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School Development Officers (SDOs) were assigned to conduct class observations in the schools, in which they recorded whether the teachers had used the AfL strategies in teaching. The SDOs would also share and discuss the comments with the teachers who had returned the self-reflection forms in which they wrote their feedback on the research questions.  \nFindings: The findings show that teachers in kindergartens and teachers in primary schools might have different emphases on the nine AfL strategies in teaching. Their own suggested room for improvement in practicing AfL skills has provided insights for enhancing teaching effectiveness. Originality/Value: We propose that reflective practices can generate a “reflective spiral” of planning, acting, observing, and then reflecting. The study shows that reflective practitioners  \nCorresponding author:  \nNicholas Sun-Keung Pang, Department of Education, Faculty of Education, East China Normal University, Room 1120, Liberal Arts Building, 3663 North Zhongshan Road, Shanghai 200062, China.  \nEmail: xqpeng@dedu.ecnu.edu.cn  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nbecome professional experts who are able to assure the quality of teaching by self-enhancement and self-improvement.  \nKeywords  \nAssessment for Learning, Hong Kong, reflective practitioner, school improvement, teaching and learning, teaching effectiveness  \nDate received: 2 March 2020; revised: 28 April 2020; accepted: 27 May 2020  \nBackground  \nWhile Early Childhood Education in Hong Kong has undergone dramatic changes related to the education reform of curriculum development and school improvement during the past few years, the Education Bureau of Hong Kong SAR (EDB, 2010a) states that “the aim of pre-primary education in Hong Kong is to provide children with a relaxing and pleasurable learning environment to promote a balanced development of different aspects necessary to a child’s development, such as the physical, intellectual, language, social, emotional and aesthetic aspects”(section 1 “preprimary services,” para. 3) . Therefore, pre-primary education is intended to provide children with a significant foundation for life-long learning and whole-person development.  \nAlthough both kindergarten and primary school teachers are now facing the increased expectations of the present education reform, they can also benefit directly from the professional development and training available from the process of academic expansion. What teachers need most is to enhance their teaching skills from pedagogic k","cbCaidWWcXvZIo7x","https://ap.wps.com/l/cbCaidWWcXvZIo7x","pdf",256708,21,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Background\n## Early Childhood Education reform in Hong Kong\n# The trend of reflective practice in Early Childhood Education in Hong Kong","[{\"question\":\"What does the article investigate about teachers’ practice?\",\"answer\":\"The article investigates how teachers self-assessed their use of nine Assessment for Learning (AfL) strategies and what they suggested for improving their practice through reflective statements.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"A group of 34 teachers from 10 primary schools and 10 kindergartens participated. School Development Officers conducted class observations to check AfL strategy use and discussed comments after the teachers returned self-reflection forms.\"},{\"question\":\"What key differences did the findings identify?\",\"answer\":\"Teachers in kindergartens and primary schools may place different emphases on the nine AfL strategies. Teachers’ suggestions for improvement also provided insights for enhancing teaching effectiveness.\"}]","Teachers’ Reflective Practices in Implementing Assessment for Learning Skills in Classroom Teaching | PDF",1792092413,53]