This dissertation, "A Comparison Between Alternative and Conventional Assessments to Assess Young Children's Learning: Teachers' Perspectives" by Wing-kei, Vicky, Wong, 黃穎琪, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract The study explores the beliefs of kindergarten teachers in Hong Kong towards assessment mechanisms. The study takes the form of a descriptive, interpretative investigation using both quantitative and qualitative research methods. In the first phase, it involved 60 kindergarten teachers in Hong Kong to complete a questionnaire that provide the background information on their perception on assessment. In the second phase, qualitative data were generated by in-depth interviews with eight of the teachers whom completed the questionnaire. Within the interview, the researcher also collected their schools' assessment samples. In addition to that, the researcher also did four classroom observations in two kindergartens focusing on how teachers assess children. The findings showed an increase practice on using alternative assessment approach; teachers in general prefer the alternative approach to the conventional approach. However, teachers do not have enough experience with alternative assessment approach and they are not able to use alternative approach effectively. This study also revealed the practical difficulties of teachers faced in using formative assessment to feedback children's learning through the process of conducting, recording and reporting children performance. At the same time, parents' expectation on children achievement exerted, to some extent, influence on schools policy in assessment. Teachers' understanding and interpretation were decisive of how assessment was implemented to help children learn. The different levels of concern about an innovation were identified in the findings and more support should be directed to schools that were initially at the "awareness stage." DOI: 10.5353/th_b3553561 Subjects: Preschool children - Rating of - China - Hong KongEducational tests and measurements - China - Hong KongPreschool teachers - China - Hong Kong - Attitudes