Parents’ effective engagement in “Assessment for Learning” under the guidance of Chinese language teachers in Hong Kong primary schools

Abstract

Over the past 20 years, schools in Hong Kong have implemented a series of educational policies and measures in promoting “Assessment for Learning” (AfL). Eight primary schools were selected as the research subjects to investigate parents’ engagement in AfL in Chinese language learning. Through analyzing policy documents, interviews and other related materials, this study found that the implemented policies, multi-stakeholder participation and backup measures have achieved good effects in guiding parents to participate in AfL. However, there still exists issues about parents’ degree of engagement and their areas of attention. It is suggested that setting well-situated regulations, changing the assessment foci and using online learning platforms will help to enhance parents’ engagement in AfL. The findings in this study would provide valuable insights in establishing an effective home-school collaboration on assessment. 近20年来，香港学校在推行“促进学习的评估”方面采取了一系列的措施。我们选取了香港八所小学作为对象，经分析评估文件、访谈等材料，探究家长参与中文科“促进学习的评估”的特点。结果表明，香港小学通过制定政策、组织多方人员参与，采取多种实施途径，在鼓励家长参与“促进学习的评估”方面取得了较好的效果，但是仍存在家长参与程度不高、关注内容片面等问题。我们建议通过适中调控、转变评估重点，以及借助线上平台来提升家长参与评估之成效。此研究可为学校在评估领域建立有效的家校合作关系提供参考。