培養終身學習者是學校教育的重要任務，轉變評估理念、將評估作為促學手段是教育政策的導向，將二者有機結合到課堂中，即利用課堂評估培養學生成為終身學習者的實踐訴求是研究源起。本研究依託自主學習概念界定終身學習者所需素養，調查中國大陸三所中學的課堂評估實踐可否培養自主學習者以及影響因素。研究由四個問題引導展開：促進自主學習的課堂評估特徵在中國中學體現如何？中國中學生自主學習狀況如何？各項課堂評估特徵對學生自主學習各維度的影響關係為何？不同課堂評估特徵對自主學習有不同影響的原因為何？本研究選取河北省與廣州市三所中學12個高二班級，通過問卷、訪談、（課堂與實物）觀察收集數據，研究課堂評估及學生自主學習狀況。共計有分屬生物、語文、英語三門學科的630名學生與12位教師參與。採用描述統計、多元方差分析、結構方程建模等量化統計方法並結合質化分析，研究結果如下： / 第一，參與研究中學課堂評估實踐在促進自主學習的特徵上處於中等水平，學科比較發現英語科水平最低。評估採用傳統任務形式，明顯模仿高考試題，包含不同題型，考查多種認知能力。學生自評以評分與評後反思跟進為主，互評僅為評分且互評機會少，學生無參與評估決策機會。教師對學生參與評估的指導主要在於精確評分，將評估視為管理工具，故剝奪學生參與決策機會。課堂口頭反饋是主要教師反饋渠道，反饋側重認知內容。課堂評估氛圍安全，阻礙學生積極應對課堂評估的主要是自尊。 / 第二，學生自主學習水平也在中等，英語科水平最低。學生的元認知調節針對學習內容、不關注認知策略，較多做評估後反思與調整，但缺乏計劃與監視，著重"回顧"。認知策略上多用記憶法，精細加工策略居中，組織策略最少。學生內部動機較高，認為學習內容有價值；外部動機主要有高考與重要他人的期待，相對不重視社會比較或在同伴中地位。對動機調節策略的運用無意識，當有意識調節動機時，往往採用回避或控制，而非真正調節動機。 / 第三，文獻指出七項評估特徵──評估任務、自評、互評、學生參與評估決策、教師指導與結構、教師反饋、評估氛圍──存在發展自主學習的契機，但本研究僅提供部分支持。其中可促進自主學習的包括自評、教師指導與結構以及教師反饋，評估任務及學生參與評估決策效用有限，利用互評、營造安全評估氛圍兩項策略未提升自主學習水平。 / 第四，九類因素影響課堂評估對自主學習的效用。除評估本身的質與量方面因素外，存在七類"情境"因素：學生執行、學生對待反饋、學生積極主動參與、學生依賴、學習動機與策略不易變、學科特征、師生關係。 / The New Curriculum Reform along with a series of official educational documents spells out the imperative for schools to foster lifelong learners; a formative assessment initiative also stands out in the reform. The present research explores the potential of integrating the two themes into regular classroom practice, i.e., formatively use classroom assessment (CA) to prepare students for lifelong learning. Four research questions guide this pursuit: How pro-SRL (Self-regulated learning) are Chinese high-school classroom assessment (HCA) practices in reference to seven assessment features? How well do Chinese high-school students regulate their learning? What is the impact of CA on students’ SRL? Why do CA strategies have varied impacts? / 630 high-school juniors and their 12 teachers, from 3 high schools in Hebei and Guangzhou, participated in the study. Questionnaire survey, interview, class observation and artifact collection were adopted to collect quantitative and qualitative data. The participants were chosen so as to represent various CA practices in different subject areas including biology, Chinese and EFL (English). / Quantitative analytical techniques including descriptive analysis, MANOVA, and SEM were employed in association with qualitative analysis to find: / Firstly, HCA moderately bore pro-SRL features, though there were variations among the three subjects, with EFL the lowest. Specifically, HCA mainly relied on traditional assessment tasks that were obviously modeled on Gaokao papers; these tasks tapped a range of cognitive abilities. Self-assessment and peer-assessment focused on rating and not much else. Students profited from self-rating through reflection and reaction, but peer-rating was minimally engaging. Meanwhile peer-assessment was rare. Teacher instruction on assessment techniques, if any, was primarily concerning rating accuracy. In addition to the lack of real self- or peer-assessment practice, students were not involved in making decisions regarding their own assessment. This is because teachers saw assessment as a way to control and manage. Teacher feedback was usually delivered orally during class, mostly focused on the specific assessment tasks. Classroom assessment was not much of a high-stakes event but viewed by the students as an occasion where they needed protect their self-esteem. / Secondly, students were medium-level self-regulated learners, and once again EFL students trailed others. When they metacognitively regulated their learning, the students took a retrospective approach, i.e., they reflected and reacted, but seldom planned and monitored. Also, they focused on what they learned, not how they learned what they learned. Memorization was the most common cognitive strategy, followed by elaboration, and organization. Students showed high intrinsic motivation; they deemed curricular materials relevant and important. Their extrinsic motivation was Gaokao-related, as well as fueled by their significant others’ expectations. Less high was the motivation to earn admiration from peers. Students were not knowledgeable about motivation-regulating strategies. As a result, they used volitional and avoidance approaches when learning motivation was low, though some of their learning activities had unintended effect of boosting motivation. / Thirdly, the seven CA features, i.e., assessment task, self-assessment, peer-assessment, student involvement in decision-making, teacher instruction and structure, teacher feedback as well as assessment environment, did not contribute to SRL equally. Among