School-based assessment (SBA) refers to the assessments conducted in the process of learning within the school. In Hong Kong, SBA has been promoted in the education system. Through analyzing a case study, this paper aims to explore: (1) the current practices of SBA in the case study school, (2) the support for and effects of SBA practice; and (3) the issues emerging in SBA practice. The purpose is to provide a living example for those teachers and policy makers who favour the use of SBA to enhance students' learning in schools.

Curriculum policy in Hong Kong is moving towards school-based curriculum development. This is reflected by the introduction of the School-based Curriculum Project Scheme by the Education Department in 1988. The aim of the Scheme is to encourage teachers to produce curriculum projects which meet the learning needs of pupils and schools. However, the Education Department selected and reproduced some of the school-based curriculum project materials for dissemination to all Hong Kong schools. This paper is a report of the study which analyses the collection and use of the disseminated projects by schools and the perceptions of the school teachers towards these projects.
[Copyright © 1998 New Horizons in Education.]

Current curriculum reform in Hong Kong has highlighted the importance of leadership at the school level. It is reflected in the allocation of special funding by the Government to develop a scheme for creating a curriculum leadership position entitled "Primary Senior Masters/ Mistresses - Curriculum Development (PSMCDs)" in primary schools. To be effective curriculum leaders in leading school-based curriculum reforms, the PSMCDs need to build up working relationship with their colleagues at different levels. Thus this study aims to explore, from a micro-political perspective, the strategic role of PSMCDs in leading curriculum development in primary schools. The research questions are: - What strategies have the PSMCDs used to build up their working relationship with colleagues so as to perform their role of curriculum leaders? - What support have the PSMCDs received in schools for performing their role of curriculum leaders? - What problems and difficulties have they encountered in performing their role? By interviewing three PSMCDs who have just completed their first year of service in schools, it is found that one of them used authoritarian approach while the other two used interpersonal tactics to build up working relationship with their colleagues. Both strategies appeared to be effective in helping these PSMCDs to perform their role as curriculum leaders in their schools. The outcomes of this study are significant in helping school principals, curriculum leaders, serving teachers and other educators to have an in-depth understanding of the characteristics of PSMCDs in performing their change agent role in schools.