| Abstract | Target Oriented Curriculum (TOC) has been described as one of the major educational reforms in Hong Kong in the last 20 or 30 years. However, there are already challenges from principals, teachers and educational bodies on the TOC and its related assessment. It is argued in this article that such a movement towards inter-school comparison of performance task results will lead to the demands for greater specificity in the assessment criteria, extra time spent on assessment, higher comparability in tasks for all students, and more reliable tasks. All of these will in turn cause greater resistance from teachers and the general public and hence will defeat their original good intention to emphasize more performance-based assessment. |
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