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

黃显涵. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 304-340) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Huang Xianhan.

The dramatic demographic shift occurring in this country makes it essential that our nation examines its policies, practices, and values as they relate to culturally diverse learners. That this student population remains underserved needs immediate attention. One arena that can become a part of the solution to the underachievement of diverse learners is teacher education and preparation programming. The purpose of this research study was to give attention to this issue and to understand what an urban teacher education program (UTEP) with an educational equity and social justice mission does to prepare its secondary teacher candidates (STCs) to work successfully with diverse learners. An additional purpose was to determine what role culturally responsive pedagogy (CRP) played in STC's perceptions of their readiness to work with our nation's ever-growing culturally diverse school-age learners. Using a multi-phase mixed methods case study research design, data was collected from secondary teacher educators using interviews and artifacts as well as from secondary teacher candidates' pre-and-post Likert scale and open-ended responses to the Learning to Teach for Social Justice/Beliefs scale survey. This survey was adapted from the work of Ludlow, Enterline, and Cochran-Smith (2008). I coded and analyzed the data to shed light on the following research questions: 1. What does an urban teacher education program do to operationalize it educational equity and social justice missions? 2. How do secondary teacher candidates' perceptions of their readiness to work with culturally diverse learners change from the beginning of their teacher education program to the end? 3. To what extent if any, is culturally responsive pedagogy associated with secondary candidates' perceptions of readiness? The findings indicate that several factors influence teacher candidates' perceptions; reflection, critical consciousness of the educational landscape and a willingness to embrace diversity as it presents itself in the classroom were common among participants.

Not available / text

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Language Studies / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education