New Horizons in Education

Abstract

This paper reports part of the findings from a project called "Schools Around the World" which aims to offer opportunities for professional development among teachers participating in the project. Through the exchange of professional experienc es between local teachers and teachers from other countries in the world, the development of a standard for students' achievement in science both locally and with reference to an international standard will be achieved. This project is originated from Sch ools Around the World Project (SAW) which was initiated in the United States by an education research foundation, Council for Basic Education (CBE). Apart from Hong Kong and the United States, there are seven other participating countries including Japan, the United Kingdom, Australia, the Czech Republic, France, Germany and Portugal. It marks an innovative approach with its emphasis on teacher professional development. Instead of using curricular documents, textbooks or an one-off testing to find out sta ndard of student achievement, SAW defines standard by engaging teachers in professional discussion about the nature of excellence and the methods of teaching, The excellence at issue is excellent student work, The project also aims to build up a professio nal network of teachers internationally such that teachers can work together to develop not only the local set of standards but also an international standard for students. Science which warrants much attention from the local educators has been designated as the first subject focus of the SAW project, This paper looks into the initial views of primary teachers about student work, assessment in science learning and the assessment of science projects at the primary level. The present study is now at the pil ot stage, hence both the findings presented in this paper and the overall results of the pilot study provide important background information to the project in supporting the professional development of the teachers. Moreover, the findings will better inf orm local science educators about teachers' perceptions about student works in science, science assessment and professional discussion among colleagues in schools.

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