The small-group tutorial is one of the key features of problem-based /earning (PBL). The learning process within tutorials is regarded as important as know/e4ge acquisition. In spite of this, there has been little systematic evaluation of student learning process performance in tutorials. The purpose of this study was to evaluate a questionnaire for the assessment of student tutorial performance, and to compare student and tutor evaluation of tutorial performance over time.
Fourteen tutors and 115 students enrolled in an undergraduate programme in Speech and Hearing Sciences completed an evaluation questionnaire. The questionnaire included 15 items, within five categories (group discussion skills and responsibilities, information skills, communication skills, critical thinking and reasoning skills, and self-assessment ski/Is). A five-point rating scale was used for each item, and descriptors were provided for the two extremes of the scales. The forms were completed at three time periods during one academic year. Item analysis was conducted to determine the reliability of the 15 questionnaire items. Following this analysis, summary scores from the questionnaire were calculated in order to examine the following questions: i) how reliable was the evaluation form in measuring student performance in tutorials?, ii) was there a correlation between tutor and student ratings and between ratings given in semester 1 and semester 2?, and iii) was there a change in performance, based on student and tutor evaluations, between the 1” and the 2 semester?
The results showed that the questionnaire was reliable, that correlations between tutor and students and across semesters were positive for all categories with the exception of self-assessment skills. Finally, it was found that year 2 ratings were lower than ratings for years 1 and 3 and that, overall, critical thinking and communication skills received the lowest ratings. The implications of these results for students learning

近年間，互聯網已成了很多人生活中的一部份。由於教育界普遍相信它是一個潛質極高的學習工具，而且加上不少地方都對資訊科技教育投下大量資源，所以很多網上的虛擬教室便紛紛建立起來，各式各樣的 WWW 課件也愈來愈多。有些網站更成了熱門的景點，反之，有些卻乏人問津。另一方面，關於教學網頁的研究亦一時蔚然成風，但大多集中於互聯網技術、課件設計、教學策略等範疇，卻很少探討製作和推行應用 WWW 課件時所遇到的管理問題。其實，一個 WWW 課件成功與否，不單是電腦技術及課件設計的問題，還受到很多因素所影響，例如學校裹的組織文化、製作團隊的建立、資源運用、課程管理、課件評鑑、推廣手法、質素保證等都是關鍵所在。本文試根據一群有 WWW 課件開發經驗的教師，在製作及推行時各人所得的經驗，再從教育管理的角度，對上述的一些因素作初步探討。

In recent years the number of students entering higher education in China’s inland has soared to unprecedented levels. Courses at colleges of further education offering access to higher education are now commonplace. Opportunities for mature students to return to higher education have also increased. Partnerships are being formed with employers and others to provide lifelong learning for employees.
As a result of the sheer physical size and population dispersion in China’s inland, many potential students have been denied equal access to courses because they are not geographically convenient. To satisfy both the demands of students and to maintain quality, a long-term view of flexibility in higher education would prove more practical. Web based learning and more traditional on-site methods of delivery can co-exist and, with rigorous quality control, lead to substantial improvements to both modes of delivery as well as research activity.
In this paper, the author argues that web based teaching may provide the best solution to the difficulties involved in higher education reform in China’s inland. The future, in terms of information technology, is here to be exploited. Meeting the challenges of such a large educational market, whilst maintaining quality, will entail a radical review of how course quality is assessed. The author further compares the situation in Hong Kong and China’s inland.

This Paper seeks to show that the introduction of Problem Based Learning (PBL) is not merely an 'alternative' pedagogy, rather PBL can serve as a precursor in education of a fundamental paradigm Shift. The first part of this Paper argues that education is not static, nor consensus driven for its curriculum is essentially a contestable arena. The second part then develops this theme by showing that language assessment is also a highly contestable arena, that testing has little connection with the real language being used either inside or outside of the classroom. The account of current curriculum and pedagogic developments at the HKIED which links these two parts, illustrates Problem Based Learning serving to 'move' teacher trainees from being passive acceptors to becoming active questioners.