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

Brown, Gavin; Kennedy, Kerry John; Fok, Ping Kwan; Chan, Jacqueline Kin Sang; Yu, Wai Ming 余慧明

doi:10.1080/09695940903319737

Cited by 135 publications

(101 citation statements)

References 13 publications

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“…another crucial dimension for high-stakes assessment settings (Brown, Hui, & Yu, 2010;Brown, Kennedy, Fok, Chan, & Yu, 2009).…”

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confidence: 99%

Conceptions and Practices of Assessment: A Case of Teachers Representing Improvement Conception

Azis¹

2015

TEFLIN

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Abstract:Despite numerous quantitative studies on teachers' conceptions and practices of assessment, little research exists regarding the unique assessment environment of Indonesia. This study uses both quantitative and qualitative data to examine how Indonesian junior high school teachers understand assessment and how their conceptions of assessment relate to their assessment practices. This mixed methods study adopted a participant selection model in which quantitative data was analysed to select participants for the qualitative phase. Participants of this study believed that the purpose of assessment was to improve teaching and learning and also to demonstrate the accountability of students and school. They tended to disagree with the view that assessment is irrelevant. Further analysis of the data revealed that teachers' conceptions of assessment were conflicted. They were keen to use assessment practices to improve their classroom teaching, but felt that the state-wide examination policy requirements constrained their efforts. This suggests that government, policy makers, and curriculum developers must work to build a strong synergy among themselves in order to share consistent goals with teachers. If cultural expectations of school assessment and government policy were aligned, Indonesian teachers may be better able to resolve conflict between their beliefs and assessment practices.

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“…another crucial dimension for high-stakes assessment settings (Brown, Hui, & Yu, 2010;Brown, Kennedy, Fok, Chan, & Yu, 2009).…”

mentioning

confidence: 99%

Conceptions and Practices of Assessment: A Case of Teachers Representing Improvement Conception

Azis¹

2015

TEFLIN

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“…Entre ellas, cobra especial relevancia el trabajo realizado en la última década por Gavin Brown y sus colaboradores en Nueva Zelanda, el cual ha inspirado investigaciones posteriores con el mismo objeto de estudio (Brown, 2008;Brown y Harris, 2012;Brown y Hirschfeld, 2008;Brown, Irving, Peterson y Hirschfeld, 2009;Brown, Kennedy, Fok, Chan y Yu, 2009;Harris, Brown y Harnett, 2014;Hirschfeld y Brown, 2008). …”

Section: Análisis De Los Tipos De Concepciones Sobre Evaluación Del Aunclassified

Las Concepciones sobre el Proceso de Evaluación del Aprendizaje de los Estudiantes / Conceptions about Assessment Process of Students’ Learning

Hidalgo¹,

Murillo²

2017

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La evaluación de los estudiantes es una de las prácticas docentes que más inciden en el aprendizaje y desarrollo de los estudiantes, especialmente porque determina su vida presente y futura. Numerosos estudios han evidenciado la relación entre cómo evalúan los docentes y sus concepciones sobre evaluación. Fruto de su importancia, el estudio de las concepciones de evaluación va adquiriendo fuerza en las últimas décadas. Por ello, el presente estudio busca profundizar en los estudios actuales que se centran en conocer las concepciones sobre evaluación. Para lograr dicho objetivo hemos estructurado el artículo en tres partes. En primer lugar, ahondamos en la definición de las concepciones y su concreción en el ámbito educativo y evaluativo. En segundo lugar, revisamos las investigaciones de concepciones sobre evaluación en cuatro direcciones: a) los tipos de concepciones, b) los factores que inciden en su diversidad, c) la relación entre las concepciones y la práctica evaluativa y d) otras investigaciones sobre concepciones. Por último, cerramos el presente trabajo con unas reflexiones acerca de lo que hemos aprendido de los estudios analizados relacionados con las concepciones sobre evaluación así como la propuesta de futuras líneas de investigación centradas en aquello que aún nos queda por saber de las creencias implícitas sobre la evaluación del aprendizaje de los estudiantes. Descriptores: Evaluación de Estudiantes, Concepciones, Concepciones sobre evaluación, Práctica evaluativaStudents' Assessment is one of the teaching practices which most affect into learning and development of students, especially because it determines their present and future life. Numerous studies have demonstrated the relationship between how teachers assess and their conceptions about teacher' assessment. As a result of its importance, the study of assessment' conceptions has gained strength in recent decades. Therefore, the present study seeks to deepen into the present studies that focus on knowing the conceptions about assessment. To achieve this goal, we have structured the paper into three parts. Firstly, we delve into the definition of conceptions and their concreteness in the educational and evaluative field. Secondly, we review the group of researches on assessment' conceptions in four directions: a) types of conceptions, b) factors that affect this diversity, c) the relationship between conceptions and assessment practice, and d) other studies related to conceptions. Finally, we close the present work with some personal reflections about what we have learned from the studies analyzed related to assessment' conceptions as well as to propose future lines of research centered on what still remains to be known about implicit beliefs of students' learning' assessment.

