| Abstract | The theory and practice of assessing learning are currently undergoing a paradigm shift, as testing becomes increasingly grounded in theories of learning and teaching rather than in psychometric theory. Three considerations interact to yield different modes of assessment: the measurement or standards models of testing, quantitative or qualitative assumptions as to the nature of what is learned, and situated or decontextualized contexts of assessment. Assessment practices in Hong Kong have tended to be very quantitative and norm-referenced, but there are now signs, for example in the Target Oriented Curriculum (TOC) initiative, and in some tertiary institutions, that these recent developments in learning and assessment theory will affect local practice. |
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