Refining a Stage Model for Studying Teacher Concerns about Educational Innovations

2002 ◽  
Vol 46 (3) ◽  
pp. 305-322 ◽  
Author(s):  
Derek Cheung
Keyword(s):  
Hong Kong ◽  
Teacher Concerns ◽  
Stage Model ◽  
Examination System ◽  
Educational Innovations ◽  
Public Examination ◽  
School Based ◽  
Adoption And Implementation ◽  
Pass Through ◽  
Comprehensive Framework

This paper discusses the stages of concern that teachers pass through as they engage in the process of innovation adoption and implementation. A 24-item questionnaire was constructed to assess teachers' concerns on five sequential stages: (1) indifference, (2) informational-personal, (3) management, (4) consequence-collaboration, and (5) refocusing. Using the questionnaire, 290 Hong Kong teachers' concerns about school-based assessment as a component of the public examination system were surveyed. Results supported the 5-stage model of teacher concerns. However data collected from another sample of 53 teachers through an open-ended survey indicated that an additional stage of evaluation concerns should be inserted between the indifference and informational-personal stages. Teachers' evaluation concerns focused on the worth and necessity of school-based assessment, as well as support from the Hong Kong Examinations Authority. The revised 6-stage model can provide a more comprehensive framework for analysing teachers' concerns regarding innovations.

An Investigation into the Effect of Raw Scores in Determining Grades in a Public Examination of Writing

2008 ◽  
Vol 30 (1) ◽  
pp. 69
Author(s):  
David Coniam
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Rasch Measurement ◽  
Asian Countries ◽  
Examination System ◽  
Public Examination ◽  
Two Systems ◽  
Final Grades ◽  
Using Data ◽  
Hong Kong English

This article examines the effect on the grades assigned to test takers either directly through the use of raters’ raw scores, or through the use of measures obtained through multifaceted Rasch measurement (MFRM). Using data from the Hong Kong 2005 public examination of writing, the current study examines how test takers’ grades differ by comparing the results of grades from “lenient” raters against those of “severe” raters on the two systems for assigning grades–raw band scores and MFRM-derived scores. Examination of the results of a pair of raters indicates that the use of raw scores may produce widely different results from those obtained via MFRM, with test takers potentially disadvantaged by being rated by a severe rather than a lenient rater. In the Hong Kong English language public examination system from 2007 onwards, band scales will be used extensively, as indeed they already are in many Asian countries. The article therefore concludes with a call for consideration to be given to how test takers’ final grades may be derived from raw scores. 本研究は香港における公的試験のライティング・テストの採点に関する実証研究である。採点者の得点をそのまま使った場合と、多相ラッシュ・モデリング（ＭＦＲＭ）の得点を使った場合、成績の上でどのような違いがあるのかを調査したものである。香港で2005年度に実施された試験をデータとして使った。分析の結果、採点者の得点をそのまま使った場合には、より厳しい採点者によって受験者が不利を蒙る傾向があることがわかった。採点者の得点を使って最終成績をつける場合にはどうすればよいのかを論じて結論とした。

School-based assessment of fieldwork in Hong Kong: dilemmas and challenges

Geography ◽  
2013 ◽  
Vol 98 (1) ◽  
pp. 33-40
Author(s):  
Kwok Chan Lai ◽  
Chi Chung Lam
Keyword(s):  
Hong Kong ◽  
School Based

scholarly journals Secondary Data Analyses of Subjective Outcome Evaluation Data Based on Nine Databases

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Daniel T. L. Shek
Keyword(s):  
Hong Kong ◽  
Program Implementation ◽  
Secondary Data ◽  
Outcome Evaluation ◽  
Subjective Outcome ◽  
Evaluation Data ◽  
Holistic Development ◽  
School Based ◽  
Data Analyses ◽  
Tier 1

The purpose of this study was to evaluate the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in Hong Kong by analyzing 1,327 school-based program reports submitted by program implementers. In each report, program implementers were invited to write down five conclusions based on an integration of the subjective outcome evaluation data collected from the program participants and program implementers. Secondary data analyses were carried out by aggregating nine databases, with 14,390 meaningful units extracted from 6,618 conclusions. Results showed that most of the conclusions were positive in nature. The findings generally showed that the workers perceived the program and program implementers to be positive, and they also pointed out that the program could promote holistic development of the program participants in societal, familial, interpersonal, and personal aspects. However, difficulties encountered during program implementation (2.15%) and recommendations for improvement were also reported (16.26%). In conjunction with the evaluation findings based on other strategies, the present study suggests that the Tier 1 Program of the Project P.A.T.H.S. is beneficial to the holistic development of the program participants.

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