Education Journal



School-based Assessment in Public Examinations: Identifying the Concerns of Teachers

2001.第29卷第2期(Vol. 29 No. 2).pp. 105–123

 

School-based Assessment in Public Examinations: Identifying the Concerns of Teachers

公開考試的校內評估:鑑定教師的憂慮

Derek CHEUNG(張善培)

Abstract

Although the Hong Kong Government has planned to expand school-based assessment in public examinations, we know little about teacher concerns regarding the adoption or implementation of such an educational innovation. This article presents the findings from a cross-validation study of a 5-stage model of teacher concerns. A 24-item questionnaire was constructed to measure teacher concerns on five sequential stages: (1) Indifference, (2) Informational-Personal, (3) Management, (4) Consequence-Collaboration, and (5) Refocusing. Using the questionnaire, a survey to study 290 Hong Kong teachers' concerns about school-based assessment as a component of the public examination was conducted. The survey results supported the 5-stage model, but information collected from another sample of 53 teachers through an open-ended survey indicated that the 5-stage model needed to be extended to include a stage of evaluation concerns. The nature of the six stages of concern is discussed.

摘要

N.A.