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“…Moreover, little attention has been paid to non-Chinese students in the unique cultural and educational context of Hong Kong society. Such local contexts have been shown to be important when it comes to school participants' conceptions of the "no loser" classroom (BROWN, KENNEDY, FOK, CHAN & YU, 2009;BROWN, HUI, YU & KENNEDY, 2011). Awareness of cultural influence can inform teachers and curriculum leaders concerning how the practices of teaching and learning, as borrowed from Western societies, can be better adapted to fit the cultural contexts of non-Western societies.…”

Section: Policy On the Creation Of "No Loser" Classroomsmentioning

confidence: 99%

The challenge of promoting ethnic minority education and cultural diversity in Hong Kong schools : from policy to practice = El desafío de promover la educación de los grupos étnicos minoritarios y la diversidad cultural en las escuelas de Hong Kong : de las políticas a la práctica

Hue

Kennedy

2014

REEC

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El desafío de promover la educación de los grupos étnicos minoritarios y la diversidad cultural en las escuelas de Hong Kong: de las políticas a la prácticaMing-tak Hue & Kerry J. Kennedy * ABSTRACT An important feature of Hong Kong's education reform over the past decade has been the articulation of the "no loser principle". This policy statement was meant to signal that all students are valuable and will benefit from both basic and senior secondary education. Yet barriers remain for the 2.9% of students under the age of 15 who can be classified as ethnic minorities. Until the 2008 Racial Discrimination Ordinance (RDO), the educational needs of these students remained an invisible issue for the school system. This article examines the policy context in which Hong Kong schools have made provisions for ethnic minority students, and reviews classroom practices that operationalize these policies on a daily basis. In an interview study involving 32 teachers' narratives of how they managed the cultural diversity of ethnic minority students in classrooms (Hue & Kennedy, * The Hong Kong Institute of Education (China). MONOGRÁFICO Educación y grupos minoritarios 118Revista Española de Educación Comparada, 23 (2014), 117-134 ISSN: 1137 2012, 2013), it was reported that at the practical level, teachers struggle to meet the diverse needs of students and to conceptualize a new rationale for responding to cultural diversity. The implications of promoting ethnic minority education at the three levels of policy, practice and research are discussed. KEY WORDS:Anti-discrimination; Cultural diversity; Ethnic minority. RESUMENUn rasgo importante de las reformas educativas puesta en marcha en Hong Kong a lo largo de la última década ha sido el "principio del no perdedor". Esta afirmación política estaba orientada a señalar que todos los alumnos son importantes y se beneficiarán de una educación básica y secundaria. Sin embargo, se mantiene una barrera para el 2,9% de alumnos menores de 15 años clasificados como pertenecientes a alguna minoría étnica. Hasta la Orden de Discriminación Racial (Racial Discrimination Ordinance, RDO) de 2008, las necesidades educativas de estos alumnos permanecían ocultas para el sistema educativo. Este artículo examina el contexto político en el que las escuelas de Hong Kong han aprobado medidas especiales para los alumnos de minorías étnicas, y revisa las prácticas de aula que a diario hacen operativas estas políticas. A través de un estudio de entrevistas que recogen los testimonios de 32 profesores sobre cómo abordan la diversidad cultural que representan los alumnos pertenecientes a minorías étnicas (Hue y Kennedy, 2012, se pude establecer que al nivel de la práctica, los profesores luchan por responder a las diversas necesidades de sus alumnos y encontrar los medios para atender a la diversidad cultural. Se discuten las implicaciones que tiene promover la educación de las minorías étnicas en los tres niveles: político, práctico e investigador.

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

Cited by 135 publications

References 13 publications

Conceptions and Practices of Assessment: A Case of Teachers Representing Improvement Conception

Conceptions and Practices of Assessment: A Case of Teachers Representing Improvement Conception

Las Concepciones sobre el Proceso de Evaluación del Aprendizaje de los Estudiantes / Conceptions about Assessment Process of Students’ Learning

The challenge of promoting ethnic minority education and cultural diversity in Hong Kong schools : from policy to practice = El desafío de promover la educación de los grupos étnicos minoritarios y la diversidad cultural en las escuelas de Hong Kong : de las políticas a la práctica

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