Assessment for Student Improvement: Understanding Hong Kong Teachers' Conceptions and Practices of Assessment
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| Title: | Assessment for Student Improvement: Understanding Hong Kong Teachers' Conceptions and Practices of Assessment |
|---|---|
| Language: | English |
| Authors: | Brown, Gavin T. L., Kennedy, Kerry J., Fok, Ping Kwan, Chan, Jacqueline Kin Sang, Yu, Wai Ming |
| Source: | Assessment in Education: Principles, Policy & Practice. Nov 2009 16(3):347-363. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Elementary Secondary Education High Schools Secondary Education |
| Descriptors: | School Culture, Structural Equation Models, Student Improvement, Educational Change, Foreign Countries, Educational Assessment, Student Evaluation, Teacher Attitudes, Summative Evaluation, Instructional Improvement, Outcomes of Education, Accountability, Questionnaires, Teacher Surveys, High Stakes Tests, Test Preparation, Barriers |
| Geographic Terms: | Australia, Hong Kong, New Zealand |
| DOI: | 10.1080/09695940903319737 |
| ISSN: | 0969-594X |
| Abstract: | Hong Kong is seeking to increase the use of "assessment for learning" rather than rely on "assessment of learning" through summative examinations. Nearly 300 teachers from 14 primary and secondary schools answered a Chinese translation of the Teachers' Conceptions of Assessment inventory and a new Practices of Assessment Inventory. Structural equation modelling showed that there was clear alignment between conceptions and practices. Further, there were significant differences in the conceptions of assessment held by Hong Kong teachers as compared to New Zealand and Queensland teachers. This sample of Hong Kong teachers strongly associated (r = 0.91) using assessment to improve teaching and learning with making students accountable through assessment, which, in turn, led to a strong use of examination preparation practices (beta = 0.43). Hong Kong teachers believed learning outcomes were improved by using assessments to make students accountable and by preparing them for examinations. These results suggest that broader Chinese cultural norms concerning examinations are part of school culture and may provide barriers for the assessment reform agenda in Hong Kong and other Confucian societies. (Contains 3 figures and 1 table.) |
| Abstractor: | As Provided |
| Number of References: | 38 |
| Entry Date: | 2009 |
| Accession Number: | EJ864919 |
| Database: | ERIC |
| Abstract: | Hong Kong is seeking to increase the use of "assessment for learning" rather than rely on "assessment of learning" through summative examinations. Nearly 300 teachers from 14 primary and secondary schools answered a Chinese translation of the Teachers' Conceptions of Assessment inventory and a new Practices of Assessment Inventory. Structural equation modelling showed that there was clear alignment between conceptions and practices. Further, there were significant differences in the conceptions of assessment held by Hong Kong teachers as compared to New Zealand and Queensland teachers. This sample of Hong Kong teachers strongly associated (r = 0.91) using assessment to improve teaching and learning with making students accountable through assessment, which, in turn, led to a strong use of examination preparation practices (beta = 0.43). Hong Kong teachers believed learning outcomes were improved by using assessments to make students accountable and by preparing them for examinations. These results suggest that broader Chinese cultural norms concerning examinations are part of school culture and may provide barriers for the assessment reform agenda in Hong Kong and other Confucian societies. (Contains 3 figures and 1 table.) |
|---|---|
| ISSN: | 0969-594X |
| DOI: | 10.1080/09695940903319737 |
