Teachers’ responses to student assessment reform in a Chinese context

Research output: Contribution to conferencePapers

Abstract

The traditional assessment landscape in Hong Kong has been changed since a large scale educational reform was launched six years ago. Recommendations for change encouraged more diverse forms of student assessment. However, the traditional examination-oriented culture within a Chinese context has added difficulty to the implementation of assessment reform in Hong Kong. This paper reports a case study of four project schools. It investigates how teachers experimented with assessment reform in school policy and practice. The focus lies on how teachers express their understanding of student assessment reform in classroom practice. The findings show how teachers understand student assessment, how they put their ideas of formative assessment into practice, and the challenges they face in the reform process.
Original languageEnglish
Publication statusPublished - 2007

Citation

Yu, W. M. (2007, May). Teachers’ responses to student assessment reform in a Chinese context. Symposium conducted at Redesigning Pedagogy International Conference: Culture, Knowledge and Understanding, Singapore.

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