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Author: Yiyao Zhang Publisher: ISBN: 9781361314777 Category : Languages : en Pages :
Book Description
This dissertation, "A Case Study of Implemenation of Assessment for Learning in a Hong Kong Secondary School: a Small-scale Multi-perspective Approach" by Yiyao, Zhang, 张懿瑶, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This dissertation seeks to document a local Hong Kong secondary school's implementation of assessment for learning in the form of a case study. While the majority of previous studies on "formative assessment," a term used interchangeably with "assessment for learning" in this dissertation, have focused primarily on modifying teachers' teaching methods and their perspectives regarding formative assessment, there are hardly any studies that invite other perspectives, such as the students' (Carless, 2011). Adopting a qualitative approach using mostly interviews and some observation, the researcher conducted a case study at a local secondary school in Hong Kong to study how staff members of a school realize a government educational reform goal, the implementation of assessment for learning, into action. In order to gain further insight into this matter, the researcher also invited some student opinions through questionnaires regarding their learning experiences relating to the implementation of assessment for learning. Results of this study suggest a need for continual help on behalf of the local government to provide supplementary assistance in guidance and education regarding assessment for learning for teachers and staff members of schools that are planning to or are currently going through the implementation of assessment for learning. Furthermore, due to the increasing workload of teachers during the implementation of assessment for learning, the desire for an employment of additional teachers to distribute and lessen the workload is also prominent amongst teachers; therefore, additional funding for schools to hire more teachers would be most helpful. An online platform primarily for parents and students to track student learning progress employed by the school under study is commendable for its positive effects on learning attitudes and results. The "laissez-faire" philosophy of the principal of the school under study not only grants teachers professional autonomy, but also is central to the harmonious cooperative working climate of the teachers in the school. As for students, although assessment for learning is promising for the improvement of their academic results in the long run, it takes time and patience to get used to new methods of learning and thinking. In such a way, perhaps it would be more beneficial for assessment for learning practices to be introduced earlier in students' learning careers in order to better internalize effective learning habits as well as positive learning attitudes. DOI: 10.5353/th_b5017907 Subjects: Education, Secondary - China - Hong Kong - Evaluation - Case studies
Author: Yiyao Zhang Publisher: ISBN: 9781361314777 Category : Languages : en Pages :
Book Description
This dissertation, "A Case Study of Implemenation of Assessment for Learning in a Hong Kong Secondary School: a Small-scale Multi-perspective Approach" by Yiyao, Zhang, 张懿瑶, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This dissertation seeks to document a local Hong Kong secondary school's implementation of assessment for learning in the form of a case study. While the majority of previous studies on "formative assessment," a term used interchangeably with "assessment for learning" in this dissertation, have focused primarily on modifying teachers' teaching methods and their perspectives regarding formative assessment, there are hardly any studies that invite other perspectives, such as the students' (Carless, 2011). Adopting a qualitative approach using mostly interviews and some observation, the researcher conducted a case study at a local secondary school in Hong Kong to study how staff members of a school realize a government educational reform goal, the implementation of assessment for learning, into action. In order to gain further insight into this matter, the researcher also invited some student opinions through questionnaires regarding their learning experiences relating to the implementation of assessment for learning. Results of this study suggest a need for continual help on behalf of the local government to provide supplementary assistance in guidance and education regarding assessment for learning for teachers and staff members of schools that are planning to or are currently going through the implementation of assessment for learning. Furthermore, due to the increasing workload of teachers during the implementation of assessment for learning, the desire for an employment of additional teachers to distribute and lessen the workload is also prominent amongst teachers; therefore, additional funding for schools to hire more teachers would be most helpful. An online platform primarily for parents and students to track student learning progress employed by the school under study is commendable for its positive effects on learning attitudes and results. The "laissez-faire" philosophy of the principal of the school under study not only grants teachers professional autonomy, but also is central to the harmonious cooperative working climate of the teachers in the school. As for students, although assessment for learning is promising for the improvement of their academic results in the long run, it takes time and patience to get used to new methods of learning and thinking. In such a way, perhaps it would be more beneficial for assessment for learning practices to be introduced earlier in students' learning careers in order to better internalize effective learning habits as well as positive learning attitudes. DOI: 10.5353/th_b5017907 Subjects: Education, Secondary - China - Hong Kong - Evaluation - Case studies
Author: Colin Marsh Publisher: Routledge ISBN: 1135048754 Category : Education Languages : en Pages : 385
Book Description
Education officials, specialist leaders and teachers have all been involved in different ways to bring about school reform in Hong Kong. This book is a very current and relevant analysis of this reform, highlighting the way in which agencies have cooperated in bringing about change over the last several decades. Through a process of wide-ranging decision-making, collaboration and consensus among key bodies and agencies of change, some important developments have occurred. The reforms collectively have had, and are continuing to have, a major impact upon schooling in Hong Kong. This volume represents a range of authors and specialists involved in a number of different reforms, covering themes such as historical policy contexts, new curriculum approaches, changing pedagogies, school leadership, implementation and change, and assessment and evaluation. This is a very topical book which provides a probing analysis of how an Asian education system has been able to reach and maintain a very high performing level.
