Master of Arts (Instructional Design & Technology)

The purpose of this research project is to explore how viable it is to supplement teaching in a Singapore school with e-learning courses and to find out what the main issues and opportunities are which can provide the foundation for changing and improving such courses.

As increasing number of schools in Singapore begin jumping onto the bandwagon of incorporating e-learning tools and approaches as part of their instructional programme, the objective of this research is to determine how to go about designing and implementing e-learning in the school. This has also to be done taking into account the school’s culture, the aptitudes of the students as well as the teachers’ abilities.

For this project, the e-learning courses are defined as learning resource modules designed for self-paced, self-directed learning. These are supplementary courses that the students must take during the school holidays within a specified time frame. When the students return to school after the holidays, they are required to sit for a test. The test result will give a rough gauge of their self-learning. In the classroom lessons, the teachers will not be re-teaching the concepts in the e-learning courses but will instead clarify and pose more challenging problems for the students to attempt.

In short, the e-learning courses implemented are very much similar to the commercial distance learning courses held via the Internet. However, the main difference is that the e-learning courses will supplement and not replace face-to-face classroom sessions.

This project was carried out with the action research framework and held over a period of seven months from March to October 2001. The students involved in this research were from Secondary Two (GEP, Gifted Education Programme), Secondary Three (Express) and Secondary Four (Express and GEP) students, i.e. they involved 14, 15 and 16 years-olds respectively. E-learning courses were carried out during the one-week March vacation for the Secondary Three students, one week in June for the Secondary Two students and one week in October as part of the revision for the Secondary Four graduating students. The analysis and findings from this project will provide an insight to the issues and opportunities involved in the successful implementation of future e-learning courses.

As there is increasing awareness of the need to go global and that learning should take place beyond textbooks and classrooms, the objective of this research project is to determine how viable it is to supplement Science teaching in a Singapore school with collaborative projects via video conferencing into the school curriculum. It also hopes to find out the main issues and opportunities that can provide the foundation for implementing such collaborative projects to realize the concept of "the borderless classroom" in primary schools in Singapore.

As the present videoconferencing sessions have been conducted using only a desktop videoconferencing system via the Internet, the limitations of the use of the technology to involve a whole class will also be explored.

For this project, the video conferencing sessions are designed as supplementary after - school activities that the students are involved in on a voluntary basis. The project is based on the principle of guided discovery learning and social constructivism. Social constructivism emphasizes student collaboration and interaction with the learning context. Two projects involving investigative plant growth experiments are conducted with collaborators from countries that are experiencing different climatic conditions. The first is a project on the growth of maize plants with a group of pupils in Chile while the second is the growth of sunflowers with pupils in Germany.

This research project was carried out with the action research framework and held over a period of 8 months from April to November 2003. The pupils involved in this research were from Primary 5 (EM2) and Primary 6 (EM2) i.e. they involved 11 and 12 years olds respectively. Four video conferencing sessions have been conducted with Chile and one with Germany.

Qualitative data was collected to identify the factors that could lead to more in-depth pupil involvement and learning. Data collected include observations of the videoconferencing sessions, teachers' questionnaires, focus group discussion and individual interviews with pupils and teachers. The results showed that while videoconferencing is the main motivating factor for the pupils and brings a new experience and excitement to the pupils' learning, the choice and implementation of the project as well as the role of the teacher facilitator also influence the quality of the pupils' learning. Based on the analysis of these data, revisions may be made to the present process of video conferencing sessions being conducted in the school.

This is an exploratory study on the use of asynchronous online discussion to support interactions between subject expert and students, and among students in the teaching of narrative writing. The learning experience saw students participating in a defined capacity the writing process of a novel with a locally renowned author. The study was conducted with 51 students from Secondary 3 Normal Academic, Secondary 2 Express and Secondary 1 Special stream classes from 3 secondary schools. The researcher and the subject teachers from the participating schools acted as resource teachers with also the support from the author. The focus of the study is to uncover significant factors that have facilitated the process and it is discovered that issues on choosing the appropriate teaching paradigm for e-learning in a secondary school context, providing comprehensive introductory session to facilitate acquaintance and clear understanding of objectives, expectations and instructions among participants, and the need for educators to develop collaborating skills among their charges are crucial to student benefiting from interacting online for narrative writing.

