This edited book documents practices of learning-oriented language assessment through practitioner research and research syntheses. Learning-oriented language assessment refers to language assessment strategies that capitalise on learner differences and their relationships with the learning environments. In other words, learners are placed at the…

Research evidence indicates that formative assessment is one of the most effective ways of enhancing student learning. It is, however, difficult to implement successfully, principally because what is tested through summative assessment has such a powerful influence on teacher and student actions. This book scrutinizes the relationship between…

Utilizes an applicability paradigm to test the validity of the Students' Evaluation of Educational Quality (SEEQ) and the Endeavor questionnaire across seven countries. The similarity of results supported the instruments' applicability as measures of teacher effectiveness across different countries. Includes six tables of statistical data. (MJP)

The structure of academic self-concept of university students in Hong Kong (n=274) was examined using the English, math, school, and general self-concept scales of Marsh's Academic Self Description Questionnaire and an additional Chinese self-concept scale. Confirmatory factor analysis clearly defined the a priori factors, even when both verbal…

A study involving 633 Grade five Chinese students in Hong Kong found significant sex and popularity group differences in peer-nominated creativity and popularity group differences in teacher-rated creativity. Overall, peer status and perceived creativity were highly related. Students perceived boys as more creative than girls. (DB)

The Psychoeducational Profile was translated into Chinese, adapted, and administered to 23 autistic children and 40 children with normal development, ages 3-7, in Hong Kong. The scale was found to have criterion-related validity, discriminant validity, and properties of a developmental scale. (Author/JDD)

Describes the chronic and acute subscales (SOMAC and SOMAA) of the Chinese Somatic Scale that was administered to 2150 Hong Kong secondary education students to measure their psychological well being. Results showed that both the SOMAC and SOMAA had acceptable reliability and validity status as compared with similar type tests. (GG)

Investigates the effects of teacher praise and criticism on the performance and self-perceptions of Chinese college students using replications of two German studies. Discusses similarities and differences in findings in light of the Chinese teacher-student relationship. (FMW)

This document sets out a "Framework" to underpin the development and ongoing renewal of the school curriculum in Hong Kong. It also indicates the bases on which the Framework is developed. The Framework forms the foundation of Hong Kong's Target-Oriented Curriculum (TOC) initiative and provides a useful reference for curriculum…

Explores the different status and validity accorded to various subjects in Hong Kong secondary schools and the structure and ideology that supports this system. Argues that the curriculum continues to promote the characteristics of direct state control even though efforts have been extended to change it. (MJP)

Surveyed 1,148 Chinese junior, prevocational, secondary school students to investigate self-concepts and delinquent behaviors when compared to grammar secondary school counterparts. Examined data from an earlier study of junior grammar school students. Finds earlier group had higher self-esteem whereas the prevocational students were more likely…