Research Questions

I Problems to be addressed

The dominance of testing and examinations continues to be a feature of school life in Hong Kong and across the region (Kennedy and lee, 2008). Despite an assessment reform agenda in Hong Kong, recent research has suggested that Hong Kong teachers’ beliefs about assessment are guided by the need to prepare students to pass examinations and meet accountability requirements. (Brown et al., in press). Biggs (2001, p.303) called this the ‘dark side’ of Confucian Heritage classrooms.

II Our questions

1. What role does policy play in creating an environment to support ethnic diversity in Hong Kong schools?
   
   
2. How do teachers create a classroom assessment environment to meet the needs of ethnic minority students?
   
   
3. How do ethnic minority students experience classroom assessment environments and how do these influence their efficacy for learning?
   
   
4. How can learning best be facilitated for ethnic minority students in Hong Kong classrooms?

 

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