This paper reports on a research project that monitored four key features in an in-service teacher education course for secondary art teachers in Hong Kong. First, the content of the course was reframed to include focus on the attributes of good art teachers and standards of good art teaching. Second, the theory-into-practice model of previous courses was reframed to include a focus on understanding theory through its practical implications. Third, teachers were encouraged to use dialogue journals to reflect on how the ideas and information presented in the course confirmed or challenged their beliefs and practices. Fourth, jointly developed “standards of good practice in art teaching” were used for self and peer evaluation in the teaching practice. Data from dialogue journals and end-of-course interview as well as questionnaires suggest the value of such approaches for in-service teacher education.

An ongoing project is investigating online learning-oriented assessment (Carless, 2003) on a two-year project to redesign seven teaching and learning modules at the Hong Kong Institute of Education. Simultaneously the project team is developing key principles for online learning assessment. The project uses 'design experiments' (Brown, 1992; Collins, 1992), 'development research' (van de Akker, 1999) or 'use-inspired research' (Stokes, 1997) for the ongoing project. Use-inspired research "includes basic research that seeks to extend the frontiers of understanding but is also inspired by considerations of use" (Stokes, 1997, p. 74). Our focus has been to improve the use of learning-oriented assessment in eight separate modules (four completed and three in-progress) in teacher-education. Four teacher-educators from four different departments: Early Childhood Education, Information and Applied Technology, Creative Arts and the Centre for Learning, Teaching and Technology participated in the project. Throughout the project we have examined teachers' perceptions of assessment, teaching and learning and technology through video-interviews and concept mapping. In addition we have conducted video-focus groups with students within our classes to determine their perceptions about the new forms of assessment that we have trialled. Online learning technology has significantly changed the landscape of teaching, learning and assessment and allows new possibilities. Learning management systems like Blackboard have unique affordances in allowing collaboration between students. The use of group activities and student-centred approaches like project-based learning allow students to collaborate, debate, negotiate and crystallize their ideas whilst working within a socio-constructivist framework. The nature of the learning task is a predominant factor in the collaborative skills developed by the students. Project-based learning is defined as "an instructional technique in which meaningful