The Assessment of Science Learning in School 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

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Introduction
The recent reform proposal in education in Hong Kong (Education Commission, 2000) has called for a full utilization of alternative methods of assessment that may comprehensively assess students' performance and abilities. The consultation document released by the Curriculum Development Council (2000) also points out the importance of life-long learning and personal development. The emphasis on the development of nine types of generic skills including: collaborative skills, communication skills, creativity, critical thinking skills, information technology skills, numeracy skills, problem solving skills, self-management skills and study skills were explicit. While teachers and students are long adapted to the teaching and learning methods preparing for examinations, the current reform direction means a change in the conceptions and beliefs about assessment for teachers. As teaching and assessment are closely tied together, teachers have to be aware of the alternative methods of teaching as well as assessment. The focus of assessment is shifted and so is the purpose. This paper aims at examining the current practices of science assessment and identify possible future directions of changes. Teachers' conceptions on students' work in science were collected through interviews. Students' work is the focus of the international Schools Around the World project, and it is defined to include both assessment and learning tasks that teachers assign to students before, during and after their teaching. The paper concludes with recommendations on how such changes may be facilitated through the international project "Schools Around the World".