A series of surveys administered by the Republic University (fictitious) revealed that, despite having a Learning Management System (LMS) to support teaching and learning, inconsistencies of usage remained unsolved. These inconsistencies have emerged to a large part, from the teaching staffs' problems of practices concerning technology integration into the curriculum.

Arising from these problems, this dissertation seeks to improve the teaching staff's technology integration skill in support of teaching and learning through the ability to perceive affordances (opportunities) in virtual learning environments (VLEs). Implicit in the goal of eliciting such improvement was the grounding in pedagogical reasoning and the use of software. In conveying the perception and uptake of affordances in VLEs, this study administered four runs of three-hour workshops to participating teaching staff of the Republic University. In each of these workshops, participating staff members were introduced the relationships between the tenets of self-instruction, topology of affordances, and the topology of ICT tools and given hands-on opportunities to assemble deconstructed Web-based instructional materials. An online survey was administered after the workshop to gather feedback on the content of workshop as well as other issues that emerged.

Based from the feedback gathered, it was found that one-time workshops were only able to promote an attitudinal change in terms of the way the affordances in VLEs may be perceived, but insufficient to promote wide-scale uptake of LMS tools in more consistent ways. Arising from the findings, this dissertation recommends a Professional Development solution to bridge affordance perception and uptake of ICT tools.

This project investigates a personal training dilemma with IT support personnel. From my position as a middle level manager, I noted that despite the provision of training opportunities, there appears to be little or no change in staff's work performance. To investigate this observation, I identified the learning events that occur in my workplace to see how these events reveal the actual learning applied in the workplace. Three levels of stakeholders (HR personnel, supervisors and staff) were either surveyed or interviewed for their views on formal and informal learning events.

The findings from studying the occurrence of formal learning events indicate that there is a degree of learning 'passivity' amongst staff and the misuse of training courses as a form of work reward. The findings from a parallel study on informal learning events also indicate the presence of learning 'passivity' at both individual and team levels. There is an apparent misplaced assumption that that workplace learning occurs naturally.

The study concludes with recommendations to help address the learning 'passivity' by deliberately cultivating team learning skills, and setting-up of mechanisms to enhance the transfer of knowledge and skills gained in a training room to the workplace.

The focus of this dissertation is the creation of an instructional package, which is based on the new Ministry of Education Social Studies syllabus, for the Primary 4 Social Studies teachers of the XYZ school. The purpose is to help the teachers overcome the obstacle of insufficient resources for effective teaching.

The theoretical framework for the design of the instructional package, which comprises the lesson plans, teaching resources and pupil's activity sheets, is based on the instructional design model by Jonassen, Grabinger and Harris (1990). The analysis is central in the model and the various stages of instructional design are constantly checked against the analysis findings. During the analysis, data on the needs of the school, users' characteristics, content, instructional objectives as well as the learning context are collected. The data is obtained from the interviews with the school administrators and teachers; test for the pupils; school visits and the examination of school documents. The analysis data forms the inputs for the design stage, which focuses on the instructional framework adopted and the instructional approaches, activities and media selected. The development stage involves the production of the alpha version of the instructional package and evaluating it formatively by a group of reviewers with the aim of improving it. The reviewers are made up of three teachers from XYZ school and a content and pedagogy expert from an institute of higher education. They are given a questionnaire comprising a checklist and some open-ended questions about the strengths and weaknesses of the instructional package to answer and the package itself to vet. Their comments and feedback are incorporated into the revision of the instructional package. The revised version of the instructional package, known as the beta version, is judged by the reviewers to be effective, efficient, motivating, usable and acceptable.

