School-based assessment of fieldwork in Hong Kong: dilemmas and challenges

Establishing the Profesionalism of Geography Teacher through Authentic Assessment Field Study

“…Personality competencies that form a steady and stable personality, a mature personality, a wise personality and have a noble character. The results of field activities aim at developing interpersonal between participants, participants with mentors, developing selfconfidence, cooperation, adaptation (Lai, 2013). These findings are in accordance with the opinions of Hurlock (2005) about the characteristics of late adolescents aged 17-21 years.…”

“…In addition to field study activities in the form of street vendors/KKL, some subjects conduct outdoor activities such as field trips, excursions, excursions or other activities. In the UK, activities are almost the same as fieldwork for the age group of 13-15 years (50-70%), ages 17-18 (80%) (Lai & Lam, 2013). Schools in the UK are 3 times more than in Brazil, indicating a gap developed and developing countries.…”

“…Nurturant effects help develop the attitudes and personality of prospective teachers (Zuldafrial, 2014). Development of social and personality aspects as "hidden agenda" in field activities (Lai & Lam, 2013) There are two performance assessments, namely assessment in using equipment/ questionnaires and assessments in presentations. Performance assessment using equipment/instruments has a positive relationship in teacher professional formation.…”

“…(Gerber & Chuan, 2000). The standard assessment used in the fieldwork is not in accordance with the field conditions, because more knowledge like the one in the textbook, is lacking in attitude assessment (Lai & Lam, 2013). Attitude assessment is not done to see the performance of participants in the field study (Yeung & Kong, 2009).…”

“…Figure 1Model the Relationship between Authentic Assessment and Professionalism (adapted fromLai, 2013, and developed by the researcher)…”