Classroom assessment in policy context (Hong Kong)

Abstract

This article reviews the prospects for classroom assessment in schools in Hong Kong with respect to both policy and implementation perspectives. Classroom assessment in primary schools is discussed in relation to the target-oriented curriculum and more recent emphases on learning to learn and assessment for learning. Developments in secondary schools are framed around changes in assessment stimulated by a new qualification, the Hong Kong Diploma of Secondary Education and the associated expansion of school-based assessment. In an examination-oriented system, it is suggested that a way forward lies in developing productive synergies between summative and formative functions of assessment.