Enhancing Student Learning and Teacher Development: Does “Assessment for Learning” Matter?

Resource type
Authors/contributors
Title
Enhancing Student Learning and Teacher Development: Does “Assessment for Learning” Matter?
Abstract
This paper aims to report a case study of exploring the effect of ?assessment for learning? on improving student learning and facilitating teachers? professional development in the examination-oriented context of Hong Kong. By adopting Variation Theory of the Lesson Study approach, data were collected through pre- and post-tests, interviews with students and teacher participants and observation field-notes in order to help diagnose students? learning difficulties and provide evidence for teachers to refine their teaching strategies to enhance students? learning effectiveness. The students? improvement in learning performance informed the teacher participants of the usefulness of ?assessment for learning? in the classroom.
Publication
International Journal of Educational Reform
Volume
29
Issue
3
Pages
275-292
Date
2020-07-01
Language
en
DOI
10.1177/1056787920918595
ISSN
1056-7879
Short Title
Enhancing Student Learning and Teacher Development
Accessed
4/11/23, 2:15 PM
Library Catalog
SAGE Journals
Extra
Publisher: SAGE Publications Inc
Citation
Ng, S. W., Kwan, Y. W., & Huey Lei, K. H. (2020). Enhancing Student Learning and Teacher Development: Does “Assessment for Learning” Matter? International Journal of Educational Reform, 29(3), 275–292. https://doi.org/10.1177/1056787920918595
Academic Units