The conclusions and recommendations made in this book are derived from a study of ten teachers in Hong Kong as they tried to change their practice following a reform of the Hong Kong assessment system. Hong Kong is simply a context that provided the opportunity to gather very rich and informative data on issues pertaining to assessment reforms which also have very wide implications in many countries' contexts. The text is written in a lucid and easy-to-read style.
Foreword by Peter Fensham. Foreword by Derek Hodson. Acknowledgements.
2. The assessment reform.
3. Teachers' enactment of the reform.
4. Alan-the students' companion.
5. Bob-the teacher with a mission.
6. Carl-the teacher committed to all-round education.
7. Dawn-the evolving teacher.
8. Eddy-the money-hunter.
9. Hugo-the examiner of a driving test.
10. Ivor-the police fears to be scolded by his superior.
11. John-the examination-driven teacher.
12. Looking across the cases-a preliminary analysis.
13. Three views of fairness.
14. Teacher professionalism and policy interpretation.
15. Ways of seeing and ways of enacting.
Appendix A: A study transversing three bodies of literature.
Appendix B: Reflecting on the research methodology.