香港自 2001 年推行以“學會學習”為主題的教育改革。在學生評估機制上，最明顯的新措施是由 2004 年起，在中、小學以公開考試的形式設置“全港性系統評估”。本研究嘗試深入剖析小學三年級“全港性系統評估”中文科閱讀和寫作考卷的內容和題型特點，製成量表；然後用作探討 2004 年和 2011 年出版的小學三年級中文科教科書在內容上跟公開考試考查內容關聯的程度。研究結果有助教育界人士瞭解“全港性系統評估”對學校日常教學實況的影響。

經濟合作暨發展組織（Organization for Economic Co-operation and Development,簡稱 OECD）關注世界各地少年人的電子閱讀能力，於 PISA 研究中設置電子閱讀素養測試研究，並翌年公佈測試結果。在 PISA 2012，香港學生在全球 32 個國家或地區中排行第三位，僅次於新加坡和南韓。除了排名外，PISA 還提供了不同數據，展示香港以至全球學生在電子閱讀的表現。這些研究成果都有助提升語文教育的質素，並讓語文教育積極回應置身的數碼世代。

Background: A number of methods to investigate growth have been reported in the literature, including hierarchical linear modelling (HLM), latent growth modelling (LGM), and multidimensional scaling applied to longitudinal profile analysis (LPAMS). Aims: This study aimed at modelling the mathematics growth of students over a span of 6 years from Grade 3 to Grade 9. Sample: The sample comprised secondary longitudinal data collected in three waves from n = 866 Hong Kong students when they were in Grade 3, Grade 6, and Grade 9. Method: Mathematics achievement was measured thrice on a vertical scale linked with anchor items. Linear and nonlinear latent growth models were used to assess students' growth. Gender differences were also examined. Results: A nonlinear latent growth curve with a decelerated rate had a good fit to the data. Initial achievement and growth rate were negatively correlated. No gender difference was found. Conclusion: Mathematics growth from Grade 6 to Grade 9 was slower than that from Grade 3 to Grade 6. Students with lower initial achievement improved at a faster rate than those who started at a higher level. Gender did not affect growth rate.
[Copyright © 2014 The British Psychological Society.]

該研究是一個關於小學生自我導向學習的大型研究的一部分。該大型研究使用了為期26 個月的縱向設計，每半年收集數據一次。研究只限於分析基線數據，旨在開發《教學反饋量表》，並以Rasch 評定量表模型驗證其效度。研究樣本是4,507 名就讀於三年級至五年級、來自26間學校的小學生。學校樣本具香港資助小學代表性。結果表明，所有量表均呈現單一向度。它們的Rasch 主成份分析首對比殘差的特征值均低於2.0。而且所有項目的內、外合適度 (Infit, Outfit) 均於0.5 和 1.5 之間。各量表的Rasch 模型的人信度均在0.8以上。此外，選項的運作良好。項目也沒有性別的 DIF。這項研究開發和驗證了《教學反饋量表》，而且創建了關於小學生對學習反饋的態度的新知識，有利於將來設計教學反饋干預策略和研究。
[Copyright © 2012江西師范大學.]

Hong Kong is famous for its examination-dominated culture, which heavily relies on the public examinations. So ingrained has it become that the whole society is sensitive to any change in such an assessment mechanism. In recent years, the Hong Kong Examinations and Assessment Authority has used both external and school-based assessment as part of high stakes end of schooling assessment. Recent reforms have increased this reliance on school based assessment. The objectivity of external assessment is easily accepted by the society and the addition of school-based assessment components is often supported by tertiary institutions. Yet the practice of including school-based assessment results in addition to public examinations has been challenged by practitioners such as teachers in secondary schools as well as by the public. This paper focuses on understanding the views of teachers concerning school based assessment since such views are likely to add pressure to its implementation. In particular it will examine why teachers and the public appear to have more faith in external assessment rather than the professional judgment of teachers.