Author: Ka-Man Yau Publisher: Open Dissertation Press ISBN: 9781374723399 Category : Education Languages : en Pages : 132
Book Description
This dissertation, "Teachers' Perceptions of Assessment for Learning: a Study of Secondary School Teachers in Hong Kong" by Ka-man, Yau, 游嘉敏, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT of thesis entitled Teachers' perceptions of assessment for learning: A study of secondary school teachers in Hong Kong submitted by YAU KA MAN For the degree of Master of Education at the University of Hong Kong August, 2004 A paradigm shift in assessment, with the emphasis on assessment for learning, currently prevails in many parts of the world, including Hong Kong. Despite strong promotion, the implementation of assessment for learning around the world has not been as so widespread in schools as expected. 'Teachers' perceptions of assessment for learning' may be the most influential factor explaining reluctance and their actions in practice which are being affected by their current classroom beliefs and actions. This study provides insights into the factors affecting the implementation of assessment for learning in Hong Kong secondary schools from an examination of teachers' perceptions. In turn, suggestions for more effective implementation are explored. This study used an interpretative, qualitative approach. The subjects of the study were six secondary school teachers in Hong Kong who were classified into two polar types-conservative and innovative. As such, the study represents a study involving six cases. Interview was the main data collection method, although documents and students' work were collected, in some cases, for triangulation. Analysis followed Miles and Huberman (1984, 1994) as well as Strauss and Corbin (1990, 1998). iiThe findings of this study showed that assessment for learning was not a common practice among the secondary school teachers. Their perceptions of assessment for learning were varied and confusion of meaning seemed apparent in many cases. In contrast with the hopes in the literature and the education reform reports of Hong Kong, three of the six subjects didn't view assessment for learning as an effective tool to improve student learning. The findings also suggested some determining factors and related challenges that led to such perceptions and actions. However, 'character and personality of teachers' seemed the most influential and decisive factor. Based on these findings, measures for promoting further initiation and implementation of assessment for learning were suggested with a focus on changing the mindsets of teachers through increasing their exposure to the current assessment change. Re-prioritization of teachers' duties should also be considered and carried out seriously. iii DOI: 10.5353/th_b3028071 Subjects: Educational tests and measurements - China - Hong Kong Educational change - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Author: Yu-Chun Lorena Hui Publisher: ISBN: 9781374720077 Category : Languages : en Pages :
Book Description
This dissertation, "Project-based Learning in a Hong Kong Secondary School: an Evaluation" by Yu-chun, Lorena, Hui, 許如珍, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled The Implementation of Project-Based Learning: An Evaluation submitted by HUI Yu Chun Lorena for the degree of Master of Education at the University of Hong Kong in August 2004 Educational reform in Hong Kong uses life long learning and learning to learn as the main themes and this further suggests new mode of learning and teaching. Project-based learning (PBL), which is a new learning and teaching model that centres around projects, is one of the four key tasks in the education reform that is in line with the aims and objectives of learning to learn. The purposes of this research is to explore and have an in-depth understanding of the strengths, difficulties and challenges experienced by students and teachers in the implementation of PBL in a HK secondary school. In order to evaluate the advantages, difficulties and challenges in the implementation of PBL, a qualitative, case study design is employed to facilitate the discussion. The research aims at the advantages and effectiveness of PBL from the point of view of educator and researcher. Despites evidence from overseas research that show there are i iabundance of advantages in conducting PBL, it is discovered that the implementation of PBL come across the difficulties and challenges in this research study. First, students encounter technical problems in application in different stage of PBL. Secondly, time management is one of the weaker aspects in PBL. Thirdly, students are relatively passive and the problem of social loafing and free riding exists. Fourthly, collaboration and effective communication break down cause double standard in the implementation of PBL. Fifthly, the current curriculum and examination systems hinder the implementation of PBL. Sixthly, PBL is a new instructional knowledge which experienced and new teachers find that professional training is inadequate. Finally, involvement of parents is debatable. In conclusion, the challenges and difficulties are complex and more time is required to solve the difficulties, especially in the aspects of innovative classroom instruction pedagogy and skills, involved community and skilful educator. ii ii DOI: 10.5353/th_b3014386 Subjects: Project method in teaching - China - Hong Kong - Case studies Junior high school teachers - China - Hong Kong - Attitudes Junior high school students - China - Hong Kong - Attitudes
Author: Lixun Wang Publisher: Springer ISBN: 3030110818 Category : Education Languages : en Pages : 194
Book Description
This book focuses on Hong Kong as a multilingual society. It investigates how trilingual education is implemented in Hong Kong primary schools. Based on a large scale survey of 155 Hong Kong schools and in-depth case studies in 3 selected schools, the book gives an overview of trilingual education in Hong Kong primary schools, revealing the views on trilingual education of all stakeholders: school principals, panel chairs, subject teachers, students, and parents. The research findings presented in this book suggest that the implementation of trilingual education varies significantly from school to school, as does the effectiveness of the trilingual education models used. It shows how students’ views towards the use of different media of instruction (MoIs) also vary, and how their mother-tongue backgrounds affect their perceptions. By documenting views, policies and implementation methods, the book provides insight into the practice of trilingual education in Hong Kong and offers suggestions on potentially effective implementation methods.
