaluation measures was initiated to help schools to evaluate their own effectiveness, to ensure public accountability and to achieve self development (Quality Assurance Division, 2006). This paper shares the findings from a local research, which looks into the perception of the policy by school curriculum leaders and its possible impact on the school curriculum and teachers. The curriculum leaders described both positive and negative effects, potential threats and weaknesses of the school evaluation policy. Specific attention was given to how effective school evaluation in effect makes curriculum reform mandatory. Findings show how the local school curriculum can be controlled by bureaucratic preferences through SSE and ESR, and ultimately lost its ability to deal with diversity. It also shows how such forces impede teachers' professional autonomy and liberty.
[Copyright © Hong Kong Educational Research Association ].

• 英文

期刊論文

• 15608263

https://bibliography.lib.eduhk.hk/tc/bibs/133c0544

2015-12-14