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Assessment Practice Directory  
Call for Contributions
Notes for Contributors
Online Submission Form
Assessment Practice Contributions

Call For Contributions (from June 2005 to June 2007)
We are now seeking contributions of article of good practice in assessment from people such as yourselves.

We accept a wide range of materials related to assessment and the contribution can either be free style or formatted style. Contributed materials that meet with our objectives and aims will then be collected into our Assessment Practice Contributions.

Submission Form

Submission Form (Word)

View an Example

Search for Others' Contributions

Online Submission Form
What types of practices are we looking for?
  1. Your materials can be specific to any number of assessment strategies, methods, themes, issues, or they can be of a general nature.
  2. They are likely to be of interest to other teachers, even though they may be teaching different subject areas.
  3. In order to assist you further, please refer to the list of possible areas related to assessment practices on the below panel.
  4. You are strongly recommended to see our Notes for Contributors for more details.
Summative assessment
Formative assessment
Assessment methods
Use of IT for assessment
Peer- and self- assessment
Outcome-based assessment
Multiple forms of assessment
Assessment for project work
Assessment in workplace
Assessment to enhance
life-long learning
Curriculum planning
Quality assurance
Criterion-referenced assessment
Norm-referenced assessment
Grading and marking

Thank you in advance for your contribution. Your contribution will surely have a strong impact on promoting good assessment practices.


The Hong Kong Polytechnic University The University of Hong Kong

This project, funded by UGC, is an inter-institutional collaborative project involving
the Hong Kong Polytechnic University and the University of Hong Kong.

  Copyright & Acknowledgement | Content by the ARC Editorial Team | Updated June 30, 2007 Copyright © 2005 ARC. All rights reserved.