Assessment policy in Hong Kong: Implementation issues for new forms of assessment

Assessment policy in Hong Kong: Implementation issues for new forms of assessment

• Chan, Kin Sang Jacqueline The Hong Kong Institute of Education
• Kennedy, Kerry John The Hong Kong Institute of Education
• Yu, Wai Ming The Hong Kong Institute of Education
• Fok, Ping Kwan 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 Bst Practices (2006: Singapore)

• L 教育測量及評鑑
  • LC 學業成績測量

Educational Evaluation

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

Large-scale curriculum reform initiated 2001 in Hong Kong has set the stage for change in the school curriculum as well as assessment. In the past, Hong Kong education was characterized by its elitist system with highly selective examinations at different levels of learning. The selective examination oriented policy had its influential impact on the schooling of Hong Kong where teaching and learning were inclined towards examinations. Since 1990, there have been changes in the assessment policy in the school curriculum with more emphasis on formative assessment, e.g. Target Oriented Curriculum. The new forms of assessment have therefore posed a different teaching and learning environment for the schools, teachers and students. By looking at the previous experiences regarding implementation in the local context, this paper will analyze various aspects of implementation of assessment policies adopted by the schools in Hong Kong. Implications will also be drawn to address the possibilities of implementation for the current policy.

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

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/38e4c656

2015-01-23