Contrasting Teacher's Espoused and Enacted Classroom Assessment: Exploring Hong Kong Chinese Teachers’ Conceptions of Assessment

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dc.contributor.author Hui, SKF en
dc.contributor.author Brown, Gavin en
dc.coverage.spatial Bangkok, Thailand en
dc.date.accessioned 2011-08-18T22:23:46Z en
dc.date.issued 2010 en
dc.identifier.citation International Association for Educational Assessment annual conference, Bangkok, Thailand, Aug 2010. 2010 en
dc.identifier.uri http://hdl.handle.net/2292/7485 en
dc.description.abstract A new survey instrument on Teachers Conceptions of Assessment in Chinese contexts has been developed and validated with confirmatory factor analysis of responses from Hong Kong and South China primary and secondary school teachers. The factor model identifies four main conceptions (i.e., “irrelevant”, “accountability”, “improvement”, and “examination”) with the latter three being multifaceted. This paper reports an exploratory study designed to explain the purposes and uses for a self-selected sample of classroom assessment tasks of four primary school curriculum leaders in Hong Kong Chinese medium schools. A combination of methods – qualitative interviewing and self-scoring of their confidence to the use of these assessment tasks in achieving different conceptions – was used. Results indicated although “improvement” was often quoted as the reason to why the selected assessment tasks facilitate students’ learning, their thought of having the tasks to meet the functions of “accountability” and “examination” is still unyielding. The work reported here will contribute to gaining an understanding of the relationship between assessment policy and practice in the Chinese context and how Hong Kong’s “assessment for learning” policy is conveyed to the classrooms in such a context. en
dc.relation.ispartof 36th Annual Conference of the International Association for Educational Assessment annual conference en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Contrasting Teacher's Espoused and Enacted Classroom Assessment: Exploring Hong Kong Chinese Teachers’ Conceptions of Assessment en
dc.type Conference Item en
dc.rights.holder Copyright: the author en
pubs.finish-date 2010-08-27 en
pubs.start-date 2010-08-22 en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.subtype Conference Paper en
pubs.elements-id 219177 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.record-created-at-source-date 2011-08-18 en


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