NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1145845
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0032-0684
Teacher Leaders' Perceptions and Practice of Student Assessment Reform in Hong Kong: A Case Study
Yu, Wai-Ming
Planning and Changing, v46 n1-2 p175-192 2015
This paper reports a case study of four project schools in the primary school context of Hong Kong. It has investigated how teachers who were assigned subject panel head's and curriculum leader's roles perceived the student assessment reform and how they experimented with new assessment strategies in the school policy and classroom practice. The major focus of the paper lies on how these teacher leaders expressed their understanding of student assessment reform in classroom practice. The main discussion of findings shows the perception of these teacher leaders on student assessment reform, how they put their ideas of formative assessment into practice, and in addition, the challenges they faced in the reform process.
Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A