Divergence and Convergence: A Case Study of Teacher Beliefs and Behaviors in Technology-Supported Alternative Assessment in a Hong Kong Flipped Classroom

The case study examines the integration of technology-supported alternative assessments (AA) into Hong Kong flipped classrooms, focusing on the divergence and convergence of teacher beliefs and behaviours. Analysis of focus group interview data showed a gap between teachers' appreciation of alternative assessment methods and their practical implementation challenges. Teachers saw alternative assessments as beneficial for comprehensive education and student participation yet encountered substantial implementation barriers. The case study demonstrates how the teachers initially had limited understanding of formal "alternative assessment" terminology, although they had already implemented online platforms such as Google Forms and Classroom when schools closed owing to COVID-19. Such an inconsistency shows that the teachers share a belief in the essential role of AA during emergencies yet show differences in their readiness and appropriate use of available resources. The primary hurdles encountered included heavier workload demands and the requirement for both engaging digital content and tailored feedback for students. The lack of ongoing family support further decreased student participation and exacerbated challenges for multiple students. Therefore, school-based professional development, curriculum alignment, and institutional support are urgently needed. These will enable teachers to effectively apply technology-enabled AA, leveraging their positive views to improve student learning in flipped classrooms. The case study provides valuable insights into the specific educator challenges in Hong Kong which will guide the formulation of effective support mechanisms and policy reforms.