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Self-directed Learning Oriented Assessments in the Asia-Pacific

  • Magdalena Mo Ching Mok

Table of contents

  1. Front Matter
    Pages i-xxi
  2. Theory of Self-Directed Learning Oriented Assessment

  3. Tools for Implementing Self-Directed Learning Oriented Assessment

    1. Front Matter
      Pages 155-155
    2. Zi Yan, Doris Ching Heung Lau, Magdalena Mo Ching Mok
      Pages 187-201
    3. Magdalena Mo Ching Mok, Sze Ming Lam, Ming-Yan Ngan, Jing Jing Yao, Michael Ying Wah Wong, Jacob Kun Xu et al.
      Pages 203-221
    4. Hak Ping Tam, Margaret Wu, Doris Ching Heung Lau, Magdalena Mo Ching Mok
      Pages 223-233
    5. David Tzuriel
      Pages 235-255
    6. Chia-Ling Hsu, Yue Zhao, Wen-Chung Wang
      Pages 257-280
  4. Case Studies of Self-Directed Learning Oriented Assessment in the Region

  5. Back Matter
    Pages 413-433

About this book

Introduction

The Asia-Pacific region needs to maximize the benefits of education to enable it to compete in an economic future dominated by innovation, in which assessing student progress must be an empowering rather than delimiting factor. This detailed exposition of the theoretical basis and application tools of self-directed learning-oriented assessment (SLOA) reflects the very latest research championed by the Assessment Research Centre at The Hong Kong Institute of Education. Featuring a range of relevant case studies, it explores the varied theoretical issues related to SLOA and offers an integrated view of the system fully in line with the constructivist paradigm of learning which advocates formative rather than summative assessment. Many of the initiatives outlined here are firsts in the region.

SLOA is already being applied in many schools with links to the ARC. It is an approach to assessment that acknowledges the centrality of self-directed learning and which positions assessment as a tool to enable and enhance self-directed learning. It draws on several theories of learning and assessment, including the constructivist notion that learning is best achieved when students take ownership of their educational process, setting their own goals and monitoring their own progress towards those goals. SLOA has been the research and service approach of the ARC since 2005. In the intervening years the centre has developed a number of tools to facilitate SLOA learning and assessment, including vertical ability scales, teacher-friendly computer software and packages for self-directed learning.

Keywords

ARC Assessment Assessment Reform Assessment Research Centre Cognitive Diagnostic Assessment Constructivist Paradigm of Learning Diagnostic Assessment Diagnostic Assessment Technology Formative Assessment Implementation of SLOA Learning and Assessment Peer Assessment SLOA Self Assessment Self-directed Learning Oriented Assessment Summative Assessment Vertical Ability Scales

Editors and affiliations

  • Magdalena Mo Ching Mok
    • 1
  1. 1., Dep. of Int'l Ed. & Lifelong LearningHong Kong Institute of EducationTai Po, New TerritoriesHong Kong SAR

Bibliographic information