A FRAMEWORK OF SCHOOL ASSESSMENT PRACTICES

FORMATIVE ASSESSMENT Leads to SUMMATIVE ASSESSMENT

(informs learning and teaching) more successful results (measures attainment)

Learning and Teaching

Internal Assessments External Assessments
Process
z Sharing learning objectives z Diversity z Tests / examinations which z Territory-wide
with students − Different modes of are used to assign grades or System Assessment
z Effective questioning (e.g. assessment (e.g. pen and levels (e.g. end of school term / (formerly known as
wait / pause time, a variety paper tests, classroom year) Basic Competency
of question types – open / observations, assessment z Recording Assessment System
closed questions, for learning resource − For tracking students’ Assessment) of
content-centred to bank (web-based learning progress Chinese, English and
student-centred) assessment), projects, z Reporting Mathematics
z Observation (e.g. body portfolio) to match − Qualitative feedback, z Hong Kong
language, facial expression) learning objectives and reducing reliance on Attainment Test (at
z Peer learning (e.g. listening processes grades and marks schools’ discretion to
and reflecting on other − Different parties (e.g. self use these tests for
students’ answers in whole / peer / teachers / parents) assessing students’
class setting) − Different strategies to performance)
z Effective feedback (e.g. clear assess the quality of
advice for improvement / learning (e.g. setting
reinforcement) assessments that are both
z Active involvement of challenging and suitable
students in their own for students’ competence)
learning z Tests which are used
z Raising students’ diagnostically to inform
self-esteem learning and teaching (e.g.
spelling, comprehension,
Maths tests)
z Opportunities for students to
learn and exhibit their
progress and achievement in
learning rather than compare
marks with others

Feedback Loop
(Adapted from Shirley Clarke)

(Updated 22 Dec 2003)