This study investigates the relationship between students’ attitudes towards formative assessment and summative assessment and aims to enrich the understanding of formative and summative assessment from the students’ perspective. A total of 3,019 Hong Kong primary school students responded to a newly developed instrument. Overall, students reported positive instrumental yet negative affective attitudes towards formative and summative assessment. Girls had less negative affective attitudes towards formative assessment, but more positive instrumental attitudes towards formative and summative assessment than boys. Grade 4 students consistently scored higher than Grade 5 and Grade 6 students in assessment attitudes. The gender and grade differences were statistically significant, but had small effect size. Moreover, it was found that students’ affective and instrumental attitudes to formative assessment positively predicted students’ affective and instrumental attitudes to summative assessment. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

This article demonstrates how a Hong Kong primary school enlists students (aged 6 to 12 years) in school governance by having a student council and by creating a supportive learning context, including building a supportive ethos and offering training for student leaders. The significance of this study lies in its reporting of a successful case of a student council in a primary school and the impacts on the civic qualities of the students involved. This is an attempt at investigating: the educational impacts of a student council in a primary school setting in a Chinese context; and the collaboration between schools, teachers and a service provider in nurturing a school ethos and context favourable for student engagement. This study argues that although primary school students are young, they are able to speak up and act as office bearers in a student council in an effective way. They can contribute towards school governance by conveying informed views on school matters. A supportive school context consisting of favourable attitudes taken up by school parties, namely the school governing board, principal, teachers and students, is crucial. Hopefully, the study can shed light to the international communities on the nurturing of citizens through active participation in school community at an early age to have the competence to know, think, act, reflect and care in a new political environment marked by uncertainty and increasing political polarization. Copyright © 2018 Intellect Ltd Article. English language.

21世紀初，香港展開教育改革，教育統籌局為保證各中小學的教學水準，定期到校進行校外評核的工作。工作完成後，教育統籌局把這些校外評核報告上載互聯網，供市民瀏覽。本研究是從2003至2005兩個年度，教育統籌局在網上公佈的校外評核報告中，各隨機抽取10所小學的報告，針對這些報告中老師在有關教與學和評估不足的評語，提出教學有明確的目標，訓練學生的語文能力，有質素的提問，照顧學生的學習差異，全體學生的參與，師生互動，設計一份優質的評估，善用評估得來的數據以改善教學等解決問題的建議和策略，並提供具體的操作方法，以落實課改的理念，提高教學的成效。 At the beginning of the 21st century, education reforms were launched in Hong Kong. The Education and Manpower Bureau regularly went to schools for off-campus assessments to ensure the teaching level of all primary and secondary schools. After the work is completed, the Education and Manpower Bureau uploads these external assessment reports to the Internet for public viewing. This study randomly selected 10 elementary schools reports published by the Education and Manpower Bureau from2003 to 2005. Targeting the comments on teaching, learning and assessment, this study proposes some suggestion and strategies such as a clear goal in the teaching, training of students’ language skills, high-quality questions, attention paid to students’ learning differences, participation of all students, teacher-student interaction, a high-quality assessment design, and making good use of assessed data to improve teaching so at to implement the concept of curriculum reform and improve the effectiveness of teaching. Copyright © 2018 合肥師範學院.

Teachers are considered important role models for the behavior of children during early childhood. The purposes of this study are to: (a) compare activity levels of preschool children in a structured physical education (PE) class taught by an active or less active teacher; (b) examine the interaction effect of gender, school size, and teacher activity levels on the activity levels of children. The participants were 248 preschool children (134 boys, 114 girls; mean age = 5.5 years) and teachers from 12 preschools in Hong Kong. Regular classroom teachers conducted a 30-min structured PE class, and the participants' physical activity (PA) levels were measured using pedometers. The recorded step counts of teachers were employed to classify whether children were in the classes taught by active or less active teachers. Factorial analysis of variance was used to examine differences in the pedometer-determined activity regarding gender and school size between the different types of classes. The results indicated that preschool children had higher PA levels in PE classes taught by more active teachers than in those taught by less active teachers (1712 versus 951 steps). Future studies could explore other teacher-related factors that might facilitate appropriate strategies to engage preschoolers in higher PA during PE classes. Copyright © 2019 The Author(s).

The paper explores and describes the kinds of learning attained by a group of Hong Kong preservice teachers who worked collaboratively to develop online grammar teaching resources for school teachers worldwide. Based on the quantitative and qualitative data collected during the ongoing collaboration, lesson tryouts, and post-project evaluation, the project results reflect the value of experiential learning in preservice teacher education. The themes that detail the student teachers’ experiences include textbook evaluation, professional knowledge, core competencies of teachers, and understanding of English language teaching outside the Hong Kong context. Copyright © 2019 Social Science Press.

