Abstract
This paper focuses on the 'Assessment for Learning' reform proposal highlighted in a Hong Kong government paper, one of the most important reform proposals that has generated intense debate and a wealth of scholarly work in the Hong Kong education academic community. This paper analyses and compares two articles that also focus on this area to determine how the policy will be implemented in Hong Kong classrooms between 2014 and 2021, and on this basis, it also provides some insights into the future development of the policy.
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