期刊論文
Empowering preschools in using performance indicators to assess children’s learning and development
EdLink- Empowering preschools in using performance indicators to assess children’s learning and development
- Journal of Basic Education, 17(1), 159-186, 2008
- Hong Kong Institute of Educational Research
- 2008
-
- Hong Kong
-
- 1997.7 onwards
-
- 學前教育
- Assessment and evaluation are essential educational practice. In December 2003, a set of Performance Indicators on the Domain of Child Development (revised edition) was published by the Education Manpower Bureau and Social Welfare Department to assist preschools in Hong Kong to evaluate young children’s performance in learning and development. This paper outlines how a project conducted by the Hong Kong Institute of Education has empowered 15 Hong Kong preschools using Performance Indicators to formulate strategies for self-evaluation on the Domain of Child Development. Implications for successful change of the assessment culture in the preschoosl are discussed.[Copyright © 2008 Hong Kong Institute of Educational Research. The journal website is located at http://www.fed.cuhk.edu.hk/en/pej/]
-
- 英文
- 期刊論文
-
- 10251944
- https://bibliography.lib.eduhk.hk/tc/bibs/3ec2ebf5
- 2015-03-26
最近的期刊論文
探究課程政策對教師遊戲教學信念的影響: 以香港兩所幼稚園教師為例期刊論文
Educational value priorities of Chinese parents in a global city: A mixed-methods study in Hong Kong期刊論文
The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks?期刊論文
Constructivist learning approaches do not necessarily promote immediate learning outcome or interest in science learning期刊論文
Work–life balance among higher-education professionals in Hong Kong and Thailand during the COVID-19 pandemic期刊論文
Healthy eating report card for pre-school children in Hong Kong期刊論文
Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with autism spectrum disorders期刊論文
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course期刊論文