Exploring the Perceived Integrations Between Assessment and Metacognition: A Qualitative Inquiry of Three Award-Winning Teacher Educators' Conceptions of Assessment in a Hong Kong University Context

This paper sets out to depict the interactions and integrations between teacher conceptions of assessment and their knowledge of and pedagogical understanding of metacognition. It aims to reframe teacher conceptions of assessment and direct the conceptions to improvement of learning and teaching from a metacognitive perspective, by closely observing the lessons and interviewing three award-winning teacher educators from a Hong Kong university...