Primary school teachers' conception of assessment in relation to the implementation of target oriented curriculum (TOC) framework.
by Cheung Wai-wan Vivian. === Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. === Includes bibliographical references (leaves 131-137). === ACKNOWLEDGEMENTS --- p.ii === ABSTRACT --- p.iii === LIST OF TABLES --- p.vi i === Chapter CHAPTER 1 --- INTRODUCTION === Chapter 1.1 --- Background...
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| Format: | Others |
| Language: | English |
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1997
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| Online Access: | http://library.cuhk.edu.hk/record=b5896238 http://repository.lib.cuhk.edu.hk/en/item/cuhk-321988 |
| Summary: | by Cheung Wai-wan Vivian. === Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. === Includes bibliographical references (leaves 131-137). === ACKNOWLEDGEMENTS --- p.ii === ABSTRACT --- p.iii === LIST OF TABLES --- p.vi i === Chapter CHAPTER 1 --- INTRODUCTION === Chapter 1.1 --- Background and problem of the study --- p.1 === Chapter 1.2 --- Purpose of the study --- p.4 === Chapter 1.3 --- Significance of the study --- p.4 === Chapter 1.4 --- Definition of terms --- p.5 === Chapter CHAPTER 2 --- REVIEW OF RELATED LITERATURE === Chapter 2.1 --- Introduction --- p.9 === Chapter 2.2 --- The changing paradigms of assessment in the past decades --- p.10 === Psychometrics --- p.11 === Educational measurement --- p.12 === Chapter 2.3 --- The nature and purposes of assessment --- p.12 === Chapter 2.4 --- Assessment in relation to different learning models --- p.14 === Traditional models of learning --- p.14 === Cognitive and constructivist models of learning --- p.15 === Chapter 2.5 --- Major forms of educational assessment --- p.16 === Norm-referenced versus cri terion-referenced assessment --- p.16 === Formative versus summative assessment --- p.18 === Performance versus authentic assessment --- p.19 === Chapter CHAPTER 3 --- FRAMEWORK OF THE STUDY === Chapter 3.1 --- The examination culture of Hong Kong --- p.21 === Chapter 3.2 --- The Target Oriented Curriculum (TOC) of Hong Kcng --- p.24 === Chapter 3.3 --- The Targe´tؤoriented Assessment (TOA) and its relation with learning and teaching --- p.26 === The Targe´tؤoriented Assessment (TOA) --- p.26 === Chapter 3.4 --- Role of teachers in Target-oriented Assessment --- p.29 === Chapter 3.5 --- Some possible factors affecting teachers' conceptions towards assessment within TOA --- p.31 === Chapter 3.6 --- Curriculum implementation and the factors affecting teachers' attitudes towards implementation --- p.32 === Chapter 3.7 --- Research on teachers' conceptions of assessment --- p.34 === Chapter CHAPTER 4 --- METHODOLOGY === Chapter 4.1 --- Research questions of the study --- p.37 === Chapter 4.2 --- Theoretical considerations of the choice of interview type and interview questions --- p.38 === On the choice of interview type --- p.38 === On the choice of interview questions --- p.39 === The ordering of interview questions --- p.41 === Considerations before and during interviews --- p.41 === Chapter 4.3 --- Subjects --- p.42 === The pilot study --- p.42 === The main study --- p.43 === Chapter 4.4 --- Procedures --- p.44 === The pi1ot study --- p.44 === The main study --- p.44 === Chapter 4.5 --- Data analysis --- p.45 === Chapter 4.6 --- Interview questions for the pilot study --- p.46 === Description of the interview questions --- p.47 === Chapter 4.7 --- The pilot study --- p.49 === The standardized open-ended interview --- p.49 === The use of controlled contexts in eliciting responses --- p.49 === The finalization of interview questions for the main study --- p.50 === Chapter 4.8 --- Interview questions for the main study --- p.51 === Chapter 4.9 --- Limitations --- p.52 === Chapter CHAPTER 5 --- RESULTS AND DISCUSSION === Chapter 5.1 --- "Teachers' perception of the purposes of educational assessment, and the relationships between teaching, learning and assessment" --- p.53 === On the purposes of educational assessment --- p.53 === On teachers' definition of educational assessment --- p.55 === On the relationships between assessment and teaching --- p.56 === On the relationships between assessment and learning --- p.58 === Sommary --- p.59 === Chapter 5.2 --- Analysis of teachers' conceptions of educational assessment --- p.59 === The focus of educational assessment --- p.59 === On the choice of assessment activities --- p.62 === Summative versus formative assessment --- p.64 === On the collection of learning evidence --- p.67 === On the reporting of assessment results --- p.69 === Summary --- p.71 === Chapter 5.3 --- Holistic categorization of teachers' conceptions towards assessment --- p.73 === The criterion-referenced-and-qualitative conception --- p.76 === The norm-referenced-and-quantitative conception --- p.77 === The pseudo-criterion-referenced-and- qualitative conception --- p.79 === Chapter 5.4 --- Self-reported factors affecting teachers' conceptions towards assessment --- p.83 === Chapter 5.5 --- Teachers' knowledge of the major forms of assessment --- p.86 === Chapter 5.6 --- Teachers' attitudes towards the implementation of TOC --- p.89 === On the necessity of implementing TOC --- p.89 === On the worthiness to implement TOC --- p.92 === On teachers' choice of the types of curriculum --- p.95 === Chapter 5.7 --- The relationship between teachers' conceptions of assessment and their views towards the implementation of TOC --- p.97 === Chapter CHAPTER 6 --- "CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS" === Chapter 6 1 --- Conclusions --- p.102 === Chapter 6.2 --- Implications --- p.107 === Chapter 6.3 --- Recommendations --- p.111 === Chapter 6.4 --- Future research --- p.113 === APPENDICES === Chapter A. --- Questionnaire on the personal particulars of TOC teachers participated in the study --- p.115 === Chapter B. --- Questionnaire on the personal particulars of non-TOC teachers participated in the study --- p.116 === Chapter C. --- Controlled contexts used in the interview --- p.117 === Chapter D. --- Characteristics of TOC and non-TOC teachers participated in the pilot study --- p.122 === Chapter E. --- Background information of TOC and non-TOC teachers participated in the main study --- p.123 === Chapter F. --- Profiles of conceptions of assessment of TOC and non-TOC teachers participated in the main study --- p.125 === REFERENCES --- p.131 |
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