Relationships among Singaporean secondary teachers’ conceptions of assessment and school and policy contextual factors

Fulmer, Gavin W.; Tan, Kelvin; Lee, Iris C. H.

doi:10.1080/0969594x.2017.1336427

Cited by 15 publications

(6 citation statements)

References 26 publications

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“…Of these 19 articles, it was also found that previous studies used various methods in conducting research on formative assessment practices in the classroom in secondary schools. A total of 8 articles use fully qualitative methods [26]- [33], 7 articles use a mixed method [34]- [40] and a total of 4 articles use quantitative methods [41]- [44]. The study found that each teacher had a different strategy for assigning student achievement levels while implementing school-based assessments due to differences in their understanding of SBA in the classroom.…”

Section: Data Extraction and Analysismentioning

confidence: 96%

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A systematic review on the formative assessment practice in teaching and learning in secondary school

Abd Halim,

Hamzah,

Zulkifli

2024

IJERE

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Formative assessment is an assessment that is conducted throughout the teaching and learning process. Therefore, teachers should play an important role in mastering the appropriate approaches to practicing formative assessment. According to previous studies, some teachers are unable to comprehend the roles of formative assessment practices in teaching and learning, which prevents them from using them effectively in the classroom. Many researchers have conducted research related to the practice of formative assessment in schools due to this issue. Therefore, this article aims to conduct a systematic literature review (SLR) on past studies related to the practice of formative assessment in teaching and learning in secondary schools. This SLR writing process has been referred to as the Preferred Reporting Items for systematic review and meta-analysis (PRISMA) writing standard. To find related articles and resources in this systematic literature review, two main databases, namely Web of Science and Scopus, were used. A total of 19 articles were extracted from 366 from 2017 to 2021, with exceptions and inclusion criteria considered. Based on the theme analysis, this SLR has three main themes: assessment diversity; assessment strategies, and student learning development. Thus, this study suggests that all compulsory levels of education understand formative assessment conceptually and its implementation comprehensively. This can be disseminated through teacher professional development training programs. It is hoped that such programs will develop teachers who are committed to integrating the concept and practice of assessment for the benefit of students in twenty-first century education.

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Section: Data Extraction and Analysismentioning

confidence: 96%

“…Qualitative data also showed that some study participants saw the exam as a way to evaluate students and help them grow. [44] Survey study/229 teachers from 9 secondary schools in Singapore.…”

Section: Data Extraction and Analysismentioning

confidence: 99%

A systematic review on the formative assessment practice in teaching and learning in secondary school

Abd Halim,

Hamzah,

Zulkifli

2024

IJERE

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“…Thus, they are able to exercise online assessment to suit unexpected conditions (Pambudi & Ciptaningrum, 2023). Teachers who feel individually equipped to conduct assessments in the classroom still ask for a collective investment in professional development at the system level (Fulmer et al, 2019). Therefore, it is essential that preservice teacher education includes instruction in assessment literacy (Hutami & Putro, 2023) and that training for ongoing professional development for in-service teachers should follow this up.…”

Section: Aspired Solutions To the Implementation Of English Language ...mentioning

confidence: 99%

English language assessment in Indonesian senior high schools: Perceived challenges and prospective solutions

Rasyid,

Alfian,

Djamereng

et al. 2023

J. Eng. Foreign. Lang.

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Numerous scholarly investigations have been conducted on English language assessment practices. Nevertheless, there is a lack of knowledge regarding the challenges and potential solutions related to implementing effective language assessment practices, particularly within Indonesian senior high schools. This study aims to investigate the perceived constraints and aspired prospective solutions associated with language assessment practices in Indonesian EFL classrooms. The data for this qualitative case study were collected by conducting in-depth interviews with fifteen EFL teachers from different senior high schools across South Sulawesi, Indonesia. Based on the thematic analysis of the data, this study revealed the perceived challenges to implementing English language assessment practices in three general categories: national policy-related issues, institution-related issues, and student-teacher-related issues. This study also revealed the need for leadership support to foster school culture support for innovative language assessment practices as the main aspired solution to implementing language assessment practices. These findings help improve understanding of the numerous factors that must be considered when putting English language assessment into practice, theoretically and practically.

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“…Research studies point out that many contextual factors influence teachers' assessment practices (Fulmer, Lee & Tan, 2015;Fulmer, Tan & Lee, 2017). These factors exist at three levels; individual, school and societal levels are known respectively as micro-, meso-and macro-levels (Fulmer, Lee & Tan, 2015;Fulmer, Tan & Lee, 2017).…”

Section: Teacher Factors Influencing Teacher's Assessment Practicesmentioning

confidence: 99%

Basic School Teachers’ Assessment Practices in the Sissala East Municipality, Ghana

Osman¹

2021

EJES

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This study employed a sequential explanatory mixed-method design to examine basic school teachers’ classroom assessment conceptions in the Sissala East Municipality in the Upper West Region of Ghana. In particular, the study examined the classroom assessment practices of teachers and their demographic characteristics that influence their assessment practices. Quantitative data gathered from 203 respondents were analyzed using mean, standard deviations, t-test and ANOVA. In the follow-up qualitative phase, semi-structured interviews were undertaken with 12 participants and the data subjected to interpretive thematic analysis. The findings revealed that teachers mostly employ traditional assessment methods than alternative assessment tools Furthermore, gender, age, assessment training, teaching experience and class teaching level impacted the teachers’ use of assessment methods. It was recommended among other issues that regular in-service training in assessment be conducted for teachers for them to be up-to-date and also develop their skills and use of appropriate alternative classroom assessment practices. Article visualizations:<img src="/-counters-/edu_01/0775/a.php" alt="Hit counter" />

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Relationships among Singaporean secondary teachers’ conceptions of assessment and school and policy contextual factors

Cited by 15 publications

References 26 publications

A systematic review on the formative assessment practice in teaching and learning in secondary school

A systematic review on the formative assessment practice in teaching and learning in secondary school

English language assessment in Indonesian senior high schools: Perceived challenges and prospective solutions

Basic School Teachers’ Assessment Practices in the Sissala East Municipality, Ghana

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