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

Assessment in Education: Principles, Policy and Practice

Volumn 16, Issue 3, 2009, Pages 347-363

  Brown, Gavin T L ^a   Kennedy, Kerry J ^a   Fok, Ping Kwan ^b   Chan, Jacqueline Kin Sang ^a   Yu, Wai Ming ^a  

^a THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

^b CHINESE UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78649315979     PISSN: 0969594X     EISSN: 1465329X     Source Type: Journal    
DOI: 10.1080/09695940903319737     Document Type: Article

References (38)

1. Ajzen, I., 1991. The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50: 179–211.
2. Biggs, J., 1996. “ Western misperceptions of the Confucian-heritage learning culture ”. In The Chinese learner: Cultural, psychological and contextual influences, Edited by: Watkins, D.A., and Biggs, J.B., 45–67. Hong Kong and Melbourne: CERC and ACER.
3. Brown, G.T.L., 2004. Teachers’ conceptions of assessment: Implications for policy and professional development. Assessment in Education: Policy, Principles and Practice, 11 (3): 305–22.
4. Brown, G.T.L., 2006. Teachers’ conceptions of assessment: Validation of an abridged instrument. Psychological Reports, 99: 166–70.
5. Brown, G.T.L., Teachers’ conceptions of assessment: Comparing measurement models for primary and secondary teachers in New Zealand. Refereed paper presented to the New Zealand Association for Research in Education (NZARE) annual conference. December4–7, Christchurch, NZ.
6. Brown, G.T.L., 2009. “ Teachers’ self-reported assessment practices and conceptions: Using structural equation modelling to examine measurement and structural models ”. In Structural equation modelling in educational research: Concepts and applications, Edited by: Teo, T., and Khine, M.S., 243–266. Rotterdam, NL: SensePublishers.
7. Brown, G.T.L., and Lake, R., Queensland Teachers’ conceptions of teaching, learning, curriculum and assessment: Comparisons with New Zealand teachers. Paper presented at the Annual Conference of the Australian Association for Research in Education (AARE). November26–30, Adelaide, Australia.
8. Chan, J.K.S., ‘We have various forms of assessments but only summative assessments count’: Case studies of the implementation of an innovative assessment policy in Hong Kong. Paper presented at the Redesigning Pedagogy–Culture, Understanding and Practice Conference. May28–30, Singapore. Retrieved on 13 May 2008 from http://tinyurl.com/5ma2ej
9. Cheng, L.Y., 1998. “ How does washback influence teaching? Implications for Hong Kong ”. In Curriculum and assessment for Hong Kong: Two components, one system, Edited by: Stimpson, P., and Morris, P., 325–350. Hong Kong: Open University of Hong Kong Press.
10. Choi, C.C., 1999. Public examinations in Hong Kong. Assessment in Education, 6 (3): 405–17.
11. Chou, C.P., and Bentler, P.M., 1995. “ Estimates and tests in structural equation modeling ”. In Structural equation modeling: Concepts, issues, and applications, Edited by: Hoyle, R.H., 37–55. Thousand Oaks, CA: Sage.
12. Cohen, J., 1992. A power primer. Psychological Bulletin, 112 (1): 155–59.
13. Costello, A.B., and Osborne, J.W., 2005. Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment Research and Evaluation, 10 (7) Available online: http://tinyurl.com/557zra
14. Curriculum Development Council (CDC). 2001. Learning to learn: Lifelong learning and whole-person development, Hong Kong: CDC.
15. Curriculum Development Council (CDC). 2002. Basic education curriculum guide–Building on strengths, Hong Kong: CDC.
16. Decker, R.J., Translation philosophy and the English standard version new testament. Paper presented at the annual meeting of the Evangelical Theological Society. November17–19, San Antonio, TX.
17. Dempster, A.P., Laird, N.M., and Rubin, D.B., 1977. Maximum likelihood estimation from incomplete data via the EM algorithm (with discussion). Journal of the Royal Statistical Society, Series B, 39 (1): 1–38.
18. Education Commission. 2000. Education blueprint for the 21st century: Learning for life, learning through life–Reform proposals for education system in Hong Kong, Hong Kong: Printing Department.
