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- Publisher Website: 10.15804/tner.2015.40.2.18
- Scopus: eid_2-s2.0-84940525618
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Article: Building teachers’ capacity in formative assessment: The Singapore example
Title | Building teachers’ capacity in formative assessment: The Singapore example |
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Authors | |
Keywords | Teacher professional development Singapore Formative assessment |
Issue Date | 2015 |
Citation | New Educational Review, 2015, v. 40, n. 2, p. 211-221 How to Cite? |
Abstract | The objective of this study is to contribute to the knowledge base of teacher professional development and formative assessment using Singapore as an example. The study was carried out through an exploratory case study in a Singapore school. Our study shows that while the teachers find formative assessment beneficial, they do not have sufficient knowledge of it and face the challenges of heavy workload, time pressure and lack of confidence. The results serve to inform policymakers and educators of the need to provide effective and sustained teacher professional development in formative assessment as well as continual teacher support and collaboration. |
Persistent Identifier | http://hdl.handle.net/10722/307158 |
ISSN | 2012 Impact Factor: 0.149 2023 SCImago Journal Rankings: 0.180 |
DC Field | Value | Language |
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dc.contributor.author | Koh, Kim | - |
dc.contributor.author | Lim, Lyndon | - |
dc.contributor.author | Tan, Charlene | - |
dc.contributor.author | Habib, Mubarak | - |
dc.date.accessioned | 2021-11-03T06:22:03Z | - |
dc.date.available | 2021-11-03T06:22:03Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | New Educational Review, 2015, v. 40, n. 2, p. 211-221 | - |
dc.identifier.issn | 1732-6729 | - |
dc.identifier.uri | http://hdl.handle.net/10722/307158 | - |
dc.description.abstract | The objective of this study is to contribute to the knowledge base of teacher professional development and formative assessment using Singapore as an example. The study was carried out through an exploratory case study in a Singapore school. Our study shows that while the teachers find formative assessment beneficial, they do not have sufficient knowledge of it and face the challenges of heavy workload, time pressure and lack of confidence. The results serve to inform policymakers and educators of the need to provide effective and sustained teacher professional development in formative assessment as well as continual teacher support and collaboration. | - |
dc.language | eng | - |
dc.relation.ispartof | New Educational Review | - |
dc.subject | Teacher professional development | - |
dc.subject | Singapore | - |
dc.subject | Formative assessment | - |
dc.title | Building teachers’ capacity in formative assessment: The Singapore example | - |
dc.type | Article | - |
dc.description.nature | link_to_OA_fulltext | - |
dc.identifier.doi | 10.15804/tner.2015.40.2.18 | - |
dc.identifier.scopus | eid_2-s2.0-84940525618 | - |
dc.identifier.volume | 40 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 211 | - |
dc.identifier.epage | 221 | - |