Skip to main content Skip to search
Print this page

Assessment for Learning


The Curriculum Development Council published a report entitled Learning to learn: The Way Forward in Curriculum Development which set out the general directions for curriculum development in Hong Kong, to fulfill the vision of enabling students to attain all-round development and life-long learning. The report recommends that there should be a change in assessment practices and schools should put more emphasis on assessment for learning, a process in which teachers seek to identify and diagnose student learning problems, and provide quality feedback for students on how to improve their work.

The concept of assessment for learning is not new. It is underpinned by the confidence and belief that every student is unique and possess the ability to learn, and that we should develop their multiple intelligences and potentials. To promote better learning, assessment is conducted as an integral part of the curriculum, learning and teaching, and feedback cycle. The curriculum has set out what students should learn in terms of the learning targets / objectives (e.g. knowledge, skills, values and attitudes). Assessment, a practice of collecting evidence of student learning, should be so designed that it assesses what students are expected to learn (i.e. learning targets and content) and the learning processes that lead there. Different modes of assessment are to be used whenever appropriate for a comprehensive understanding of student learning in various aspects. Feedback can then be given to students and teachers to form basis on decisions as to what to do to improve learning and teaching.

Assessment in school can be formative and summative depending on the purpose for which the assessment is designed. Formative assessment is carried out informally or formally in daily classroom learning and teaching throughout the school term/year. The primary purpose is to feedback learning and teaching. Summative assessment is conducted at the end of the learning and teaching process. It focuses on the product of learning mainly and is primarily used for measuring what a student has learned and how much has been achieved at the end of the school term/year.

Fundamental changes in school assessment practices to bring a better balance across assessment for learning and assessment of learning need to be planned, discussed, shared, negotiated and agreed by all teachers in each school. The assessment practices of a school can be presented in the framework given below.




                   * What is new?   * Assessment for Learning Resource Bank
          * Basic Competency Assessment
          * Web-based Learning and Teaching Support
          * Exemplars of Assessment for Learning






Last revision date: 11 February 2016
This website is IPv6 EnabledLevel Double-A conformance, W3C WAI Web Content Accessibility Guidelines 2.0Valid HTML 4.01 Strict