Hong Kong Kowloon Tong Secondary School，China (Hong Kong)

Abstract: Hong Kong basic education has established a dual assessment model of "public examination + school-based assessment" underpinned by the School-based Assessment (SBA) system. As a core discipline grounded in experiment and practice, chemistry treats school-based assessment as an essential component of its evaluative framework. At present, Hong Kong lower-secondary chemistry assessment has long been attached to the assessment framework of the senior-secondary Hong Kong Diploma of Secondary Education (HKDSE) examination, giving rise to salient problems: an over-emphasis on summative testing at the expense of process measurement; an over-emphasis on experimental results at the expense of operational competence; substantial subjective error in manual marking; untraceable process data; and a lack of differentiated measurement. Under the traditional model, it is difficult to quantify students' experimental operational ability, scientific inquiry thinking and core chemistry literacy with precision. In order to resolve the practical difficulties of lower-secondary chemistry education measurement in Hong Kong and to align with the Education Bureau's reform orientation of "diversified assessment and assessment for learning", this study, grounded in frontline Hong Kong lower-secondary chemistry teaching practice, integrates intelligent sensing technology with lightweight AI analysis tools to construct a new educational measurement system characterised by "dynamic measurement of experimental behaviour + precise quantification of process data + tiered school-based assessment".

This study reconstructs the process-oriented measurement indicators of lower-secondary chemistry SBA, breaking through the limitations of traditional subjective manual scoring and achieving all-round standardised measurement of experimental operation, inquiry processes, thinking outputs and collaborative practice. A comparative teaching experiment conducted with parallel classes of Hong Kong Secondary 2 students verifies that this intelligent measurement model can effectively reduce subjective error in school-based assessment, enhance the precision of student-learning measurement, and support the tiered improvement of students' experimental literacy, thereby meeting the localised, diversified and refined reform needs of Hong Kong school-based assessment.

Keywords: Hong Kong lower-secondary chemistry; educational measurement; School-based Assessment (SBA); intelligent measurement; process-oriented assessment; experimental literacy