标准参照评估的行动实践 ——以香港中文大学通识教育基础课程为案例     

廖梁  王永雄  彭金满 《复旦教育论坛》2021,19(4):52-59

香港特别行政区高校从2015年开始，学生学业评估陆续由常模参照评估转为标准参照评估。本文以香港中文大学通识教育基础课程实施标准参照评估的行动为案例，分析了这项新的学业评估方式在实施中所遇到的问题，讨论了解决方法并提出实施模型。该模型包含评分量表的设计与开发、量表使用、教师意见反馈与量表修改，以及评分之后的集体讨论这一套实施流程。文章最后指出，要保证标准参照评估的有效实施，需建立教师实践共同体。实践共同体的行动包括：教师共同开发评估标准，通过集体讨论对评估标准的含义和使用达成共识，共同审视评估结果，根据评估结果进一步修改和完善评估标准。  相似文献   

Lessons from TIMSS in Europe: An Observation from Asia     

Yin Cheong Cheng  Wing Ming Cheung 《Educational Research and Evaluation》2013,19(2):227-236

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Erratum to: The repositioning of higher education from its expanded visions: lifelong learning, entrepreneurship, internationalization and integration     

Wing On Lee 《Educational Research for Policy and Practice》2013,12(3):243-243

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Executive functioning and word reading in Hong Kong Chinese children: A 1-year longitudinal perspective     

Wing Kai Fung  Kevin Kien Hoa Chung  Chun Bun Lam 《Journal of Research in Reading》2020,43(3):382-393

This study examined the bidirectionality between kindergarten children's executive functioning (EF) and word reading across two time points. Participants were 523 Hong Kong Chinese-speaking children (mean age at Time 2 = 64.59 months; 52.9% male) and their parents. At Time 1, children were administered the measures of EF skills: inhibitory control, attention shifting, working memory and Chinese word reading. They were reassessed with these measures at Time 2 one year later. Results from the cross-lagged panel model revealed that, controlling for child age, gender and parental education levels, children's word reading at Time 1 was significantly predictive of their working memory at Time 2, but that the three EF skills at Time 1 were not predictive of word reading at Time 2. These findings underscored the role of early word reading in promoting children's working memory.  相似文献   

The Development and Validation of a Survey for Evaluating Primary Students’ Self-efficacy in STEM Activities     

Luo  Tian  So  Winnie Wing Mui  Li  Wai Chin  Yao  Jianxin 《Journal of Science Education and Technology》2021,30(3):408-419

STEM integration has become a popular concept not only in the context of education practices but also as a way of learning. The integration of the STEM domains is evident in students’ learning experiences when engaging in STEM activities. However, there is a lack of instruments for evaluating students’ levels of self-efficacy in these activities. Therefore, the aims of this study were to develop a survey for evaluating upper primary students’ self-efficacy in STEM activities and to explore whether a student’s gender, grade, and participation in STEM activities predict his or her self-efficacy in STEM activities. A total of 844 fourth- to sixth-grade primary students participated in this study. After pilot testing, exploratory factor analysis and confirmatory factor analysis were conducted, the survey was found to have a single-factor structure with high reliability (Cronbach’s alpha = .90). Linear regression analysis showed that school and out-of-school participation in STEM activities significantly predicted the students’ self-efficacy in STEM activities, while grade and gender did not. The survey developed in this study provides a reliable and valid way to measure students’ self-efficacy in STEM activities. These findings also highlight the importance of encouraging students’ participation in both formal and informal STEM activities.

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Nationalistic education as the focus for civics and citizenship education : The case of Hong Kong   总被引：4，自引：0，他引：4  

Yan Wing Leung  Murray Print 《Asia Pacific Education Review》2002,3(2):197-209

Civic education has been assigned the mission of preparing critical thinking, responsible, participating, multidimensional citizens and is also used to serve the function of instilling a sense of national identity, loyalty to the nation state and patriotism In 1996, before the return of sovereignty of Hong Kong to China, the Hong Kong Education Department published theGuidelines in Civic Education for School (1996), which includes education for democracy, human rights education, global education and nationalistic education This survey adopted an amalgamate framework of five types of nationalistic education to study the understanding of nationalistic education of civic educators in secondary schools in Hong Kong The initial findings showed that the civic educators were basically strongly eclectic in terms of education for cosmopolitan, civic, and cultural nationalism and moderately eclectic in terms of anti colonial nationalism but rejected education for totalitarian nationalism This eclectic understanding can be said to be heading towards a more liberal, rational, open and inclusive type of nationalistic education, which is compatible with a cosmopolitan and pluralistic society such as Hong Kong  相似文献   

Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language     

Leong  Che Kan  Shum  Mark Shiu Kee  Tai  Chung Pui  Ki  Wing Wah  Zhang  Dongbo 《Reading and writing》2019,32(2):439-466

Reading and Writing - This study examined the contribution of the constructs of orthographic processing (orthographic choice and orthographic choice in context), syntactic processing...  相似文献   

Moving from a Personal to a Social Constructivist View of Learning: Implications for Support in the Student Teaching Experience 1     

May Cheng May Hung  Winnie So Wing Mui  Wong Yu Lai Wah  Lee Man Yuk Ching 《Asia Pacific Journal of Education》2003,23(1):85-98

Recently, the school and co‐operating teachers have an increasingly important role, by offering stronger support during the teaching practice. Being congruent with similar developments in teacher education programmes in other countries, this development in Hong Kong is strengthened by research studies examining the process of learning to teach. By arguing that the process of learning to teach can be examined from a personal constructivist view of learning, this paper examines the experience from the student‐teachers’ perspective. The finding reports on the problems perceived by the student‐teachers during the student teaching practice and the support provided by the co‐operating teachers. The problems encountered and the support obtained were compared and contrasted to reveal the possible roles of the co‐operating teachers. The process of learning to teach is extended from a personal view to include support from the social milieu. This paper proposes to consider the process from a social constructivist view of learning. Drawing on the findings, it concludes with implications on how the school and the teacher education institute can collaborate and support the student‐teachers from a social constructivist view of learning.

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Dynamics of Chinese nationalistic education in Hong Kong from 1945 to 2012     

Tracy Chui-shan Lau  Thomas Kwan-choi Tse  Yan Wing Leung 《牛津教育评论》2016,42(6):677-691

‘Chinese’ is an ambiguous term, depending on whether it is taken to describe a political, linguistic, or cultural entity. While the term has often been considered to represent a politically and culturally homogeneous national identity in recent decades, this article aims to challenge this notion by examining the characteristics and practices of nationalistic education in Hong Kong since 1945. It explores how national identity has been interpreted by different Chinese states over time through different educational policies and practices. Focusing on the evolution of nationalistic education in three phases, this article presents a detailed account and analyses different nationalist narratives over six decades. It describes how different political forces define themselves and come to terms with what are often dual or competing national identities. Historical examples illustrate the challenges in policies and practices of nationalistic education.  相似文献   

Possible factors influencing Asian students' degree of participation in peer-facilitated online discussion forums: a case study     

Khe Foon Hew  Wing Sum Cheung 《Asia Pacific Journal of Education》2010,30(1):85-104

This study investigated possible factors that might influence the degree of student participation in asynchronous online discussion forums. Degree of participation refers to the number of messages posted by the students. Data were collected from 41 forums, students' reflection logs, and students' interviews. Of these 41 forums, the top third forums (n = 14) in terms of the highest frequency of participant postings were identified. Fourteen less frequent forums were randomly chosen from the remaining forums. We also assessed the quality of the discussions found in both the more frequent and less frequent groups by examining the levels of knowledge construction exhibited in the online postings. We found that that the quality of contributions in the more frequent group was greater than those found in the less frequent group in terms of higher knowledge construction levels. Quantitative analyses showed that the duration of the discussion could not account for the difference between the two groups. Instead, the more and less frequent forums differed in terms of group size, as well as the frequency of two habits of mind displayed by the student facilitators: (a) is aware of own thinking, and (b) is accurate and seeks accuracy. Qualitative analyses of the reflection logs and interviews suggested several other important factors that could also influence students' decision to participate: (a) familiarity with the facilitator, (b) mutual obligation to help each other, (c) knowledge about the topic, and (d) availability of time. Implications of the findings and suggestions for future research are provided.  相似文献