Facing the challenges of the new assessment culture

Research output: Contribution to conferencePaper

Abstract

This presentation focuses attention on structural and conceptual changes at the policy and classroom levels in assessment in the 334 education reform. In policy terms, new approaches to assessment were designed to be more formative, criterion-referenced, school-based, and learning-oriented, as compared to summative, norm-referenced, and evaluative public examination in the colonial period. These changes in assessment take place against the backdrop of major structural reform of the Hong Kong education system and the associated curriculum reform. This presentation will report on how new assessment policies have been taken up and implemented by the profession, and what progress has been made in achieving reform objectives.
Original languageEnglish
Publication statusPublished - 2008

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reform
structural reform
education system
Hong Kong
profession
curriculum
classroom
examination
school
learning
education

Citation

Mok, M. M. C. (2008, December). Facing the challenges of the new assessment culture. Paper presented at the First "3+3+4" Symposium: Partnering for Excellence in Education, The Hong Kong Institute of Education, China.