The procrastination assessment scale for students (PASS) has been used widely in evaluating the patterns of university students’ procrastination on academic tasks and their procrastination behavior. The present study validated the psychometric properties of a Chinese version of the PASS (PASS-C) by recruiting two representative independent sample of Hong Kong Chinese university students (S1 used in the EFA study: 506; S2 used in the CFA study: 506). The results confirmed that this modified Chinese version is a valid and appropriate tool to assess university students’ procrastination tendencies in Chinese educational settings. Copyright © 2022 Yip and Chung.

Children’s social-emotional learning (SEL) lays the groundwork for their later adjustment (Durlak et al., 2011). Although numerous SEL programs have been developed for children, few measures have been constructed to assess social-emotional competencies, namely self-awareness, social awareness, self-management, relationship skills, and responsible decision-making (CASEL, 2013). This study validated the 40-item Washoe County School District-Social-Emotional Competency Assessment (WCSD-SECA; Crowder et al., 2019) for use in Hong Kong. The sample consisted of 369 Chinese children (8-13 years old) and their parents. Children completed WCSD-SECA and International Positive and Negative Affect Schedule-Short Form (Thompson, 2007). Parents completed the Strengths and Difficulties Questionnaire (Goodman et al, 1997). Confirmatory factor analysis revealed that the original 8-factor model fit well to the data, χ2(698)=1116.16, p>.001, CFI=.91, TLI=.90, RMSEA=0.04. WCSD-SECA was associated with emotions and behavioral problems, ps<.05, thereby demonstrating concurrent and predictive validity. Hence, WCSD-SECA could be used to assess children’s social-emotional competence in Hong Kong. Copyright © 2021 HKERA-APERA International Conference.

The Hong Kong Early Child Development Scale (HKECDS) is a tool for assessing holistic early child development in preschoolers aged from three to six years. The original version of the scale, HKECDS, was updated in 2019 (HKECDS-2) to reflect the contemporary context and local curricular expectations. Children (n = 144) from three kindergartens in Hong Kong completed the HKECDS-2 in individual sessions. Rasch model analysis and expert discussions resulted in a short version of the scale (HKECDS-3) with 50 items in nine domains. The domains are Personal and self-care (4 items), Language development (7 items), Pre-academic learning (10 items), Cognitive development (6 items), Gross motor (4 items), Fine motor (2 items), Health and safety (5 items), Moral development (6 items), and Society and environment (6 items). There were significant correlations between findings from the updated version of the tool, HKECDS-3 and the HKECDS-2 (long form), and older children had significantly higher scores than younger children. Copyright © 2022 by THE PACIFIC EARLY CHILDHOOD EDUCATION RESEARCH ASSOCIATION.

As many universities worldwide have incorporated holistic competency development into their course goals, developing assessment literacy in these competencies is placed high on the agenda. Yet, existing literatures on assessment literacy tend to focus on disciplinary knowledge, with little reference to holistic competencies. Based on 29 focus group interviews with 122 students from six universities in Hong Kong, this study first explores the extent to which previous conceptualisations of student assessment literacy also apply to assessing holistic competencies. Findings are subsequently used as a base for discussion towards a new framework of student assessment literacy in holistic competency development which constitutes four dimensions, i.e. knowledge, attitude, action and critique. The renewed framework incorporates features specific to holistic competency assessment, further highlights students' critical engagement with assessment, and understands learners as active agents who exercise discretion in holistic competency assessment. Copyright © 2021 Routledge.

Empirical evidence shows that Hong Kong teachers, especially beginning teachers, are suffering from emotional challenges in their professional lives. This project aimed at enhancing student teachers’ understanding of emotion regulation and cultivating their capacity on emotion regulation to improve their performance in Field Experience. These were achieved through the inclusion of an intervention on emotion regulation in a core undergraduate course, which is offered just before Field Experience.The qualitative data comprised pre- and post-interviews. Twelve students for experimental and control groups respectively participated the two-round interviews. These 24 students were asked to video one lesson and handed it to the project team. Quantitatively, the pre-survey on emotion regulation was conducted with 240 students in the first lecture of the course and the post-survey was conducted to the same group after Field Experience. The performances of the 240 students in Field Experience were collected for comparison analysis.Quantitative data showed that the mean scores for positive emotions in the post-survey are higher than those in the pre-survey (Love, Joy) and the mean scores for negative emotions are lower than those in the pre-survey (Anger, Sadness, Fear), and three mean differences are significant, namely Love, Joy, and Anger. Qualitative data showed that they understood more on emotion and regulation and indicated that including teacher emotion and emotion regulation content in the course is helpful for their coming field experience and day life. Implications to include emotion regulation in training programmes are discussed. Copyright © 2018 HKERA International Conference.

Given the growing awareness of the importance of cultural-specific studies in creativity, the purpose of this study was to develop a rating scale (Creative personality Questionnaire, CPQ) to elicit Hong Kong Chinese preschool teachers' perceptions of creative personality and to determine the factor structure of the CPQ. Items for the CPQ were generated using literature search and interviews. Participants comprised of 564 Chinese preschool teachers. A series of exploratory and confirmatory factor analysis revealed a 20 items, five-factor model (cognitive abilities, discipline, motivation, inventiveness, personal properties) for the CPQ. While most of the personality characteristics in the CPQ were congruent with those suggested in the literature, characteristics relating to well mannered, honest, cautious, and need for recognition in the discipline domain reflects the influence of Chinese culture. The core creative personalities perceived by the Hong Kong Chinese preschool teachers were found to be similar and these characteristics generally aligned with the western views. This study expands the availability of reliable tools for assessing preschool teachers' perception of creative personality and leads to further studies on examining how the teachers' personality affects classroom practices and children's creative learning.
[Copyright © Pergamon Press].

Assessment by means of tests and examinations has a major impact on teaching and learning. The influence may be positive, benign or negative, but when it is the latter the impact is often to distort the curriculum and exert harmful stress or demotivation on students (and sometimes teachers). This paper argues for an alternative perspective by which assessment is geared to promote student learning, in other words the formative aspects of assessment are emphasised. I review relevant literature which places formative assessment within a constructivist teaching approach and reveals the significant, yet largely untapped, potential of assessment for learning. I briefly describe current Hong Kong initiatives in learning-oriented assessment and illustrate them with reference to two case studies of recent innovative practices in schools and teacher education in Hong Kong. I conclude by posing a series of questions which merit further consideration by ELT professionals.
[Copyright © 2002 The Korea Association of Teachers of English.]

This paper will report the initial results of a pilot study which will investigate to what extent the use of portfolio assessment is implemented by teachers in public schools in Hong Kong. Levels of acceptance, successful and not successful methodologies and attitudes will be identified. School subject teachers' and principals' perception will be assessed with respect to the implementation process of portfolio assessment strengths, weaknesses, limitations; and how these perceptions have changed over the years since the use of portfolio assessment was first implemented. Constraints and problems identified with the use of portfolio assessment in the schools and classrooms will be investigated. The Project is seen to be important to both Hong Kong and HKIEd as Hong Kong schools move toward reforming the assessment system which will include the use of portfolios. Currently portfolio assessment is underutilized in Hong Kong even though recent policy and reform documents have called for this type of alternate student assessment. The recent call by the HK Examination Authority to review the public examination system also speaks to forms of alternative assessment, including portfolio assessment. However, few education officials thoroughly understand the impact for such an assessment strategy and have done little to prepare teachers and administrators. It is therefore felt that this study can significantly direct the work of educators in a leadership role with a strategy for implementing alternative assessment strategies such as portfolio assessment for education across Hong Kong.