Resources > Primary & Secondary > Prospective Teachers' Materials
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Details: In the curriculum document and reports entitled Learning to Learn: Life-Wide Learning and Whole-person released by the government in 2001, the idea of assessment for learning (AfL) is introduced. It is suggested an assessment reform where assessment should be the practice of collecting evidence of student learning. It is an integral part of the learning and teaching cycle rather than a separate stage at the end of teaching and it helps to provide information for both students and teachers to improve learning and teaching. Please cite as: Wong, Y. (2013). Assessment for learning and its implications for changing classrooms in Hong Kong. Retrieved from http://www.eduhk.hk/aclass/ Author: Wong Yin |
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| As a prospective teacher in primary schools, how would you go about establishing an “assessment for learning” culture in your classroom? | |
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Details: Education reform, which was proposed by the government in 2001, marked the importance of preparing students to have an attitude of life-long learning (CDC, 2001). Assessment for learning (AfL) was thus enhanced because the learning processes and products are focused, rather than just focusing on the scores and grades students get in tests and examinations, which happen only once at the end of each term. More attention is paid to the learning activities and feedback students have in class. As the focus is different, teachers nowadays investigate the methods and ways how to implement the concept of AfL in class. Please cite as: Luk, C. O. (2013). As a prospective teacher in primary schools, how would you go about establishing an “assessment for learning” culture in your classroom? Retrieved from http://www.eduhk.hk/aclass/ Author: Luk Chun On |
| As a prospective teacher in primary/secondary schools, how would you go about establishing an “assessment for learning” culture in your classroom? | |
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Details: |
| As a prospective teacher in primary/secondary schools, how would you go about establishing an “assessment for learning” culture in your classroom? | |
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Details: The main three forms of assessment are “formative assessment”, “summative assessment”, and “authentic assessment”. This paper investigates how those assessments can establish an “assessment for learning” culture in the classroom. Some important principles and beliefs in classroom assessment will also be discussed in this paper. Please cite as: Yu, M. H. (2013). As a prospective teacher in primary schools, how would you go about establishing as “assessment for learning” culture in your classroom? Retrieved from http://www.eduhk.hk/aclass/ Author: Yu Mang Hin |
| Combination of both formative and summative assessments in classroom. | |
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Details: The formative and summative assessments are considered complementary to one another: formative assessment is a guiding light during the learning process while summative assessment concludes the overall performance of students. Both assessments should be adopted at schools, with an adjustment to the level of usage according to the specific needs and the available resources. Please cite as: Chan, C. C. (2013). Combination of both formative and summative assessments in classroom. Retrieved from http://www.eduhk.hk/aclass/ Author: Chan Chun Chung Maurice |
| Establishing an “assessment for learning”culture in Hong Kong classroom | |
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Details: As proposed in the Learning to Learn: the way forward in the curriculum development (2000) published by the Curriculum Development Council, assessment for learning is a major aspect in the current assessment reform. Torrance and Pryor (1998) stated that formative assessment is generally defined as taking place during a course with the express purpose of improving pupil learning. Given this change from summative assessment to formative assessment, this article aims at giving feasible ways to establish an “assessment for learning” culture in a junior secondary class. The suggestions given in this article are based on my own experience of both studying and teaching in Hong Kong context. Please cite as: Chan, H. L. (2013). Establishing an “assessment for learning”culture in Hong Kong classroom. Retrieved from http://www.eduhk.hk/aclass/ Author: Chan Hong Lam |
| Establish assessment for learning By sharing learning intentions, pupil self-evaluation and feedback | |
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Details: Establish assessment for learning By sharing learning intentions, pupil self-evaluation and feedback Please cite as: Wang, Z. Y. (2013). Establish assessment for learning by sharing learning intentions, pupil self-evaluation and feedback. Retrieved from http://www.eduhk.hk/aclass/ Author: Wang Zu Yi |
| Identify different concepts and definitions of 'curriculum' and show how they can be related to what you do as a teacher in the classroom | |
