Previous studies have provided equivocal results regarding the use of teacher and parent ratings in identifying gifted students. This study explored their use through identifying those student behavioral characteristics on which such judgments were based, assessing their correspondence with student self-report data, and evaluating the differences between teacher and parent ratings. Teachers and parents of 109 gifted students (45 boys and 64 girls) provided ratings using Chinese versions of the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) (Renzulli, Smith, White, Callahan & Hartman, 1976). Results show a greater relevance for measuring leadership and motivation characteristics, and less relevance on creativity characteristics. Also, scales appear not to be good predictors of student self-report data on IQ, creativity and leadership. However, the Chinese SRBCSS was nevertheless demonstrated to be a viable instrument, yielding important data not available by self-report instruments for identifying gifted students.
[Copyright of High Ability Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13598130050032190]

The standard of English of Hong Kong students is a matter of considerable debate. Academics, business people and others bemoan the deterioration of English-speaking skills and the declining quality of students. Explanations for this situation include the introduction of mass education, the lack of trained English teachers and an exam-centred curriculum. Yet, little research has been undertaken concerning student intellectual ability and English skills. This short report examines the English skills of 146 undergraduates using the ACER Word Knowledge Test - Form F, and their abstract reasoning ability using Raven's Standard Progressive Matrices. The results show that Hong Kong students, while low in English skills are superior in intelligence. Although exploratory and subject to qualification, the research has implications for the teaching and continued use of English in Hong Kong schools and universities.
[Copyright of Educational Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/001318800440641]

The Hong Kong Classroom Environment Scale (HKCES) is a new instrument designed to assess upper primary and junior secondary school students' perceptions of actual and preferred classroom environment. The development of the scale involved 2 stages of study. In the 1st stage of study, exploratory and confirmatory factor analyses clearly identified 4 dimensions of classroom environment: teacher involvement, teacher support, order and student involvement and collaborativeness. In the 2nd stage of study, the instrument was administered to a new sample of about 6,000 students from 13 primary schools and 5 secondary schools for cross-validation.
[Copyright of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1076/edre.9.4.317.17813 ]

The development and evaluation of science students' metacognition, learning processes and self-efficacy are important for improving science education. This paper reports on the development of an empirical self-report instrument for providing a measure of students' metacognition, self-efficacy and constructivist science learning processes. A review of the range of literature related to metacognition, self-regulation and constructivist learning processes resulted in the development of an initial bilingual (English and traditional Chinese) instrument composed of 72 items. This instrument was completed by 465 Hong Kong high school students. The data collected were subjected to exploratory factor analysis and Rasch analysis. The subsequent refinement process resulted in a final version of the Self-Efficacy and Metacognition Learning Inventory—Science (SEMLI-S) consisting of 30 items that can be used for either analysing and focusing on any or all of its dimensions or for assigning scores to individuals that enable comparison between them in relation to their metacognitive science learning orientations.
[Copyright of International Journal of Science Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500690701482493]

In this research, we normed the Wallach-Kogan Creativity Tests (Wallach & Kogan, 1965) for the school children in Hong Kong. A representative sample of 1418 students (148 1st graders, 155 2nd graders, 159 3rd graders, 163 4th graders, 162 5th graders, 160 6th graders, 162 7th graders, 159 8th graders, and 150 9th graders) was administered a Chinese version of the Wallach-Kogan Creativity Tests (WKCT), developed in a large-scale pilot study. There was some preliminary evidence of reliability and validity of the Chinese version of the WKCT. Results of the forming study showed that there was generally an increase with grade level in the mean of various indexes (Fluency, Flexibility, Uniqueness, and Unusualness) of creativity from Grade 1 to Grade 3 (individual administration mode) and from Grade 4 to Grade 9 (group administration mode) for both verbal tests and figural tests, besides a significant drop in the mean of the various indexes of creativity for figural tests in Grade 7. No gender differences in the indexes of creativity were found. The norms of this first norming study of the WKCT not only provide information about the creative potential of the school children in Hong Kong, but also facilitate future cross-cultural comparison of the scores of the WKCT in different cultures and societies.
[Copyright of Creativity Research Journal is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1207/s15326934crj1601_7 ]