19. Education Commission. 2003. Review of the academic structure of senior secondary education, Hong Kong: Education Commission.
20. Fan, X., and Sivo, S.A., 2007. Sensitivity of fit indices to model misspecification and model types. Multivariate Behavioral Research, 42 (3): 509–29.
21. Gipps, C., Round table on school-based assessment: Discussant presentation. Paper presented at the International Association for Educational Assessment (IAEA) Annual Conference. September1–6, Hong Kong.
22. Gow, L., Balla, J., Kember, D., and Hau, K.T., 1996. “ The learning approaches of Chinese people: A function of socialization processes and the context of learning? ”. In The handbook of Chinese psychology, Edited by: Bond, M., 109–123. Hong Kong: Oxford University Press.
23. Hamilton, L., 2003. Assessment as a policy tool. Review of Research in Education, 27 (1): 25–68.
24. Hoyle, R.H., and Duvall, J.L., 2004. “ Determining the number of factors in exploratory and confirmatory factor analysis ”. In The SAGE handbook of quantitative methodology for social sciences, Edited by: Kaplan, D., 301–315. Thousand Oaks, CA: Sage.
25. Kennedy, K., 2005. Changing schools for changing times: New directions for the school curriculum in Hong Kong, Hong Kong: The Chinese University Press.
26. Kennedy, K., Chan, J.K.S., Yu, W.M., and Fok, P.K., Assessment for productive learning: Forms of assessment and their potential for enhancing learning. Paper presented at the 32nd Annual Conference of the International Association for Educational Assessment. May21–26, Singapore.
27. Kennedy, K., and Lee, J., 2008. Changing schools in Asia: Schools for the knowledge society, London: Routledge.
28. Klem, L., 2000. “ Structural equation modeling ”. In Reading and understanding more multivariate statistics, Edited by: Grimm, L.G., and Yarnold, P.R., 227–60. Washington DC: APA.
29. Marsh, H.W., Hau, K.-T., and Wen, Z., 2004. In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings. Structural Equation Modeling, 11 (3): 320–41.
30. Robinson, V.M.J., 1998. Methodology and the research-practice gap. Educational Researcher, 27 (1): 17–26.
31. Scriven, M., 1991. “ Beyond formative and summative evaluation ”. In Evaluation and education: At quarter century, Edited by: McLaughlin, M.W., and Phillips, D.C., Vol. 90, Part II, 19–64. Chicago, Il: NSSE.
32. Smith, T.W., Baker, W.K., Hattie, J., and Bond, L., 2008. “ A validity study of the certification system of the National Board for Professional Teaching Standards ”. In Assessing teachers for professional certification: The National Board for Professional Teaching Standards, Edited by: Ingvarson, L., and Hattie, J., 345–78. Amsterdam, NL: JAI Press Inc.
33. Stevenson, H., and Lee, S.Y., 1996. “ The academic achievement of Chinese students ”. In The handbook of Chinese psychology, Edited by: Bond, M., 123–142. Hong Kong: Oxford University Press.
34. Thompson, B., 2000. “ Ten commandments of structural equation modeling ”. In The handbook of Chinese psychology, Edited by: Grimm, L.G., and Yarnold, P.R., 261–283. Washington, DC: APA.
35. Visser, P.S., Krosnick, J.A., and Lavrakas, P.J., 2000. “ Survey research ”. In Handbook of research methods in social and personality psychology, Edited by: Reis, H.T., and Judd, C.M., 223–52. Cambridge, UK: Cambridge University Press.
36. Wegener, D.T., and Fabrigar, L.R., 2000. “ Analysis and design for nonexperimental data: Addressing causal and noncausal hypotheses ”. In Handbook of research methods in social and personality psychology, Edited by: Reis, H.T., and Judd, C.M., 412–450. Cambridge, UK: Cambridge University Press.
37. Wu, D., 1996. “ Chinese childhood socialisation ”. In The handbook of Chinese psychology, Edited by: Bond, M., 144–53. Hong Kong: Oxford University Press.
38. Yu, W.M., Teachers’ responses to student assessment reform in a Chinese context. Paper presented at the Redesigning Pedagogy–Culture, Understanding and Practice Conference. May28–30, Singapore.