GIS was introduced to the Singapore education scene only in 1998, first as an IT tool for the teaching of geography subjects in secondary schools and junior colleges and then subsequently adopted as an IT tool for project work, specifically in the sciences. However, its integration in classroom lessons had been slow.

This study proposed to assess its extent of use in secondary schools, for the teaching and learning of geography and aimed to provide some insights on the factors affecting geography teachers' decision to use GIS in the teaching and learning of secondary school geography. It would also attempt to find out how GIS is being used as an IT tool in the classroom and evaluate the GIS software and GIS-based resource packages used by teachers.

The following chapter will review the relevant literature on GIS as an IT tool in geography education and issues concerning its implementation and adoption for teaching.

This qualitative study addresses the following research question: "To what extent should primary school teachers integrate ICT into Mathematics teaching?" This is in a context that current reform of educational technology and Mathematics education advocates the importance of learning, thinking and communication skills. A survey questionnaire was first used to identify the predominant approach of ICT use in primary school mathematics teaching and to determine the relevance of four common factors affecting teachers' use of technology derived from a review of literature.

This study revealed that the predominant approach of ICT use in primary school mathematics teaching was drill-and-practice. Findings also indicated that (1) a wide-ranging IT facilities and resources were readily available in schools for teachers' use, (2) teachers had the basic skills in using ICT, (3) teachers had been using computers for Mathematics lessons regularly, and (4) teachers' attitudes towards ICT use were, in general, positive. A review of literature on effective use of ICT for primary school mathematics education was used to provide a context to interpret and respond to the survey findings. It was suggested that the primary school teachers' limited use of ICT was due to the lack of understanding of the correct approach to using ICT for effective Mathematics learning.

This study concludes by suggesting primary school teachers should make full use of the wide range of ICT to realise the objectives in the Singapore Framework of Mathematics Curriculum. This could be achieved if teachers adopt a constructivist-oriented approach for instruction and focus on (1) the learning process when using ICT, (2) the benefits of ICT and (3) broadening the awareness of the wide-ranging ICT and the educational theories underpinning their use. Continuous professional development was also recommended to keep teachers abreast with the relevant technological and pedagogical knowledge and skills. Teachers need to be empowered in their own professional development and given the necessary support and recognition for appropriate use of ICT. Besides, policy changes to allow teachers more time for innovation are also essential for the effective use of ICT for primary school Mathematics education.

This study explores the benefits of incorporating blended learning to acquire mentoring skills. A hybrid-training program that will use web-based learning, complemented by an instructor led training session to acquire attitude, skills and knowledge required for a mentor. A study on several self-help organizations indicated these organizations did not adequately train their volunteers who undertook mentoring roles. One organization that reported 270 volunteer mentors have in place a 3 hour briefing session to prepare their mentors for this role. Another self help organization, do incorporate a systematic training program, however, they have not used e-learning as a methodology to train their mentors. The Haven children’s home, on the other hand indicated their need to train their mentors and hence, this organization became the recipient of this blended learning program.

Participants for this research were volunteers from the National University of Singapore. They were first year students who organized activities and programs for the children at the Haven children’s home. The 12 undergraduates and 2 staff from the home were enrolled in this blended learning program that incorporated half the learning curriculum for mentoring on the web and the other half conducted by an instructor for half a day. Participants were required to complete 4 modules of self-directed e-learning before they attended the face-to-face learning session. The blended learning program was initiated over a four weeks period. It took place during the participant’s own preparation for their first year undergraduate examination.

Blended learning methodologies adopted by other researches were explored in this study. The processes involved in undertaking training needs analysis and its benefits will be reviewed. Participant’s motivations to embark on such a program will be explored in this study. This study will show how a simple learning management system can be adopted using Yahoo as a depository site. How e-mails and mobile technology be used to remind participants of module uploads and task completion will be shared in this study. Other them a depository site for the learning materials, the Yahoo portal also acts as a secure site where the forum was placed and a database used to update "class" participation on the web.

