Assessment for learning and teacher development: The experience of three Hong Kong teachers

Marina W Y WONG*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)

Abstract

This paper reports findings from an investigation of the implementation of 'assessment for learning' in classroom music instruction in Hong Kong primary schools, focusing on the changes in assessment practice and music teachers' classroom instruction. Qualitative methodology was employed to document the cases of three music teachers. It was found that change in assessment practice in classroom music instruction led to a change in curriculum design which enhanced curricular alignment, as well as change in the mode of instruction which facilitated communication and interaction between teachers and students.

Original languageEnglish
Pages (from-to)295-312
Number of pages18
JournalTeacher Development
Volume11
Issue number3
DOIs
Publication statusPublished - Oct 2007

Scopus Subject Areas

  • Education

User-Defined Keywords

  • Assessment
  • Case Study
  • Music Education
  • Qualitative Research
  • Teacher Development

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