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評估

評估

Assessment

Tse, S.K., Zhu, Y., Hui, S.Y. & Ng, H.W. (2017). The effects of home reading activities during preschool and Grade 4 on children’s reading performance in Chinese and English in Hong Kong. Australian Journal of Education, 2017, 61(1), 5-23. doi: 10.1177/0004944116689093

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閱讀, 評估, 幼兒中文, 教學研究

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Hu, X., Lam, J.W.I. & Tse, S.K. (2016). A Case on Chinese PIRLS Assessment for Singapore Students. The Journal of Chinese Language Education, 14(2), 20-41.

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Tse, S.K., Xiao, X., Ko, H.W., Lam, J.W.I., Hui, S.Y. & Ng, H.W. (2016). Do reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students. Compare: A Journal of Comparative and International Education, 46(3), 369-393. doi:10.1080/03057925.2014.927732.

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Tse, S.K., Hui S.Y., Ng H.W. & Lam W.I. (2015). The Reading Attainment of Hong Kong Primary Four Students: A Study of Literacy Achievements and Its Implications, Educational Journal, 43(1), pp35-58.

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識字, 閱讀, 評估, 教學研究

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Tse S.K. and Xiao X. (2014). Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers: A multilevel analysis of PIRLS data from Hong Kong, Large-scale Assessments in Education, 2014, 2:6. doi:10.1186/s40536-014-0006-3.

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閱讀, 評估

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Tse S.K., Lam J.W.I., Loh E.K.Y., HUI S.Y. and NG H.W.(2013). A Comparison of Hong Kong Primary 4 Students Relative Progress in Chinese and English Reading Attainment, Quarterly Journal of Chinese Studies, 1(4), 1-16.

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Tse, S. K., & Wong, M. Y. (2012). An assessment tool for the learning of Chinese character writing by non-Chinese speaking students. Han-Character and Classical written language Education, 28, 279-298. doi: 10.15670/HACE.2012.28.1.279.

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第二語文學習, 識字, 評估

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