2003．第31卷第1期（Vol. 31 No. 1）．pp. 133152
School-based Assessment of Chemistry Practical Work: Exploring Some Directions for Improvement
Derek CHEUNG & Din-Yan YIP（張善培、葉殿恩）
School-based assessment is widely believed to circumvent some of the disadvantages of external examination. Currently, the push for more school-based assessment in secondary schools continues in Hong Kong. This article looks at the particular situation of the teacher assessment scheme (TAS) for the advanced level practical chemistry. Chemsitry teachers’ concerns about implementing the TAS were collected by a questionnaire. Based on the top 10 concerns expressed by 372 TAS teachers, some possible directions for improving the internal assessment scheme are discussed. The results of this study indicate that chemistry teachers are most concerned about workload, resources and support, moderation mechanism, student workload, difficulty in motivating students, and teacher collaboration. The root causes of these concerns are the large number of experiments required in Form 6 and Form 7, lack of support from the Hong Kong Examinations and Assessment Authority as well as the Curriculum Development Institute, reliance of theory marks to adjust TAS marks, the limited roles of group coordinators, and the narrow scope of assessment tasks included in the TAS.