Same assessment, different practice: Professional consciousness as a determinant of teachers' practice in a school-based assessment scheme

Assessment in Education: Principles, Policy and Practice

Volumn 9, Issue 1, 2002, Pages 97-117

  Yung, Benny Hin Wai ^a  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33845351736     PISSN: 0969594X     EISSN: 1465329X     Source Type: Journal    
DOI: 10.1080/09695940220119210     Document Type: Article

References (35)

1. AlRASIAN, P. W., 1988. Measurement-driven instruction: a closer look. Educational Measurement: issues and practice, 7(4): 6–11.
2. APPLE, M., 1982. Education and Power, London: Routledge & Kegan Paul.
3. BARTHES, R., 1976. The Pleasure of the Text, Edited by: Miller, Richard. London: Cape.
4. BLACK, P., and ATKIN, J. A., 1996. Changing the Subject: innovations in science, mathematics and technology education, London: Routledge.
5. BLACK, P., and WLLIAM, D., 1998. Assessment and classroom learning. Assessment in Education, 5(1): 7–74.
6. BOWE, R., BALL, S. J., and GOLD, A., 1992. Reforming Education and Changing Schools: case studies in policy sociology, London: Routledge.
7. BRISCOE, C., 1993. Using cognitive referents in making sense of teaching: a chemistry teacher's struggle to change assessment practices. Journal of Research in Science Teaching, 30: 971–987.
8. CHOI, C. C., 1999. Public examinations in Hong Kong. Assessment in Education, 6(3): 405–417.
9. COHEN, D. K., and SPILLANE, J. P., 1992. Policy and practice: the relations between governance and instruction. Review of Research in Education, 18: 3–49.
10. ERICKSON, F., 1986. “ Qualitative methods in research on teaching ”. In Handbook of Research on Teaching, Edited by: WlTTROCK, M. C., 119–161. New York, NY: Macmillan.
11. FISCHLER, H., 1994. “ Concerning the difference between intention and action: teachers' conceptions and actions in physics teaching ”. In Teachers' Minds and Actions, Edited by: CARLGREN, I., HANDAL, G., and VAAGE, S., 165–180. London: Palmer Press.
12. GlPPS, C. V., 1994. Beyond Testing: towards a theory of educational assessment, London: Falmer Press.
13. GUBA, E., and LINCOLN, Y. S., 1989. Fourth Generation Evaluation, Beverly Hills, CA: Sage.
14. HARGREAVES, D. H., 1994. The new professionalism: the synthesis of professional and institutional development. Teaching and Teacher Education, 10(4): 423–438.
15. HARLAND, J., 1988. “ Running up the down escalator ”. In The National Curriculum, Edited by: LAWTON, D., and CHITTY, C., 87–98. London: Institute of Education.
16. HELSBY, G., 1995. Teachers' construction of professionalism in England in the 1990s. Journal of Education for Teaching, 21(3): 317–332.
17. HELSBY, G., and KNIGHT, P., 1997. “ Continuing professional development and the National Curriculum ”. In Teachers and the National Curriculum, Edited by: HELSBY, G., and McCULLOCH, G., 145–162. London: Cassell.
18. HOYLE, E., 1974. Professionality, professionalism and control in teaching. London Educational Review, 3: 13–19.
19. HOYLE, E., and JOHN, P., 1995. Professional Knowledge and Professional Practice, London: Cassell.
20. McROBBIE, C. J., and TOBIN, K., 1995. Restraints to reform: the congruence of teacher and student actions in a chemistry classroom. Journal of Research in Science Education, 32(4): 373–385.
21. MESSICK, S., 1994. The interplay of evidence and consequences in the validation of performance assessments. Educational Researcher, 23(3): 13–23.
22. NOBLE, A. J., and SMITH, M. L., 1994. Old and New Beliefs about Measurement-driven Reform: the more things change, the more they stay the same, CSE Technical Report 373 Tuscon, AZ: Arizona State University Centre for Research on Evaluation, Standards and Student Testing.
23. PANG, K. C., 1992. The biology teacher assessment scheme (TAS). Curriculum Forum, 2(2): 81–90.
24. PROUDFORD, C., 1998. Implementing educational policy change: implications for teacher professionalism and professional empowerment. Asia-Pacific Journal of Teacher Education, 26(2): 139–151.
25. PUTNAM, R. T., and BORKO, H., 1997. “ Teacher learning: implications of new views of cognition ”. In International Handbook of Teachers and Teaching, Edited by: BlDDLE, B., GOOD, T. L., and GOODSON, I. F., Vol. II, 1223–1296. Dordrecht: Kluwer Academic Publishers.
26. RESNICK, L. B., and RESNICK, D. P., 1991. “ Assessing the thinking curriculum: new tools for educational reform ”. In Changing Assessments: alternative views of aptitude, achievement and instruction, Edited by: GlGGORD, B. R., and O'CONNER, M. C., 37–75. Boston, MA: Kluwer.
27. SANGER, J., 1990. Awakening a scream of consciousness: the critical group in action research. Theory into Practice, 29: 174–178.
28. SIKES, P., MEASOR, L., and WOODS, P., 1985. Teacher Careers: crises and continuities, Lewes: Falmer Press.
29. STAKE, R., 1991. Advances in Program Evaluation: using assessment policy to reform education, Greenwich: JAI Press.
30. TOBIN, K., and LAMASTER, S., 1995. Relationships between metaphors, beliefs and actions in a context of science curriculum change. Journal of Research in Science Teaching, 32(3): 225–242.
31. TORRANCE, H., 1995. “ Teacher involvement in new approaches to assessment ”. In Evaluating Authentic Assessment, Edited by: TORRANCE, H., 44–56. Buckingham: Open University Press.
32. WOODS, P., JEFFREY, B., TROMAN, G., and BOYLE, M., 1997. Restructuring Schools, Reconstructing Teachers: responding to change in the primary school, Buckingham: Open University Press.
33. YUNG, B. H. W., 1995. “ Fostering professional competence and development: experience of the HKAL Biology Teacher Assessment Scheme ”. In Teacher Education in the Asian Region, Proceedings of ITEC '95, Edited by: LOPEZ-REAL, F., 400–408. Hong Kong: University of Hong Kong.
34. YUNG, B. H. W., 2001a. Examiners, policeman and students' companion: teachers' perceptions of their role in an assessment reform. Educational Review, 53(3): 251–260.
35. YUNG, B. H. W., 2001b. Three views of fairness in a school-based assessment scheme of practical work in biology. International Journal of Science Education, 23(10): 985–1005.