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Book Chapter: Classroom assessment in policy context (Hong Kong)

TitleClassroom assessment in policy context (Hong Kong)
Authors
KeywordsEducational tests and measurements -- China -- Hong Kong.
Academic achievement -- China -- Hong Kong.
Educational evaluation -- China -- Hong Kong.
Issue Date2010
PublisherElsevier
Citation
Classroom assessment in policy context (Hong Kong). In B. McGaw, E. Baker, & P. Peterson (Eds.), International encyclopedia of education, p. 438-442. Oxford: Elsevier, 2010 How to Cite?
AbstractThis 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.
Description3rd ed.
Persistent Identifierhttp://hdl.handle.net/10722/142977
ISBN

 

DC FieldValueLanguage
dc.contributor.authorCarless, DRen_US
dc.date.accessioned2011-10-28T03:00:38Z-
dc.date.available2011-10-28T03:00:38Z-
dc.date.issued2010en_US
dc.identifier.citationClassroom assessment in policy context (Hong Kong). In B. McGaw, E. Baker, & P. Peterson (Eds.), International encyclopedia of education, p. 438-442. Oxford: Elsevier, 2010en_US
dc.identifier.isbn9780080448930-
dc.identifier.urihttp://hdl.handle.net/10722/142977-
dc.description3rd ed.-
dc.description.abstractThis 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.-
dc.languageengen_US
dc.publisherElsevieren_US
dc.relation.ispartofInternational encyclopedia of educationen_US
dc.subjectEducational tests and measurements -- China -- Hong Kong.-
dc.subjectAcademic achievement -- China -- Hong Kong.-
dc.subjectEducational evaluation -- China -- Hong Kong.-
dc.titleClassroom assessment in policy context (Hong Kong)en_US
dc.typeBook_Chapteren_US
dc.identifier.emailCarless, DR: dcarless@hkucc.hku.hken_US
dc.identifier.authorityCarless, DR=rp00889en_US
dc.identifier.doi10.1016/B978-0-08-044894-7.00342-0-
dc.identifier.hkuros196706en_US
dc.identifier.hkuros180878-
dc.identifier.spage438en_US
dc.identifier.epage442en_US
dc.publisher.placeOxford-
dc.customcontrol.immutableyiu 130705-

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