Value, Proficiency, and Practice: Singaporean Secondary School Teachers' Perceptions of Assessment for Learning (AfL)

• In Event: 18.041 - Classroom Assessment: Issues in Grading

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.

Authors

• Christopher Charles Deneen, Nanyang Technological University - National Institute of Education

• Gavin W. Fulmer, National Institute of Education - Nanyang Technological University

• Kelvin Tan, National Institute of Education - Nanyang Technological University

• Wei Shin Leong, Nanyang Technological University - National Institute of Education

• Hui Yong Tay, Nanyang Girls' High School

• Gavin T. Brown, The University of Auckland