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

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.

Keywords:

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

Acknowledgement

The author wishes to acknowledge the generous support of the Arts Education Section of the Education Bureau of the Hong Kong Special Administrative Region who funded this project.