the seven, self-assessment most effectively supported SRL, followed by teacher instruction and provision of structure on assessment procedures, and then teacher feedback. Assessment task and student involvement in decision-making had mixed impacts. Peer-assessment and assessment environment did not improve SRL. / Fourthly, to make any conclusions practical, factors that interfered with the impact of assessment strategies were explored. Among the 9 factors, 2 were traits inherent in the strategies, i.e., the relevance of the strategies, including the implementation of them, to the concerned SRL dimension, and the frequency and consistency of their use. The remaining 7 were contextual, including student implementation, student response to feedback, student engagement, student reliance, fixed learning motivation and strategy use, the subject per se, and student-teacher relationship. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 張文霄. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 251-284). / Abstracts also in English. / Zhang Wenxiao.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

Kong, Ying Yuk. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 287-304). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

In the assessment, each student was marked by two raters, assigned at random to the student from a pool of 200 raters. These raters had undergone a series of instructional programs and training prior to the job. Each of the two raters gave seven scores to the script. As there was no minimum number of words as required in the writing assessment, a general belief would be generated that if there was insufficient content (as evidenced by a low score in "content") and poor organization (low score in "organization"), then the student would have written so few words that the chance of making mistakes in "vocabulary" (the 6th score) and in "punctuation" (the 7 th score) would be relatively small. In order to rectify the deficiency in marking, this study used three different methods to apply weights on the "vocabulary" score and on the "punctuation" score. For each method, the GENOVA program was used to calculate the reliability of the assessments. After due comparison, it was found that each of the methods used was able to raise the reliabilities of the assessments under investigation, and the most recommended method was to use students' scores in "content and in structure" as weights. / In writing assessment, there are quite a number of factors influencing the marking stability and the reliability of the assessment such as the attitude towards marking and consistency of markers, the physical environment, the design of the items, and marking rubrics. Even the methods to train markers have effects on the reliability of the assessment. Generalizability Theory was used in this research to analyze the Chinese writing assessment of the Territory-wide System Assessment (TSA) so as to improve the reliability of the assessment. / On the one hand, the study has examined the present mode of marking of the writing assessment in the TSA. This gives opportunity for improving the item-setting and the script-marking procedures of the assessment with a view to raising its reliability and giving valuable feedbacks to teaching and learning. On the other hand, the favourable results of applying weights to sub-scores will serve to provide a good example on improving marking rubrics in large-scale standardized tests of writing assessment in Chinese Language. vi / This study was a post-mortem analysis of the raw scores from a sample of 6,000 students who participated in TSA 2006. As there were three sub-papers, the sample consisted of 2,000 students from each sub-paper. Brennan's GENOVA program (1983) was used to calculate the reliabilities of the assessments. / TSA is a standardized test administered centrally by the Hong Kong Examinations and Assessment Authority every year. The target groups are students from Primary 3, Primary 6 and Secondary 3. TSA focuses on assessing students' basic competency on the three core subjects, Chinese Language, English Language and Mathematics. In contrast to the traditional Chinese writing assessment, there was no requirement on the minimum number of words produced by the student. An analytical approach was adopted to assess students' writing tasks. As a result of this measure, students who did well in some particular marking criteria would end up with a good overall performance. / 林玲芝. / Adviser: Kit Tai Hau. / Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 84-98). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lin Lingzhi.