Assessment for learning and teacher development: the experience of three Hong Kong teachers

2007 ◽  
Vol 11 (3) ◽  
pp. 295-312 ◽  
Author(s):  
Marina W. Wong
Keyword(s):  
Hong Kong ◽  
Teacher Development ◽  
Assessment For Learning

Enhancing Student Learning and Teacher Development: Does “Assessment for Learning” Matter?

2020 ◽  
Vol 29 (3) ◽  
pp. 275-292
Author(s):  
Shun Wing Ng ◽  
Yee Wan Kwan ◽  
Ka Hio Huey Lei
Keyword(s):  
Student Learning ◽  
Teacher Development ◽  
Lesson Study ◽  
Assessment For Learning ◽  
Learning Performance ◽  
Variation Theory ◽  
Study Approach ◽  
Field Notes ◽  
Improving Student Learning ◽  
Teachers Professional Development

This paper aims to report a case study of exploring the effect of “assessment for learning” on improving student learning and facilitating teachers’ professional development in the examination-oriented context of Hong Kong. By adopting Variation Theory of the Lesson Study approach, data were collected through pre- and post-tests, interviews with students and teacher participants and observation field-notes in order to help diagnose students’ learning difficulties and provide evidence for teachers to refine their teaching strategies to enhance students’ learning effectiveness. The students’ improvement in learning performance informed the teacher participants of the usefulness of ‘assessment for learning’ in the classroom.

A case study of teacher learning in an assessment for learning project in Hong Kong

2010 ◽  
Vol 36 (4) ◽  
pp. 621-636 ◽  
Author(s):  
Sylvia Yee Fan Tang ◽  
Pamela Pui Wan Leung ◽  
Alice Wai Kwan Chow ◽  
Ping Man Wong
Keyword(s):  
Hong Kong ◽  
Teacher Learning ◽  
Assessment For Learning

Teacher development in Singapore, Hong Kong, Taiwan, and Beijing for e-Learning in school education

2016 ◽  
Vol 4 (1) ◽  
pp. 5-25 ◽  
Author(s):  
Siu-Cheung Kong ◽  
Chee-Kit Looi ◽  
Tak-Wai Chan ◽  
Ronghuai Huang
Keyword(s):  
Hong Kong ◽  
Teacher Development ◽  
School Education ◽  
E Learning
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