Assessment for Learning, a decade on: Self-reported assessment practices of secondary school music teachers in Hong Kong

Marina W Y WONG*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

Abstract

"Assessment for Learning" (Afl) is integral to the decade-old reform of Hong Kong education. To investigate the assessment practices of secondary music teachers in Hong Kong ostensibly following Afl, this quantitative study investigates the self-reported assessment practices and perception of assessment modes of Hong Kong secondary school music teachers (n = 97) drawn from 120 secondary randomly selected schools. The reported data, with a response rate of 83.3% based on 30% of the target school population, comprises responses to a self-administered survey questionnaire. Key data results findings differ from McClung (1997) and here indicate that, regardless of the perceived difficulty of implementation, respondents favored as being more suitable for their students the practice of achievement-oriented assessments. Discussion of this key result supports Morris's (1996) view that in Chinese societies teachers emphasize students' achievement.

Original languageEnglish
Pages (from-to)70-83
Number of pages14
JournalInternational Journal of Music Education
Volume32
Issue number1
DOIs
Publication statusPublished - Feb 2014

Scopus Subject Areas

  • Education
  • Music

User-Defined Keywords

  • assessment for learning
  • assessment practice
  • music assessment
  • perception
  • secondary music educators

Fingerprint

Dive into the research topics of 'Assessment for Learning, a decade on: Self-reported assessment practices of secondary school music teachers in Hong Kong'. Together they form a unique fingerprint.

Cite this