Practice and challenges of school-based formative assessment

Practice and challenges of school-based formative assessment

• Lo, Yiu Chun The Hong Kong Institute of Education

2006

32nd Annual Conference of International Association for Educational Assessment: Assessment in an Era of Rapid Change: Innovations and Best Practices (2006: Singapore)

• L 教育測量及評鑑
  • LC 學業成績測量

Primary Education Theory and Practice of Teaching and Learning

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

Formative assessment is regarded as a means to provide teachers and students with information about the strengths and weaknesses of student learning with the ultimate goal of making responsive changes in teaching and learning. In Hong Kong, formative assessment has recently been promoted in schools. Through analyzing a case study, this paper aims to explore: (1) the key strategies employed by the school in assessing and improving students’ performance, (2) the effects of these strategies in student learning and (3) the challenges the teachers have encountered in practising formative assessment. The intention is to provide a living example for those teachers and policy makers who favour the use of formative assessment as the major approach to improving students’ learning.

Paper presented at the 32nd Annual Conference of International Association for Educational Assessment: Assessment in an Era of Rapid Change: Innovations and Best Practices.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/24c47c31

2015-01-23