Assessment for student improvement: understanding Hong Kong teachers’ conceptions and practices of assessment

By Gavin T. L. Brown, K. Kennedy, P. Fok, J. Chan, W. Yu. 2009

200 citations recorded by the source corpus.

Hong Kong is seeking to increase the use of ‘assessment for learning’ rather than rely on ‘assessment of learning’ through summative examinations. Nearly 300 teachers from 14 primary and secondary schools answered a Chinese translation of the Teachers’ Conceptions of Assessment inventory and a new Practices of Assessment Inventory. Structural equation modelling showed that there was clear alignment between conceptions and practices. Further, there were significant differences in the conceptions of assessment held by Hong Kong teachers as compared to New Zealand and Queensland teachers. This sample of Hong Kong teachers strongly associated (r=.91) using assessment to improve teaching and learning with making students accountable through assessment, which, in turn, led to a strong use of examination preparation practices (β=.43). Hong Kong teachers believed learning outcomes were improved by using assessments to make students accountable and by preparing them for examinations. These results suggest that broader Chinese cultural norms concerning examinations are part of school culture and may provide barriers for the assessment reform agenda in Hong Kong and other Confucian societies.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/c3ab497888759e4e1a89528a7ccb91be185a09f8

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Citations in the corpus

Teachers' Conceptions of Assessment in Chinese Contexts: A Tripartite Model of Accountability, Improvement, and Irrelevance. (2011, result): “Nonetheless, consistent with earlier studies with Chinese teachers (Brown et al., 2009; Li & Hui, 2007), accountability was positively correlated with improvement (r = .80).”
Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes (2015, result): “evaluative accountability of teachers and schools, much as the earlier survey of Hong Kong teachers found (Brown et al., 2009).”
The complexity of teachers’ conceptions of assessment: tensions between the needs of schools and students (2009, background): “2009 , this issue) teachers’ attitudes towards improvement, student accountability, school accountability, and irrelevance conceptions.”