This paper uses two action research cases to explore the potential for the implementation of assessment for learning in schools. Whilst there have been pockets of success in the UK (e.g. Black et al., 2003), what are the prospects for , assessment for learning in a Confucian-heritage culture, where the summative assessment paradigm has traditionally dominated? In order to show both the potential and challenges for assessment for learning in the Hong Kong primary school context, I decuss two action research cases of 'early adopters' of an ongoing reform. The first case examines a Cyber Zoo project which sought to develop information technology skills, collaboration skills and problem-solving abilities with a class aged 11-12 years old. The second case examines the implementation of peer assessment with the aim of sensitising 10-11 year old pupils to the grammatical errors which they make in their written English. The value of the paper lies in analysing assessment for learning in classroom practice within a specific international context. From this analysis, I draw out an exploratory cluster of the facilitating and inhibiting factors impinging on the implementation of assessment for learning in schools, building on a model of professional growth developed by Clarke & Hollingsworth (2002).
|Publication status||Published - 2004|