The Assessment of Science Learning in Schools in Hong Kong: the status quo and future directions

Asia-Pacific Forum on Science Learning and Teaching, Volume 1, Issue 2, Article 2 (Dec., 2000)
CHENG May Hung, May; SO Wing Mui, Winnie; CHEUNG Wing Ming, Francis
The Assessment of Science Learning in Schools in Hong Kong: the status quo and future directions

Previous Contents Next

Conclusion
The findings reveal the emphasis on tests and homework as well as the assessment of science knowledge by recall at present. The pressure for the public examination accumulates to an enormous power that it directs the teaching, learning and assessment of Biology at secondary four level. Despite this, teachers at the primary and the lower secondary level did attempt a number of alternative strategies in the assignment of students work. From these practices, possible directions of change in future are charted. These include: the implementation of a variety of assessment tasks that cover more diverse perspectives, the de-emphasis of examinations, the re-emphasis on project work and formative assessment tasks. However, to make these changes possible, support for teachers at both primary and secondary levels are essential. These support include: changes in the basic beliefs about pupils' capability in self-learning; reviewing the present teaching schedule; provision of resources materials on alternative assessments and student work; introducing ways of developing students to become independent learners and introducing ways of setting criteria in formative assessment tasks.

In face of the possible changes ahead, the international project SAW may support the teachers in a number of ways. Firstly, there can be introductions on theories of science teaching and learning which emphasis on developing students to become independent and active learners. This may help to convince the teachers that students can learn actively by themselves. Moreover, introduction on the ways of developing in students a self-learning ability is essential. Secondly, teacher development workshops that introduce alternative forms of science assessment and ways of setting criteria in formative assessment tasks as well as project work are helpful. Thirdly, teachers may share with each other resources materials on alternative assessment and their student works. Mutual support and encouragement are important in supporting the change process. The project provides a forum for local teachers at different levels to share their experience in conducting different forms of assessment in school and marking students' project work. Teachers who have attempted alternative forms of assessment, for example the secondary two teachers, may share their experience with teachers teaching at other levels The project also provides an opportunity for local teachers to share and discuss student works with teachers in other countries through the Internet or CD-ROM. It is the aim of the SAW project that discussions among teachers locally and internationally may enhance teachers' professional development leading to improvement of pupils' science learning.

The project team is aware that the SAW project may not provide all the answers to how alternative science assessment methods should be designed and related to the present curriculum. Other developments in the curriculum and assessment have to be in-place to match with the recent proposal for education reform. A few of the possible initiatives may include: trimming down the topics to be taught or allowing more freedom for teachers to choose their topics, de-emphasis on the use of textbook and reconceptualizing the assessment process in schools. To achieve these initiatives will involve the participation of different parties in the education arena namely, curriculum developers, school administrators, teachers and teacher educators.