This paper will report the initial results of a pilot study which will investigate to what extent the use of portfolio assessment is implemented by teachers in public schools in Hong Kong. Levels of acceptance, successful and not successful methodologies and attitudes will be identified. School subject teachers' and principals' perception will be assessed with respect to the implementation process of portfolio assessment strengths, weaknesses, limitations; and how these perceptions have changed over the years since the use of portfolio assessment was first implemented. Constraints and problems identified with the use of portfolio assessment in the schools and classrooms will be investigated. The Project is seen to be important to both Hong Kong and HKIEd as Hong Kong schools move toward reforming the assessment system which will include the use of portfolios. Currently portfolio assessment is underutilized in Hong Kong even though recent policy and reform documents have called for this type of alternate student assessment. The recent call by the HK Examination Authority to review the public examination system also speaks to forms of alternative assessment, including portfolio assessment. However, few education officials thoroughly understand the impact for such an assessment strategy and have done little to prepare teachers and administrators. It is therefore felt that this study can significantly direct the work of educators in a leadership role with a strategy for implementing alternative assessment strategies such as portfolio assessment for education across Hong Kong.

One of the principles adopted in the Review of Education System in Hong Kong is to give more room and flexibility for students to be masters of their own learning. (Education Commission, 1999). This is particularly important in teacher education programmes which aim to prepare student teachers who, in turn, will influence the learning approach of their students. Problem Based Learning (PBL) is generally a student centered learning approach in which students are encouraged to participate in the learning process. Two groups of students, one group studying the Technical Teacher Certificate Course and the other on Certificate of Education Course, form the subjects of this research project. A real contextual problem was posed to the students and the lecturers act as facilitators during the whole learning process. Students feedback and their attitudes were solicited after the first cycle of implementing PBL. The first week of the PBL process was most crucial and it is important that students fully understand what PBL is and what are the roles of lecturers and students in the learning process. The second phase of the project was administered with reference to the comments from staff and students made after the completion of the first cycle. Follow-up interviews were conducted to report on the needs of the students in the learning process. It is anticipated that this study can foster more student involvement in the learning process and that deep learning is encouraged and supported.

A new Junior Secondary Science Curriculum (JSSC) has been implemented in Hong Kong since September 2000. Developing pupils' problem-solving skills is one of the main aims of the new curriculum. This case study analyzes how teachers create environments to develop pupils' problem-solving skills through teaching a science theme entitled "The wonderful solvent—water" in Hong Kong junior secondary classrooms. Data were collected from classroom observation and post-lesson interviews. By demonstrating series of events that made up the entire learning experience of the students in classrooms, this article will illustrate how students carried out problem=solving processes, which include generating ideas, making interpretations and judgments, and using strategies to manage the complexity of situations. This study experiments are adopted in science lessons. Finding s also indicated that students are well motivated and their skills can be enhanced if decision-making authorities in designing setups, procedures and ways in solving scientific or technical problems have been devolved to them.