An exploration of teacher perception of assessment as learning in secondary schools of Hong Kong

Assessment as learning (AaL) is a formative assessment that aims at developing the students as proficient learners by enhancing their metacognition, learning skills and attitude. In assessment as learning (AaL), the assessment itself is the learning process (Berry, 2008). Therefore, it is an interrelation of assessment, learning and teaching (Dann, 2014). Assessment as learning (AaL) is undoubtedly beneficial for cultivating the students to be an independent learner who capable to develop life-long learning. However, present studies about AaL are insufficient and it is new for the schools, especially for the secondary schools. Therefore, the study aims at exploring teachers’ perception of assessment as learning (AaL) in secondary schools of Hong Kong. The research will collect qualitative data by semi-structured interview in a secondary school to answer the 4 research questions:
1. What is the current situation of applying assessment as learning in secondary schools?
2. How is the effectiveness of Assessment as learning in secondary schools?
3. What are the difficulties in applying assessment as learning in secondary schools?
4. How to improve the application of assessment as learning in secondary schools?