This article is developed by a qualitative research which interviewed twenty more principals in Hong Kong. It aims to report the findings of principals’ strategies and adaptability to the assessment policy as scholars have pointed out each school has its own unique culture, historical background and starting points. Schools are in their own idiosyncratic context and therefore school enhancement can only be achieved by idiosyncratic methods. Different school requires different content and processes of change. However, the authority has provided a macro reform framework, but one-size cannot fit all, principals have to develop their own implementation method in order to suit their own pace. This paper exhibits findings in principals’ strategic planning, how the principals address the difficulties during the reform and how to adapt the assessment policy. This paper also provides three recommendations for the Education and Manpower Bureau, schools and teachers for the substantial adaptability to assessment policy change.
|Published - 2005
CitationNgan, M.-Y. (2005, December). Principals' strategies and adaptability to the assessment policy. Paper presented at Faculty of Education of CUHK 40th Anniversary International Conference: Developing Teacher Leadership and Education Partnership in the Face of Education Reform, The Chinese University of Hong Kong, China.
- Principals' strategies
- Educational change
- Assessment policy