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Value, proficiency, and practice: Singaporean secondary school teachers' perceptions of assessment for learning (AfL)

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dc.contributor.authorDeneen, C.C.
dc.contributor.authorFulmer, G.W.
dc.contributor.authorTan, K.
dc.contributor.conferenceKnowledge to action: achieving the promise of equal education opportunity (27 Apr 2017 - 1 May 2017 : Texas, US)
dc.date.issued2017
dc.description.abstractFormal 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.
dc.identifier.citationAmerican Educational Research Association 2017 Annual Meeting Program, 2017, pp.1-12
dc.identifier.issn0163-9676
dc.identifier.urihttps://hdl.handle.net/11541.2/28158
dc.language.isoen
dc.publisherAmerican Educational Research Association
dc.publisher.placeUS
dc.rightsCopyright 2017 The Authors
dc.subjectassessment for learning (AfL)
dc.subjectSingaporean education
dc.subjectSingapore
dc.subjectassessment
dc.subjectsecondary schools
dc.subjectresearch-informed practice
dc.titleValue, proficiency, and practice: Singaporean secondary school teachers' perceptions of assessment for learning (AfL)
dc.typeConference paper
pubs.publication-statusPublished
ror.mmsid9916629831101831

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