| Abstract: | The recently proposed education reform in Hong Kong takes the emphasis away from public examinations as the sole evaluation of student learning, and encourages alternative forms of assessment. This paper describes the background of the proposed reform, and reviews existing practices in science and biology assessment among teachers in Hong Kong. Current beliefs about science teaching and learning are then analysed. The analysis is followed by a discussion about the change in beliefs required in order to implement the proposed reform. Recommendations are given about the strategies needed to support teachers in making changes to their practice. |
