This paper uses two action research cases to explore the potential for the implementation of assessment for learning in schools. Whilst there have been pockets of success in the UK (e.g. Black et al., 2003), what are the prospects for , assessment for learning in a Confucian-heritage culture, where the summative assessment paradigm has traditionally dominated? In order to show both the potential and challenges for assessment for learning in the Hong Kong primary school context, I decuss two action research cases of 'early adopters' of an ongoing reform. The first case examines a Cyber Zoo project which sought to develop information technology skills, collaboration skills and problem-solving abilities with a class aged 11-12 years old. The second case examines the implementation of peer assessment with the aim of sensitising 10-11 year old pupils to the grammatical errors which they make in their written English. The value of the paper lies in analysing assessment for learning in classroom practice within a specific international context. From this analysis, I draw out an exploratory cluster of the facilitating and inhibiting factors impinging on the implementation of assessment for learning in schools, building on a model of professional growth developed by Clarke & Hollingsworth (2002).

Teacher effectiveness has always been an active area of research in teacher education, aiming to improve the quality of both preservice and inservice teachers, subsequently promote the quality of teaching and learning. In this respect, various aspects of teacher development have been studied by researchers such as the stages of development, mentorship, practical knowledge, teacher efficacy, teachers thinking and belief (e.g. Calderhead & Robson, 1991; Kagan, 1992; Bullough and Baughman, 1993' Nespor, 1987; Clark & Peterson, 1986). As teacher educator for many years, the author attempted to conduct a survey study of a group of preservice student teachers to examine their focus of concerns in teaching and their perceived factors leading to successful teaching as part of the investigated areas of teacher development in a teacher education institute in Hong Kong, The Fuller (1969) model of concerns has been widely utilized in teacher education programmes to explain the stages of professional development of a teacher. In the model, Fuller (1969) theorized that teacher concerns could be classified into three distinct categories: elf concerns" which center around the individual concern for their own survival related to their teacher preparation program, including their student teacher experiences; ask concerns" which focus upon the duties that teachers must carry out within the school environment; and impact concerns" which are related to one ability to make a difference and be successful with his /her students and the teaching/learning process. Subsequently, the author wished to know whether the Hong Kong preservice teachers exhibited similar categories of concerns as put forward in Fuller model despite a different cultural context. Meanwhile, the author tried to explore the factors perceived by preservice student teachers leading to successful teaching and whether and how their focus of concerns and perceived important factors of successful teaching were related. It was hoped

In this paper, I report on aspects of the Learning-oriented assessment project (LOAP) a funded three year (2002-2005) Teaching Development Grant project based in the Hong Kong Institute of Education. I begin by describing the genesis of the term learning-oriented assessment and sketching its conceptual basis. I then highlight key findings and implications form some of the main project outcomes: a questionnaire survey involving 1,740 students and 460 staff in the universities in Hong Kong; a practical sourcebook of useful practices at the interface of assessment and learning; and a special issue of the journal Assessment and Evaluation in Higher Education. The paper also contains a reflective account of the project processes, including both successful strategies and areas where challenges occurred. Some implications for institutional assessment change will be explored.

The Target-Oriented Curriculum (TOC) is currently a major component of the Hong Kong school curriculum at the primary level. Given the central role of the teacher in all curriculum renewal initiatives, teachers’ professional competencies for TOC are a key factor affecting its implementation. This study, deriving from a large-scale Education Department commissioned research project, focuses on primary school teachers’ professional competencies for the implementation of TOC in the subjects of Chinese, English, and Mathematics. Teachers’ professional competencies are analyzed from two different perspective: that of teachers implementing the new curriculum; and from the standpoint of teacher educators involved in TOC teacher education. Data was collected through questionnaires, semi-structured interviews, and classroom observation. Triangulation via these three different research tools and from the dual perspectives of teachers and teacher educators enables a multi-faceted picture of professional competencies for TOC to be developed. From this analysis, implications are drawn for teacher education needs related to TOC and also wider issues of teacher development, curriculum change, and school-university partnerships.
[Copyright © 2000 The Hong Kong Institute of Education.]

Within the region, a number of countries have viewed the importation of native speakers of English as a means of enhancing English language teaching in schools and promoting internationalization or cultural exchange. Adherents of such programmes anticipate benefits in exposing learners to authentic input, the use of English for genuine communication, and opportunities for mutual staff development or fruitful cross-fertilisation of ideas. Critics, on the other hand, point to a perceived lack of value for money, the difficulties of foreigners integrating into local systems, and conflicts between local and expatriate personnel. This paper will make some comparative observations about three schemes, EPIK (English Program in Korea), JET (Japan exchange and teaching program) and NET (Native-speaking English teacher), including their characteristics, successes and ongoing challenges. I will argue that both native and non0native speakers have their particular strengths and will propose some ways in which native-speakers might best be utilized in supporting enhanced standards of English in schools.

Assessment by means of tests and examinations has a major impact on teaching and learning. The influence may be positive, benign or negative, but when it is the latter the impact is often to distort the curriculum and exert harmful stress or demotivation on students (and sometimes teachers). This paper argues for an alternative perspective by which assessment is geared to promote student learning, in other words the formative aspects of assessment are emphasised. I review relevant literature which places formative assessment within a constructivist teaching approach and reveals the significant, yet largely untapped, potential of assessment for learning. I briefly describe current Hong Kong initiatives in learning-oriented assessment and illustrate them with reference to two case studies of recent innovative practices in schools and teacher education in Hong Kong. I conclude by posing a series of questions which merit further consideration by ELT professionals.
[Copyright © 2002 The Korea Association of Teachers of English.]