Educational change for authentic formative assessment in the subject classrooms of general studies

Lai Wah WONG-YU

Research output: Contribution to conferencePaper

Abstract

Since 2000, the Hong Kong Government has launched a series of education reform measures. Formative assessment is advocated as one of the measures to promote student learning and teaching effectiveness. The paper studied the implementation of formative assessment in General Studies classrooms by the student teachers during their teaching practice in local primary schools. The methodology included inviting the student teachers to be co-researchers, their writing weekly reflection reports, videotaping lessons, interview their students, and being interviewed by the researcher. Findings show that this educational measure cannot be implemented successfully by individual teacher. In order to implement authentic formative assessment, there should be educational change of the whole subject department, supported by the principal, school administration, parents and students.
Original languageEnglish
Publication statusPublished - 2006

Fingerprint

classroom
student teacher
school administration
student
teaching practice
primary school
Hong Kong
parents
reform
methodology
Teaching
teacher
interview
learning
education

Citation

Yu, L. W. (2006, April). Educational change for authentic formative assessment in the subject classrooms of general studies. Paper presented at the Annual Meeting of American Educational Research Association: Education Research in the Public Interest, San Francisco, CA.

Keywords

  • Primary Education
  • Theory and Practice of Teaching and Learning