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undergraduate thesis: Teachers' perceptions of formative assessment practices in the English language classroom within the Hong Kong context

TitleTeachers' perceptions of formative assessment practices in the English language classroom within the Hong Kong context
Authors
Issue Date16-Sep-2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Ho, C. [何思穎]. (2014). Teachers' perceptions of formative assessment practices in the English language classroom within the Hong Kong context. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
AbstractThe research was an intrinsic case study, which investigated the teachers’ perceptions and usage of formative assessment practices among English language teachers within the Hong Kong context. The sample was drawn from thirteen in-service English language teachers working within a primary school that is working collaboratively with a Non Government Organization (NGO) called “Batelle for kids”, which provides strategies and frameworks for the implementation of formative assessment. This research seeks to investigate the teachers’ perceptions within this particular context. In addition, the underlying factors that could potentially hinder or facilitate formative assessment practices were examined. The research was conducted by using a questionnaire and interview. The results generated revealed that teachers had positive perceptions of formative assessment and implement it daily. The findings suggest that the more collaboration amongst teachers and the school, the greater possibility for change, in terms of raising the standards of individual teachers’ formative assessment practices.
DegreeBachelor of Education in Language Education
SubjectPrimary school teachers - China - Hong Kong - Attitudes
English language - Study and teaching (Primary) - China - Hong Kong
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/202328

 

DC FieldValueLanguage
dc.contributor.authorHo, Civenen_US
dc.contributor.author何思穎en_US
dc.date.accessioned2014-09-16T07:10:46Z-
dc.date.available2014-09-16T07:10:46Z-
dc.date.issued2014-09-16-
dc.identifier.citationHo, C. [何思穎]. (2014). Teachers' perceptions of formative assessment practices in the English language classroom within the Hong Kong context. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.-
dc.identifier.urihttp://hdl.handle.net/10722/202328-
dc.description.abstractThe research was an intrinsic case study, which investigated the teachers’ perceptions and usage of formative assessment practices among English language teachers within the Hong Kong context. The sample was drawn from thirteen in-service English language teachers working within a primary school that is working collaboratively with a Non Government Organization (NGO) called “Batelle for kids”, which provides strategies and frameworks for the implementation of formative assessment. This research seeks to investigate the teachers’ perceptions within this particular context. In addition, the underlying factors that could potentially hinder or facilitate formative assessment practices were examined. The research was conducted by using a questionnaire and interview. The results generated revealed that teachers had positive perceptions of formative assessment and implement it daily. The findings suggest that the more collaboration amongst teachers and the school, the greater possibility for change, in terms of raising the standards of individual teachers’ formative assessment practices.en_US
dc.languageengen_US
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)en_US
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.subject.lcshPrimary school teachers - China - Hong Kong - Attitudesen_US
dc.subject.lcshEnglish language - Study and teaching (Primary) - China - Hong Kongen_US
dc.titleTeachers' perceptions of formative assessment practices in the English language classroom within the Hong Kong contexten_US
dc.typeUG_Thesisen_US
dc.identifier.hkulb5294347en_US
dc.description.thesisnameBachelor of Education in Language Educationen_US
dc.description.thesislevelBacheloren_US
dc.description.thesisdisciplineEducationen_US
dc.description.naturepublished_or_final_versionen_US

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