Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing

Zi YAN, Gavin T.L. BROWN

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

This paper describes Hong Kong’s borrowing, primarily from the UK, of the assessment for learning policy, in the context of prolonged use of formal summative public examinations. The narrative review and analysis are guided by a social positivist critique of the assessment for learning policy in the Hong Kong context. This paper concludes that Hong Kong’s attempts to implement assessment for learning are ambitious but somewhat futile because of persistent use of public examinations for important decision-making. Change in Hong Kong may only happen through a gradual implementation of assessment for learning practices that takes into account cultural, societal, and historic norms. Critical issues are identified and recommendations are proposed for further implementation of assessment for learning in Hong Kong. Copyright © 2021 Elsevier Ltd.
Original languageEnglish
Article number100985
JournalStudies in Educational Evaluation
Volume68
Early online date09 Feb 2021
DOIs
Publication statusPublished - Mar 2021

Citation

Yan, Z., & Brown, G. T. L. (2021). Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing. Studies in Educational Evaluation, 68. Retrieved from https://doi.org/10.1016/j.stueduc.2021.100985

Keywords

  • Assessment for learning
  • Assessment reform
  • Policy borrowing
  • Public examination

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