Teacher Learning With Classroom Assessment: A Case of Mathematics Teaching in Singapore

• In Event: Sheraton Roundtable Session 21
  In Roundtable Session: Exploring Teacher Beliefs and Practices

Abstract

This qualitative study analyzes classroom assessment practices that teachers initiate and use for teaching mathematics in one elementary school in Singapore. Rather than proposing classroom assessment techniques for teachers to implement, this study repositions teachers as the owners making use of their classroom assessment practices in their professional discussions to improve teaching and learning. The initial findings show that teachers learned to reflect upon and challenge their prior knowledge and perspectives when working with the curriculum, diverse students, and colleagues via the deliberate practices with and discussions on classroom assessments. The findings provide us with insights into how teachers’ understanding of their students, the content, and teaching changes as they incorporate assessment practices into their professional discussions.

Author

• Heng Jiang, National Institute of Education - Nanyang Technological University