Learning materials developed by the Open University for operational managers in the British Health Service are increasingly being used in other countries, often with adaptation and translation. This paper reports an evaluation of the use of these learning materials in Australia, the Cayman Islands, Hong Kong and the UK. Participants'views of the workbooks that constitute the core of the programme, the assessment process and the tutorial arrangements were mostly positive. However, the materials were not always seen to be successful in addressing individuals in their specific health care contexts. Some participants also reported difficulty in managing the workload within the anticipated study time. Participants were also asked to assess the extent to which they had developed management competences as a result of their studies. In almost all cases, learners reported progress, but there was considerable variation between cohorts in different countries. Possible explanations for these differences are explored.
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http://dx.doi.org/10.1080/14703290110073291]

Computer Literacy is one of the complementary subjects required for all first-year students in Hong Kong Baptist University. This subject covers both general computer knowledge and selected software packages. In addition to lectures, laboratories are arranged for students to gain hands-on experience with software operations. However, no assignment or tutorial is assigned for the part of general computer knowledge. Due to large class size, traditional paper-and-pencil assignment may not be appropriate. Hence, a multimedia web-based assessment system was developed. This system provides assignments on general computer knowledge. Students can access this system via the World Wide Web. In this paper, we present our findings on students' behaviour, performance and perception in the use of this assessment system.
[Copyright of Innovations in Education & Teaching International is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14703290110074542]

As staff developmental initiatives become increasingly common in educational institutions, the evaluation of such programmes may need careful consideration. This paper describes a staff developmental initiative in which a one-on-one mentoring service was offered as part of a funded staff development project entitled 'Effective English Communication for Teaching and Research' (EECTR). EECTR provides language support to all academic staff in a Hong Kong university. The mentoring sessions typically require a discussion of the nature of academic writing. For evaluation purposes, feedback was collected through various questionnaires which indicated that the EECTR mentoring had been a fairly successful programme. However, these traditional measures could not tell the stakeholders the impact of the mentoring process on individual clients. Thus two additional measures were taken. First, three in-depth case studies were undertaken to ascertain how individuals saw the impact of mentoring. Additionally, interviews with clients were also conducted over a two-year period. With support from the data, this paper demonstrates how multiple measures of evaluation provided an opportunity to see the dynamic interaction between general perceptions of impact and individual learning within a programme.
[Copyright of Assessment & Evaluation in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0260293022000001373]

This paper analyses aspects of a Hong Kong school curriculum reform, which recommends amongst other things, a greater focus on assessment for learning. It outlines the principles of the reform as it pertains to assessment and discusses how structural changes are being employed to lend support to changes in the assessment culture in Hong Kong. The paper draws on a previous problematic attempt to introduce formative assessment through the Target-Oriented Curriculum initiative. Two examples of assessment for learning practice of 'early adopters' are used to illustrate both the potential and some of the challenges of implementation in the Hong Kong primary school context. From these cases, are drawn out some of the facilitating and inhibiting factors impinging on the implementation of assessment for learning in schools, building on a model of professional growth.
[Copyright of Assessment in Education: Principles, Policy & Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0969594042000333904]

This paper focuses on peer feedback in relation to assessment processes. It examines the rationale for peer feedback, emphasizing its potential for enhanced student learning. We draw on relevant literature to argue that the dominance of peer assessment processes using grades can undermine the potential of peer feedback for improving student learning. The paper throws further light on the issue by drawing on a large-scale questionnaire survey of tertiary students (1740) and academics (460) in Hong Kong, supplemented by interview data. The findings indicate that a significant number of academics and students resist peer assessment using grades and that the majority report that students never or rarely grade each other in assessment activities. This paper explores why there is resistance, in particular, by academics to peer assessment and argues the case for a peer feedback process as an end in itself or as a precursor to peer assessment insolving the awarding of marks, It also recommends some strategies for promoting peer feedback, through engaging students with criteria and for embedding peer involvement within normal course processes.
[Copyright of Teaching in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13562510600680582]