Teachers' Concerns on School-Based Assessment of Practical Work

Autor/inn/en	Yip, Din Yan; Cheung, Derek
Titel	Teachers' Concerns on School-Based Assessment of Practical Work
Quelle	In: Journal of Biological Education, 39 (2005) 4, S.156-162 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
Schlagwörter	Foreign Countries; Teacher Attitudes; Resource Materials; Educational Assessment; Student Evaluation; Program Implementation; Problems; Educational Change; Secondary School Teachers; Biology; Science Instruction; Science Teachers; Questionnaires; Observation; Interviews; Teaching Conditions; Educational Policy; High Stakes Tests; Science Tests; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Quellenmaterial; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Problemsituation; Bildungsreform; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fragebogen; Beobachtung; Interviewing; Interviewtechnik; Lehrbedingungen; Unterrichtsbedingungen; Politics of education; Bildungspolitik; Hongkong
Abstract	The Teacher Assessment Scheme (TAS) is a form of school-based assessment that has recently replaced the external practical examination in AL Biology of Hong Kong. This study aimed at understanding the problems encountered by teachers in implementing this innovation. Over 300 teachers expressed their concern about different aspects of the TAS in a questionnaire of 25 items and two open-ended questions. The responses showed that the teachers were deeply concerned about the lack of resource materials and training, as well as the heavy workload involved in designing and assessing practical activities for their students. Other key concerns included the impact of the scheme on student learning, the fairness of school-based assessment, and the need for a critical review on the implementation of the scheme. However, the teachers had a relatively low level of concern on their role in revising or improving the scheme. This paper also considers whether the levels of concern in different areas might change as the teachers gain experience in TAS. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10