File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Three views of fairness in a school-based assessment scheme of practical work in biology

TitleThree views of fairness in a school-based assessment scheme of practical work in biology
Authors
Issue Date2001
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09500693.asp
Citation
International Journal Of Science Education, 2001, v. 23 n. 10, p. 985-1005 How to Cite?
AbstractThis interpretive study of the implementation of a school-based assessment scheme of biology practical work in Hong Kong examines three teachers' struggles with the issue of fairness in relation to their classroom actions. Though the teachers' discourses were dominated by, and their classroom actions were pre-eminently influenced by, the notion of fairness, they did so in three qualitatively different ways: (1) fair in the sense of assessing students on a fair basis; (2) fair in the sense of not jeopardizing students' chances to learn the subject matter while they are being assessed; and (3) fair in the sense of not depriving students' of opportunities of receiving all-round education. The implication is that assessment innovation is a necessary, but not a sufficient, mechanism for changes within our educational system. The role of the teacher is challenged by the new assessment scheme - the co-existence of assessment and learning requires a significant change in the teacher's pedagogy. For teachers to implement the new programme their existing understanding and beliefs concerning assessment must be challenged and opportunities provided for them to come to terms with the philosophy of the new assessment scheme. Most importantly, the teachers themselves must undertake such a learning process.
Persistent Identifierhttp://hdl.handle.net/10722/72179
ISSN
2015 Impact Factor: 1.0
2015 SCImago Journal Rankings: 1.256
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorYung, BHWen_HK
dc.date.accessioned2010-09-06T06:39:10Z-
dc.date.available2010-09-06T06:39:10Z-
dc.date.issued2001en_HK
dc.identifier.citationInternational Journal Of Science Education, 2001, v. 23 n. 10, p. 985-1005en_HK
dc.identifier.issn0950-0693en_HK
dc.identifier.urihttp://hdl.handle.net/10722/72179-
dc.description.abstractThis interpretive study of the implementation of a school-based assessment scheme of biology practical work in Hong Kong examines three teachers' struggles with the issue of fairness in relation to their classroom actions. Though the teachers' discourses were dominated by, and their classroom actions were pre-eminently influenced by, the notion of fairness, they did so in three qualitatively different ways: (1) fair in the sense of assessing students on a fair basis; (2) fair in the sense of not jeopardizing students' chances to learn the subject matter while they are being assessed; and (3) fair in the sense of not depriving students' of opportunities of receiving all-round education. The implication is that assessment innovation is a necessary, but not a sufficient, mechanism for changes within our educational system. The role of the teacher is challenged by the new assessment scheme - the co-existence of assessment and learning requires a significant change in the teacher's pedagogy. For teachers to implement the new programme their existing understanding and beliefs concerning assessment must be challenged and opportunities provided for them to come to terms with the philosophy of the new assessment scheme. Most importantly, the teachers themselves must undertake such a learning process.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09500693.aspen_HK
dc.relation.ispartofInternational Journal of Science Educationen_HK
dc.titleThree views of fairness in a school-based assessment scheme of practical work in biologyen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0950-0693&volume=23&issue=10&spage=985&epage=1005&date=2001&atitle=Three+views+of+fairness+in+a+school-based+assessment+scheme+of+practical+worken_HK
dc.identifier.emailYung, BHW: hwyung@hkucc.hku.hken_HK
dc.identifier.authorityYung, BHW=rp00985en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/09500690010017129en_HK
dc.identifier.scopuseid_2-s2.0-0007217101en_HK
dc.identifier.hkuros69536en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0007217101&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume23en_HK
dc.identifier.issue10en_HK
dc.identifier.spage985en_HK
dc.identifier.epage1005en_HK
dc.identifier.isiWOS:000171631200001-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridYung, BHW=8293186400en_HK

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats