Improving assessment through an action research staff development approach: Case studies of using action
research to implement assessment learning

This session will engage participants in a interactive discussion of case studies written by lecturers that carried out an in-depth data collection on how teams of lecturers and teachers in Hong Kong can work together and change their assessment practices as they utilize an action research process of reflection and peer observation to improve assessment for learning as part of their school improvement and assessment plan. The Assessment FOR Learning focus was based on a model developed from the assessment research of Black & Wiliam (2002), Shirley Clarke (2001) and Bryant & Timmins (2002). The staff development and team building approach along with the action research cycle was based on an integration of the work of Michael Fullan, Christine O'Hanlon, Mel Ainscow, Bruce Joyce and Emily Calhoun using a series of workshops, external consultants and on site team meetings and staff development. The project was designed to provide 1) Direct improvements in assessment practices; 2) Theoretical understanding of what is involved in implementing such approaches; 3) Policy recommendations; and 4) Examples of good practice.

References
Black, P. & Wiliam, D. (2002) Improved standards achieved by transforming assessment for learning. News Archive: Kings College London.
Bryant, S., & Timmins, A., (2002). Portfolio assessment: An instructional guide. Second Edition. Hong Kong: Department of Curriculum & Instruction, HKIEd.
Clarke, S. (2001). Unlocking formative assessment: practical strategies for enhancing pupils' learning in the classroom. London: Hodder & Stoughton.
Fullan, M. (1993). Change forces - probing the depths of education reform. London: The Falmer Press.