1990年代之後，香港因應主權回歸中國，教育局當局推動一系列的課程改革，其中最為受到矚目與關注點之一就是「價值教育」。首先，本文將從課程歷史文件中彙整香港價值教育的發展沿革，並討論價值教育在課程改革中的定位與角色；其次，本文也將檢視新一波課程改革如何重新修正價值教育理念與實施方向，討論價值教育改革的蛻變；最後，結合價值教育回顧後，從「課程設計理念」、「教學實踐」、「學習回饋」與「反思與批判」四個面向提出對於香港價值教育的反思。 Since the 1990s, because the sovereignty of Hong Kong has returned to China in 1997, the education authorities have promoted a series of curriculum reforms. One of the most particular attention was "values education". The primary purpose of this article is to reexamine the development of values education in Hong Kong based upon the context of curriculum reform. First of all, this article will shed light on the development of value education in Hong Kong on the basis of the analysis of curriculum documents, and also discuss the position and role of values education in curriculum reform. Secondly, this article will examine how the new curriculum reform will revise the concept and implementation direction of the values education, and discuss the transformation of values education. Finally, aligning with the reviews of values education, the reflection of the Hong Kong values education will focus on four aspects, including “the idea of curriculum design", "teaching practice", "learning feedback" and "reflection and criticism”. Copyright © 2018 香港教師中心.

Research Findings: This study investigated the relationships of preservice teachers’ year of study in the teacher education program, creativity, zest, and self-efficacy in managing children’s behaviors to self-efficacy in creating child-centered learning environments. Data were collected from 275 Hong Kong preservice teachers via self-reported questionnaires. Results showed that creativity had a direct positive linkage with self-efficacy in creating child-centered learning environments. Zest was associated with self-efficacy in creating child-centered learning environments, however, indirectly through self-efficacy in managing children’s behaviors. Year of study was unrelated to both self-efficacies. Practice or Policy: Preservice teachers’ creativity and zest can be conceptualized as personal resources for creating child-centered environments. Teacher education programs should therefore incorporate components of fostering pre-service teachers’ own creativity and zest. Copyright © 2019 Taylor & Francis Group, LLC.

為了推動STEM教育的深入發展，我國香港特別行政區相關機構相繼推出一系列檔，包括《STEM教育提升——釋放創新潛力》報告、《推動STEM+（科學、技術、工程和數學）教育》報告和《前線STEM教師支援政策研究報告》等。這幾個文件內容一脈相承，後面兩個文件是第一個文件的補充和擴展。在上述政策的指引下，香港中小學進行了STEM教育實踐。通過對香港中小學STEM教育的分析發現，香港STEM教育的推動具有如下特點：高度重視STEM教育發展，頂層設計，統一推進；在充分實證的基礎上制定相關策略；多方面協同推進，大力促進STEM教育的深入發展，具體包括更新科學、技術、數學教育課程，重視學生學習活動的參與，提供學和教的資源，提升學校和教師的專業發展，加強合作和宣傳好的實踐案例等；舉措具體可行；在所有中小學全面鋪開。我國香港特別行政區STEM教育的發展給了內地一定的啟示，包括：充分認識STEM教育的重要性和緊迫性，出台具體明確的STEM發展規劃；在充分調查的基礎上制定相關政策；多方面協同，共同推進，具體包括持續進行課程的更新、提供多種形式的豐富的教學資源、組織各類學習活動、與各個利益相關者進行合作、注重教師的專業發展、注重核心素養的培養；全面鋪開。STEM education is being attempted and practiced in many countries (regions) nowadays. Related organizations of Hong Kong launch series of files to promote STEM education, including Report on Promotion of STEM Education Unleashing Potential in Innovation, Propelling STEM+ (Science, Technology, Project and Mathematics) Education and Research Report of Supporting Policy of Teachers on the Front. The contents of these files come down in one continuous line, the following two files are the supplement and extension of the first file. These files show that promotion of STEM education of Hong Kong has following characteristics: attaching importance to STEM education, designing in the top and promoting it consistently; making policy based on empirical research; promoting STEM education adopting multiple measures collaboratively; action is specific and feasible; spreading in all schools in Hong Kong. This brings to us many enlightenment: fully recognizing the importance and urgency of STEM education,and introducing specific STEM development programs; making policy based on empirical research; promoting STEM education adopting multiple measures collaboratively; having STEM education in more schools, including elementary and secondary school located in western areas and the countryside. Copyright © 2019 信陽師範學院.

Purpose: The purpose of this paper is to compare the curriculum developments of civic education in three emerging Chinese societies: China and two Special Administrative Regions of Hong Kong and Macao, which are increasingly under the impacts of globalisation in this information world.Design/methodology/approach: The analytical method is used and the following are identified: active and global civic education-related learning units and key themes and main contents in official curriculum guidelines and updated textbooks related to civic education.Findings: A major finding is that elements of both active and global citizenship, such as participation in the community and understanding about the world and thus forming multiple identities, can be found alongside their emphasis on enhancing national citizenship. Thus, ideas of global citizenship and multiple levels of citizenship from local, national to global start to develop in these three Chinese societies.Social implications: The implications of such findings of both active and global citizenship, as well as multiple identities, found in these three Chinese societies could be huge for informing civic literature and sociological point of views, in particular, pointing to the next generations receiving a broadened and transcended notion of multiple levels of citizenship, apart from local and national citizenship.Originality/value: The significance of this paper is that it argues that ideas of active citizenship in terms of community participation and global citizenship have been found in China, Hong Kong and Macao civic education curriculum and textbooks because of the expectations placed on students to compete in a globalized world, though national citizenship and patriotic concerns have been primary concerns. Globalisation makes the world society by impacting on these three Chinese societies for active and global citizenship, though they still retain their particular curricular focusses. Copyright © 2019 Emerald Publishing