Abstract
Formative assessment is a major emphasis in recent assessment reform in Hong Kong. It is a process in which teachers provide assessment information to students to improve their learning as well as to adjust their teaching strategies to meet the identified learning needs of their students. By means of a case study in which interview and documentary analysis are used as the research methods, this paper presents data which address the major issues in the implementation of formative assessment at primary school level in Hong Kong. These include the major features of formative assessment strategies, conditions for the practice of formative assessment, effects of formative assessment, and challenges in the implementation of formative assessment. The purpose is to shed lights on the characteristics of formative assessment and the various problems in relation to its implementation in Hong Kong schools. Copyright © 2012 Australian Curriculum Studies Association Inc..
| Original language | English |
|---|---|
| Pages (from-to) | 11-21 |
| Journal | Curriculum Perspectives |
| Volume | 32 |
| Issue number | 1 |
| Publication status | Published - Apr 2012 |
Citation
Lo, Y. C. (2012). The implementation of formative assessment at primary school level: A Hong Kong case study. Curriculum Perspectives, 32(1), 11-21.Keywords
- Formative assessment
- Student learning
- Primary school
- Hong Kong