A study of the adaptation and change in Singapore Chinese language teachers in the implementation of "PERI holistic assessment" at lower-primary level = Xinjiapo chu xiao Hua wen jiao shi shi shi "quan mian xing ping jia ji hua" de shi ying yu zhuan bian

Abstract

In 2010, Singapore's Ministry of Education began the implementation of assessment reform "PERI Holistic Assessment" (PERI), where assessment to support learning is the main focus of the reform. This research aims to investigate the process of adaptation and change occurred in Chinese language teachers, in the Singapore context during the implementation of the assessment reform, in terms of teachers’ beliefs and pedagogical and practices pertaining to assessment, as well as factors leading to the change. Multiple sources of data were collected for triangulation in this qualitative research. Findings were yielded from the analyses of in-depth interviews with participating Chinese language teachers of the assessment reform, to understand their attitudes and understanding towards the implementation, as well as their professional competency of classroom assessment. Official documents from the ministry and the school, video recordings of lesson proceedings, and designs of assessment activities provided by the school were analyzed for a full view of PERI in its operation process. Comparisons of the lesson videos between the initial and later phases of the implementation were made, to observe the teacher-students interaction during teaching and learning activities; to analyze the understanding level of teachers towards classroom assessment strategies during the initial implementation stage, and changes in their teaching behavior and beliefs of classroom assessment after implementation.

Research findings reveal an apparent lack of support and aid in meeting teachers’ needs during the actual operation of PERI, despite systemic help provided to a certain extent. Another finding, from the case of the primary school in this study, shows that PERI Holistic Assessment has enhanced the following: the assessment quantities of Chinese Language at lower primary level; the evident change in the assessment weightage of the 4 main skills for language learning; and the strengthening of assessment strategies and questioning techniques among teachers in that primary school. From the case study, teacher change is specifically shown in three areas: 1. based on the new assessment concepts, different assessment activities and teaching materials designed by teachers; 2. higher acceptability of teachers towards classroom assessment strategies; 3. teachers’ deepened understanding of assessment strategies through teaching practices, with evident change in their teaching behavior. Based on the The Interconnected Model of Professional Growth by Clarke & Hollingsworth (2002), the theoretical framework of this research further integrates it with the professional growth model provided by Singapore Ministry of Education and the course of transformation experienced by teachers as a result of the PERI implementation. Practical applications are suggested: 1. diversified training and strengthening of teacher training as well as supervision; 2. optimal utilising of existing professional learning mechanism in school to encourage timely reflections and related discussions among teachers, such that crucial teaching and learning related issues can be further explored. For future related studies, below are a few recommendations: 1. larger scales of sample size, or quantitative studies can be conducted; 2. deeper understanding of teachers’ adaptation and comparative studies of their change; 3. constructing professional learning framework suitable for PERI, for the benefit of teachers’ learning.