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Details: Having a consistent value of teaching is always important for a good education system. Therefore, curriculum can always be found in both eastern and western education system. However, with different interpretations towards the term “curriculum”, attitudes and values towards pedagogical approach may vary, which in turn affects how students learn in schools. I, as a student teacher, could take them as reference and think about what kind of teacher I would become in the future. Please cite as: Tse, N. C. (2013). Identify different concepts and definitions of 'curriculum' and show how they can be related to what you do as a teacher in the classroom. Retrieved from http://www.eduhk.hk/aclass/ Author: Tse Nga Chung June |
| Implementation of school-based curriculum in secondary school | |
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Details: School-based curriculum (SBC) is one aspect of the new curriculum reform, Learning to learn - the Way Forward in Curriculum, carried out in Hong Kong in 2002. Discussions and researches about its practical application and implementation in real life teaching practice have been conducted both in oversea countries and in Hong Kong. Please cite as: Mo, Z. Y. (2013). Implementation of school-based curriculum in secondary school. Retrieved from http://www.eduhk.hk/aclass/ Author: Mo Ziyu |
| In the course of curriculum or assessment development, why is it necessary to cater for diversity in Hong Kong classrooms? What are some practical ways you can do this? | |
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Details: The teaching of students with diverse abilities among and within classes is always a significant and challenging task in teachers’ day-to-day work. The diverse abilities may due to the differences in students’ cultural background, social economic states, past learning experience, level of motivation, learning style and aptitude about learning and teaching. These lead to different responses to instructional practices and students’ different level of engagement and learning efficiency. Please cite as: Chau, K. Y. (2013). In the course of curriculum or assessment development, why is it necessary to cater for diversity in Hong Kong classrooms? What are some practical ways you can do this? Retrieved from http://www.eduhk.hk/aclass/ Author: Chau Ka Ying |
| In the course of curriculum or assessment development, why is it necessary to cater for diversity in Hong Kong classrooms? What are some practical ways you can do this? | |
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Details: In the history of Hong Kong education, inclusive education has been advocated since 1970s. The ideology of ‘Inclusive Education’ originally focused on students with disabilities, however, it addressed wider exclusion issues, such as gender and language, to improve learning for all children nowadays. (Save the Children, 2009) Regular schools are encouraged to accept students with Special Education Needs. Later in 1997, Whole School Approach has been promoted to enhance inclusive education quality. Regular schools are expected to provide a better inclusive study environment based on the school culture, policies and practices. Please cite as: Lam, O. K. (2013). In the course of curriculum or assessment development, why is it necessary to cater for diversity in Hong Kong classrooms? What are some practical ways you can do this? Retrieved from http://www.eduhk.hk/aclass/ Author: Lam On Ki |
| Leadership enhancement and development (LEAD) program | |
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Details: Leadership enhancement and development (LEAD) program Please cite as: Tam, W. Y. (2013). Leadership enhancement and development (LEAD) program. Retrieved from http://www.eduhk.hk/aclass/ Author: Tam Wing Yan |
| Reflection on the three artifacts in teaching | ||
P2 Lesson Plan |
P4 Lesson Plan |
Details: Reflection on the three artifacts in teaching Includes: P2 Lesson Plan P4 Lesson Plan Lesson Video 1 Artifact 1 Artifact 2 Artifact 3 Reflections Please cite as: Ding, X. (2013). Reflection on the three artifacts in teaching. Retrieved from http://www.eduhk.hk/aclass/ Author: Ding, X. |
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 Artifact 1 |
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| Artifact 2 |
Artifact 3 |
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| Reflections |
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| Secondary ELT methods I: developing oracy skills. | |
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Details: Secondary ELT methods I: developing oracy skills. Please cite as: Leung, C. Y. (2013). Secondary ELT methods I: developing oracy skills. Retrieved from http://www.eduhk.hk/aclass/ Author: Leung Chau Yi |
| Select one aspect of the current assessment reforms and show what its implications are for changing classrooms in Hong Kong | |
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Details: This paper aims to investigate how the school-based assessment of Hong Kong Diploma of Secondary Education Examination changes classroom practice and affects teachers’ roles in Hong Kong. SBA was first introduced in the English subject in Hong Kong Cert Level of Examination and it aims to enhance the validity and credibility of the examinations. Please cite as: Chan, T. N. (2013). Select one aspect of the current assessment reforms and show what its implications are for changing classrooms in Hong Kong. Retrieved from http://www.eduhk.hk/aclass/ Author: Chan Tsz Ni |