Hong Kong Harbour View Primary School，Hong Kong，China

Abstract: Against the background of the Primary Chinese Language Curriculum Guide issued by the Education Bureau of Hong Kong and the reform of the Territory-wide System Assessment (TSA), this study constructs a three-dimensional dynamic assessment model (knowledge application – process performance – cultural literacy) tailored to the local educational characteristics of Hong Kong, including traditional Chinese character teaching, Cantonese-Putonghua bilingual contexts, and multicultural diversity. Based on empirical analyses of two school-based practices (interdisciplinary thematic assessment and digital narrative evaluation), the research verifies that the proposed model effectively improves students’ higher-order thinking skills (critical thinking increased by 28%) and cultural identity, with the assessment participation rate of non-Chinese speaking (NCS) students reaching 90%. This study provides an innovative and culturally responsive assessment pathway for primary Chinese teachers in Hong Kong, echoing the local educational vision of “nurturing potential and whole-person development”.

Keywords : Hong Kong Chinese language education; TSA reform; dynamic assessment; cultural responsiveness; school-based innovation