Integrating assessment of learning and assessment for learning in Hong Kong public examinations: Rationales and realities of introducing school-based assessment

Research output: Contribution to conferencePapers

Abstract

Hong Kong is famous for its examination-dominated culture, which heavily relies on the public examinations. So ingrained has it become that the whole society is sensitive to any change in such an assessment mechanism. In recent years, the Hong Kong Examinations and Assessment Authority has used both external and school-based assessment as part of high stakes end of schooling assessment. Recent reforms have increased this reliance on school based assessment. The objectivity of external assessment is easily accepted by the society and the addition of school-based assessment components is often supported by tertiary institutions. Yet the practice of including school-based assessment results in addition to public examinations has been challenged by practitioners such as teachers in secondary schools as well as by the public. This paper focuses on understanding the views of teachers concerning school based assessment since such views are likely to add pressure to its implementation. In particular it will examine why teachers and the public appear to have more faith in external assessment rather than the professional judgment of teachers.
Original languageEnglish
Publication statusPublished - 2006

Citation

Fok, P. K., Kennedy, K. J., Chan, K. S. J., & Yu, W. M. (2006, May). Integrating assessment of learning and assessment for learning in Hong Kong public examinations: Rationales and realities of introducing school-based assessment. Paper presented at the 32nd Annual Conference of International Association for Educational Assessment: Assessment in an Era of Rapid Change: Innovations and Best Practices, Singapore.

Keywords

  • Educational Evaluation

Fingerprint Dive into the research topics of 'Integrating assessment of learning and assessment for learning in Hong Kong public examinations: Rationales and realities of introducing school-based assessment'. Together they form a unique fingerprint.