“Assessment for Learning” (Afl) is integral to the decade-old reform of Hong Kong education. To investigate the assessment practices of secondary music teachers in Hong Kong ostensibly following Afl, this quantitative study investigates the self-reported assessment practices and perception of assessment modes of Hong Kong secondary school music teachers (n = 97) drawn from 120 secondary randomly selected schools. The reported data, with a response rate of 83.3% based on 30% of the target school population, comprises responses to a self-administered survey questionnaire. Key data results findings differ from McClung (1997) and here indicate that, regardless of the perceived difficulty of implementation, respondents favored as being more suitable for their students the practice of achievement-oriented assessments. Discussion of this key result supports Morris’s (1996) view that in Chinese societies teachers emphasize students’ achievement.
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