Assessment for Learning and for Accountability in Classrooms: The Experience of Four Hong Kong Primary School Curriculum Leaders

Autor/inn/en	Hui, Sammy King Fai; Brown, Gavin T. L.; Chan, Sky Wai Man
Titel	Assessment for Learning and for Accountability in Classrooms: The Experience of Four Hong Kong Primary School Curriculum Leaders
Quelle	In: Asia Pacific Education Review, 18 (2017) 1, S.41-51 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-017-9469-6
Schlagwörter	Foreign Countries; Educational Policy; Evaluation Methods; Accountability; Elementary Education; Elementary School Curriculum; Educational Improvement; Interviews; Educational Quality; High Stakes Tests; Outcome Based Education; Feedback (Response); Formative Evaluation; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Verantwortung; Elementarunterricht; Teaching improvement; Unterrichtsentwicklung; Interviewing; Interviewtechnik; Quality of education; Bildungsqualität; Lernerfolgsmessung; Hongkong
Abstract	Hong Kong has been implementing a policy of assessment for learning to counter-balance the strong, high-stakes, summative, and examination-oriented practices of the territory. While the purposes teachers have for various classroom assessment tasks are devoted to this learning premise, their views are bounded by the social expectations of assessment for accountability. This paper reports on a study of the types of assessment tasks used by four primary school curriculum leaders, the nature of assessment for learning in Hong Kong primary school context, and their views of how the tasks could support learning improvement in the accountability era. Results indicate that, consistent with official policy, "improvement" was the dominant reason for using the eight assessment tasks discussed in interviews. However, these tasks also met the functions of "accountability," consistent with the dominant use of assessment in the Chinese context. It appears that assessment for learning in Hong Kong practice is still bounded by the need to demonstrating school quality through the preparation of students for examinations, which raises questions about the policy's validity. This paper concludes with factors that hinder a formative learning practice and recommends some follow-up strategies under this improvement-accountability tension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01