Author: Lorna M. Earl Publisher: Corwin Press ISBN: 1452242976 Category : Education Languages : en Pages : 161
Book Description
This is a book for teachers and school leaders on formative assessment i.e., assessment as learning where assessment occurs throughout the learning process to inform learning as opposed to assessment that occurs at the end of a learning unit to measure what students have learned (summative assessment). Formative assessment emphasizes the role of the student, not only as a contributor to the assessment and learning process, but the critical connector between them. It defines assessment of learning, assessment for learning and assessment as learning, making a case for assessment as learning. It addresses assessment in the context of what learning is. It shows how to use formative assessment to motivate student learning, help students make connections so that they move from emergent to proficient, extend their learning and to help them become reflective self-regulators of their own learning. It explores how teachers can make the shift to formative assessment by engaging in conceptual change.
Author: Siu-Lan Amy Cheung Publisher: Open Dissertation Press ISBN: 9781361295540 Category : Languages : en Pages :
Book Description
This dissertation, "Students' Learning in a Secondary School in Hong Kong: a Case Study" by Siu-lan, Amy, Cheung, 張小蘭, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: In recent years, the Invitational Education (IE) philosophy and its application into schools have been spreading from the West to East. Many schools at different levels: kindergarten, primary and secondary schools, are gradually adapting this philosophy together with their own curriculum to enhance students' learning. This philosophy is believed that human potential can best be realized to invite development, and by people who are intentionally inviting with themselves and others. Being the secondary school that is of the same sponsoring body of the pioneer primary school for introducing Invitational Education to Hong Kong, the school possesses great potential to be developed as a truly inviting school. However, at the same time, as a new school, many ideas were needed to be developed including policies, student activities, and new ideas for the curriculum, developing programs for different stakeholders and establishing networks with other schools. Therefore, the purpose of this research is to know how the implementation of IE philosophy affects on students' learning in a Hong Kong secondary school - case study. There are 3 main questions: (1) How is teaching and learning is shaped or affected by IE? (2) What are the factors affecting the success or applicability of IE in the school? (3) Is IE applicable in the school under study? This study adopts a mixed approach in its method of inquiry because of its descriptive and exploratory nature. The outcome shows that the staff is pleased to have Invitational Education philosophy adopted in the case school. It could help the teachers to shape their way of teaching with invitational education qualities but this needs further research. There is a lot of room for improvement as there are factors that affect the success or application of IE in the school. DOI: 10.5353/th_b4836574 Subjects: Teaching - China - Hong Kong Teacher-student relationships - China - Hong Kong Motivation in education - China - Hong Kong
Author: Keith Topping Publisher: Routledge ISBN: 1351256866 Category : Education Languages : en Pages : 216
Book Description
There is increasingly strong evidence that K-12 learners who assess each other’s work and then engage in related reflections, discussions, and negotiations benefit mutually from the process. In this practical volume, Keith J. Topping provides suggestions for implementing effective peer assessment across many classroom contexts and subjects. Using Peer Assessment to Inspire Reflection and Learning offers pre- and in-service teachers a variety of teaching strategies to best fit their particular students and school environments along with straightforward tools to evaluate peer assessment’s impact on their classrooms.
Author: Rita Berry Publisher: Hong Kong University Press ISBN: 9622099572 Category : Education Languages : en Pages : 222
Book Description
Assessment is an important part of effective teaching and learning. It allows achievements to be recognized and helps both teachers and learners to reflect on and review their performance and progress. While assessment has long been an end-of-learning activity to measure what learners can do, the outcome-oriented approach does not always foster learning motivation effectively. A new perspective now encourages ongoing appraisal in the classroom to improve learning. This book reflects current thinking of assessment with a stated focus on assessment for learning (AfL). It informs teachers about the latest developments and provides teachers with important tools for integrating assessment in the classroom. The discussions on assessment theories are in-depth and the examples used for illustrating the concepts are plentiful.
Author: Yiyao Zhang
Author: Yiyao Zhang
Author: Colin Marsh
Author: Ka-Man Yau
Author: Yu-Chun Lorena Hui
Author: Lixun Wang
Author: Lorna M. Earl
Author: 张懿yao
Author: Siu-Lan Amy Cheung
Author: Keith Topping
Author: Rita Berry