Tung, E., Hong Kong Institution of Education, Hong Kong
In the education reform in Hong Kong in this new century, educators have considered it a top priority to reform the systems of assessment and public examination for improvement of quality education. This is particularly the case related to alternative assessment as differed from generic fact- related assessment and multiple-choice tests. This paper aims to develop a conceptual framework of performance assessment as an alternative or portfolio assessment with reference to the teaching and learning of the personal and social education curriculum. Since the subject is often related to personal growth and development especially in the affective domain, there is the need to define affective objectives so that students, in addition to knowing what it is in the cognitive domain, need to know how it is practiced in the affective domain. It is necessary to make clear the learning objectives, such as care and responsibility, aligned with the learning process and outcome, categorizing from awareness, responding, accepting to conceptualizing and categorizing of a value for school assessment. Evidence could be collected through various performance tasks, such as one-demand assignment, diary, journal writing, self-reflection reports or portfolio. More importantly, evaluation and assessment for personal and social education in the affective domain are more meaningful to teachers and students in the real world practice.