Value, proficiency, and practice: Singaporean secondary school teachers' perceptions of assessment for learning (AfL)
Date
2017
Authors
Deneen, C.C.
Fulmer, G.W.
Tan, K.
Editors
Advisors
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Conference paper
Citation
American Educational Research Association 2017 Annual Meeting Program, 2017, pp.1-12
Statement of Responsibility
Conference Name
Knowledge to action: achieving the promise of equal education opportunity (27 Apr 2017 - 1 May 2017 : Texas, US)
Abstract
Formal testing dominates Singapore’s secondary school curricula; the Ministry of Education seeks to redress this through promoting assessment for learning (AfL). Success however requires teachers’ belief that AfL practices are valuable and achievable. A survey of all teachers in 12 secondary schools (n=913) investigated attitudes to 35 assessment statements. Statements elicited three responses: value, frequency of practice, and proficiency. Exploratory and confirmatory factor analysis identified four crosscutting factors: Alignment, Sustaining Engagement, Involving Students, and Grading/Reporting.
Further analysis yielded hierarchical response patterns; results indicate teachers valued AfL more than they perceived concomitant skills or opportunities for use; conversely, Grading/Reporting was frequently practiced but valued less. Results inform regional and global AfL priorities including research-informed practice, professional development and policy enactment.
School/Discipline
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Copyright 2017 The Authors