Measuring the Degree of Implementation of School-based Assessment Schemes for Practical Science

Abstract

The study described in this paper investigated the degree of implementation of school-based assessment schemes for practical science. An assessment scheme in Hong Kong was used as the context for the research. Five dimensions of implementation were identified and a conceptual framework was built by breaking down each dimension into attributes and these into content areas. The research method used in the study incorporated some modifications on most past designs in order to determine adequately the construct validity of data and to examine any method-specific biases. Three measuring instruments (namely, a student questionnaire, a teacher questionnaire and an observation schedule) were designe..