The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Prospects for the implementation of assessment for learning
Abstract
This paper analyses aspects of a Hong Kong school curriculum reform, which recommends amongst other things, a greater focus on assessment for learning. It outlines the principles of the reform as it pertains to assessment and discusses how structural changes are being employed to lend support to changes in the assessment culture in Hong Kong. The paper draws on a previous problematic attempt to introduce formative assessment through the Target-Oriented Curriculum initiative. Two examples of assessment for learning practice of 'early adopters' are used to illustrate both the potential and some of the challenges of implementation in the Hong Kong primary school context. From these cases, are drawn out some of the facilitating and inhibiting factors impinging on the implementation of assessment for learning in schools, building on a model of professional growth.
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Citations
Cites
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 2×
“Influential sources included: the Black and Wiliam (1998) meta-analysis, which argued that strengthening formative assessment can produce significant learning gains; school-based research into formative assessment processes (e.g.”
BackgroundThe Role of Assessment in a Learning Culture
Shepard, L. A. (2000) · Educational Researcher · doi:10.3102/0013189x029007004 · Cited by 2,161 · cited 4×
“Factor I represents the role of high stakes tests in encouraging or more likely discouraging AfL (cf. Shepard, 2000; Pong & Chow, 2002).”
BackgroundInfluential
Cited by
The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong
Carless, D. (2007) · System · doi:10.1016/j.system.2007.09.003 · Cited by 313
Self-citationBryant, D. A., & Carless, D. R. (2010) · Educational Research for Policy and Practice · doi:10.1007/s10671-009-9077-2 · Cited by 78
Self-citationLi, W., & Zhang, F. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.612088 · Cited by 26
Assessment design through co-creation
Williams, A., & Ingle, E. (2025) · International Journal for Students as Partners · doi:10.15173/ijsap.v9i1.5802 · Cited by 3
Metadata
- Authors
- Carless, D.
- Venue
- Assessment in Education: Principles, Policy & Practice
- Publisher
- Informa UK Limited
- Published
- 2005-01
- Volume
- 12
- Issue
- 1
- Pages
- 39-54
- ISSN
- 0969-594X (ISSN-L)
- 1465-329X
- OpenAlex
- W2103262112
- Cited by
- 191
- References
- 2
- FWCI
- 28.62
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
