Validating Technological Innovation
The Introduction and Implementation of Onscreen Marking in Hong Kong
Published on 2. April 2016
XXX, 228 pages
978-981-10-0434-6 (ISBN)
Description
This book discusses Hong Kong's use of onscreen marking (OSM) in public examinations. Given that Hong Kong leads the way in OSM innovation, this book has arisen from a recognised need to provide a comprehensive, coherent account of the findings of various separate but linked validation studies of onscreen public examinations in Hong Kong. The authors discuss their experience of the validation process, demonstrating how high-stakes innovation should be fully validated by a series of research studies in order to satisfy key stakeholders.
More details
Series
Edition
1st ed. 2016
Language
English
Place of publication
Singapore
Singapore
Publishing group
Springer Singapore
Target group
Professional and scholarly
Product notice
Reflowable
Illustrations
XXX, 228 p. 51 illus.
File size
6,06 MB
ISBN-13
978-981-10-0434-6 (9789811004346)
DOI
10.1007/978-981-10-0434-6
Schweitzer Classification
Other editions
Additional editions
David Coniam | Peter Falvey
Validating Technological Innovation
The Introduction and Implementation of Onscreen Marking in Hong Kong
Book
04/2016
Springer
€106.99
Shipment within 15-20 days
Persons
David CONIAM is Chair Professor of Curriculum and Assessment and Head of Department of the Department of Curriculum and Instruction in the Faculty of Education & Human Development at The Hong Kong Institute of Education, where he is a teacher educator, working with teachers in Hong Kong primary and secondary schools. His main publication and research interests are in language assessment, language teaching methodology and computer assisted language learning.
Peter FALVEY is a teacher educator. A former Head of Department in the Faculty of Education, The University of Hong Kong, he is currently affiliated in an honorary professorial role with the Hong Kong Institute of Education. His main publication and research interests are in language assessment, first and second language writing methodology, and text linguistics.
Peter FALVEY is a teacher educator. A former Head of Department in the Faculty of Education, The University of Hong Kong, he is currently affiliated in an honorary professorial role with the Hong Kong Institute of Education. His main publication and research interests are in language assessment, first and second language writing methodology, and text linguistics.
Content
Chapter 1 The Hong Kong education and assessment systems.- Chapter 2 The role of the Hong Kong examinations and assessment authority.- Chapter 3 Onscreen marking system.- Chapter 4 Review of research into onscreen marking and a description of the methodological approaches and analytical tools used in the OSM validation studies.- Chapter 5 The first validation study: Comparing OSM and PBM in English Language HKCEE (Grade 11) essays using classical statistics and Rasch measurement.- Chapter 6 The second validation study: A qualitative study of the response of markers towards onscreen and paper-based marking.- Chapter 7 The third validation study: Markers' perceptions of the onscreen marking of Liberal Studies in the Hong Kong public examination system.- Chapter 8 The fourth validation study: A qualitative examination of the attitudes of Liberal Studies (LS) markers towards onscreen marking in Hong Kong.- Chapter 9 The fifth validation study: Examining negative attitudes towards OSM in Hong Kong.- Chapter 10 The sixth validation study: Assessing the ease of use in the environment and markers' acceptance of onscreen marking in Hong Kong in three subject areas: A rasch measurement.- Chapter 11 The seventh validation study: The increasing acceptance of onscreen marking: The 'IPAD effect'.- Chapter 12 The eighth validation study: The effects of key demographic variables on markers' perceived ease of use and acceptance of onscreen marking.- Chapter 13 The final validation study: A comparative picture of the ease of use and acceptance of onscreen marking by markers across subject areas.- Chapter 14 Conclusion.
