Exploring Assessment and Accountability for Children's Learning: A Case Study of a Hong Kong Preschool

Autor/inn/en	Chan, Sing Pui; Wong, Siu Man
Titel	Exploring Assessment and Accountability for Children's Learning: A Case Study of a Hong Kong Preschool
Quelle	In: Early Education and Development, 21 (2010) 2, S.234-262 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Student Evaluation; Early Childhood Education; Program Effectiveness; Foreign Countries; Accountability; Teaching Methods; Case Studies; Educational Practices; Preschool Evaluation; Interviews; Observation; Content Analysis; Performance Factors; Educational Change; Hong Kong + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Bildungspraxis; Interviewing; Interviewtechnik; Beobachtung; Inhaltsanalyse; Leistungsindikator; Bildungsreform; Hongkong
Abstract	Research Findings: Assessment and accountability have been given prominent attention in the field of education in recent decades. Educators have been debating what assessment is, how it is practiced in school, and how it is used for accountability purposes. A case study was conducted of the assessment practices in a Hong Kong preschool to understand the issues of assessment and accountability. This study investigates changes in assessment practices and explores implications for assessment and accountability. This research adopted various qualitative data collection methods, including interviews, site observations, collection of documents, and review of personal notes. The findings showed that there was a paradigm shift of assessment practice from an outcome-oriented approach to a process-oriented approach. Results revealed 4 major changes in the new assessment approach that involved the choice of assessment tools, the planning procedures, data collection methods, and new assessment activities. The major changes were built on the idea of assessment for learning and the strength of school capacity supporting self-improvement. The development of a culture of collaboration and professional learning communities helped to enhance teacher development and build school capacity. Practice or Policy: This study urges the improvement of process-oriented assessment, school capacity, and the use of assessment data to understand the impacts of the new accountability system. The study supports a more balanced approach of combining school internal capacity and external systems to uphold school accountability and advocates the use of process-oriented assessment in early childhood education. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10