One major endeavour of the educational assessment reform in Hong Kong is to translate the idea of assessment for learning into the school teacher's everyday practice. The idea,assessment for learning, emphasizes that classroom assessment should enable the teacher to give feedback about a student's learning and to obtain feedback which inform his or her own teaching. Both groups of school teachers and teacher educators are concerned with the issue about how to make sense of assessment data and to transform them into feedback useful to learning and teaching. This research seeks to understand the kinds of protocols of assessment data school teachers perceived as practical information to become useful feedback to learning and teaching. We conducted 2 types of protocols using different analysis methods of assessment data (that is, basic item analysis and Rasch model) to represent primary and secondary students' responses to objective test items assessing the competency of reading comprehension of Chinese literatures. We presented the protocols to primary and secondary school teachers who are currently teaching Chinese language subject in Hong Kong. After our demonstrations of the protocols, we interviewed the participant teachers to obtain their perceptions on each type of protocols. Results of the teachers' perceptions are discussed in this paper. Copyright © 2006 The Hong Kong Institute of Education and The Asia-Pacific Educational Research Association. All Rights Reserved.
|Publication status||Published - Nov 2006|
CitationChen, C. H., Ho, C. M., Tung, L. C., Mok, M. C. M., & Cheung, T. M. P. (2006, November). Informing learning and teaching using feedback from assessment data: An exploratory study of primary and secondary school teachers' perceived values of assessment data in Hong Kong. Paper presented at the Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization, The Hong Kong Institute of Education, Hong Kong, China.
- Theory and Practice of Teaching and Learning