Assessment for Learning and Teacher Development: The Experience of Three Hong Kong Teachers

Autor/in	Wong, Marina W.
Titel	Assessment for Learning and Teacher Development: The Experience of Three Hong Kong Teachers
Quelle	In: Teacher Development, 11 (2007) 3, S.295-312 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Curriculum Design; Music Education; Foreign Countries; Music Teachers; Teacher Student Relationship; Professional Development; Elementary School Teachers; Program Implementation; Alignment (Education); Educational Assessment; Student Evaluation; Instructional Effectiveness; Case Studies; Elementary School Curriculum; Curriculum Development; Observation; Interviews; Educational Change; Teacher Workshops; Hong Kong + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Musikerziehung; Ausland; Music; Teacher; Teachers; Musiklehrer; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Unterrichtserfolg; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Beobachtung; Interviewing; Interviewtechnik; Bildungsreform; Hongkong
Abstract	This paper reports findings from an investigation of the implementation of "assessment for learning" in classroom music instruction in Hong Kong primary schools, focusing on the changes in assessment practice and music teachers' classroom instruction. Qualitative methodology was employed to document the cases of three music teachers. It was found that change in assessment practice in classroom music instruction led to a change in curriculum design which enhanced curricular alignment, as well as change in the mode of instruction which facilitated communication and interaction between teachers and students. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10