This study culminates with understanding on the impact of this program on the participants using level 1 and level 2 evaluation strata of the Kirkpatrick evaluation model. Pre and post assessment surveys were included in this study to evaluate learning with an end of course evaluation. Participant’s frank assessment of this program and the benefits of using this methodology will be shared.

The evolution of this practicum paper was based on a project I had to complete for a client, XYZ Commercial Training Centre. In Aug 2002, we were approached by XYZ Commercial Training Centre (client's name to remain anonymous for confidentiality reasons) to design and develop a Learning Community (Coaching For Performance) for their OJT (On-The-Job Training) Coaches. I was assigned the task of completing this project. This practicum paper presents the following with regards to this project:

Chapter Two
How I gathered relevant literature to unravel on the two major overaching questions I needed answers to before I went about building this learning community:
What is a "learning" community and how does it encourage professionals to learn from each other to improve efficacy?
How to go about defining, designing and developing an online learning community?

Chapter Three
What methodology I adopted in:
Defining and designing the learning community
Conducting a survey to collate relevant data for the development of the learning community

Chapter Four
How I collated the results from the survey

Chapter Five
How I incorporated the data obtained from the survey in the development the learning community?

The primary focus of this paper is to:

● Confirm that research has shown that community learning is one way of encouraging professionals to come together and learn from each other to improve their efficacy. And hence, to support the decision to build a learning community to bring OJT coaches together to collaboratively learn and share their ideas and opinions with each other.
● Present the methodology I adopted in defining and designing this learning community
● Present the methodology I adopted in conducting a survey to collate the relevant data to build the content for the learning community
● Present the results of this survey
● Present on how the results from the survey was used in the development of the learning community

Science education in primary schools in Singapore seeks to provide pupils with the education required for the acquisition of knowledge about the natural world and the skills and processes by which science knowledge is acquired. The approaches used to teach science in primary schools, however, appear to be influenced by examinations in Singapore schools. Consequently, it appears that pupils are being taught scientific content and skills but not in the way scientists develop scientific understanding of the world. Scientists develop an understanding of the world by working collaboratively to improve ideas and advance knowledge. Primary school pupils need to be enculturated in this practice as the ability to work with ideas will be an important asset in the Knowledge society. An approach to learning science that begins pupils on a trajectory of collaborative work with ideas is Knowledge Building. This study explores the learning of science in a primary class using Knowledge Building. The study seeks to determine whether pupils develop a deeper understanding of science through Knowledge Building, how pupils interact while learning science through Knowledge Building and what social structures exist in a classroom where pupils learn science through Knowledge Building. The data sources include a school test, notes on Knowledge Forum (an asynchronous discussion forum to support Knowledge Building), pupil surveys and focus group interviews. This study found that pupils developed a deeper understanding of the topic Energy. This study also suggests that pupils are developing interactions to build knowledge. The depth of discussion threads and the number of pupils involved in discussion threads were found to be related to "proactive notes" or notes that invited responses from others in the community. Pupils' efforts to advance knowledge were supported by emergent pupil-directed activities such as science experiments and information search on the Internet. The findings of the study indicate that Knowledge Building is an approach that results in pupils developing deeper understanding of the topic Energy. More importantly, Knowledge Building appears to have initiated pupils on a trajectory of working with ideas, as evident in their developing interactions on Knowledge Forum and their pursuit of knowledge advancement through emergent pupil-directed activities.

This is an empirical case study of learning styles, gender and race characteristics of low performing mathematics students in an anonymous secondary school known as the "Select Secondary School". The aim of this study is to provide teachers with an understanding of the learning styles, gender and race characteristics of low performing mathematics students. The study is also designed to compare mathematics performance at the end of a classroom lesson versus mathematics performance at the end of a computer-aided lesson.

To ensure validity and reliability, triangulation was achieved through the use of multiple sources of information : the researcher's observation, teachers' comments, assessment scores, the results of two different learning style inventories and the work of researchers who have found that demographic factors, learning styles, teaching methods and mathematics anxiety have influenced mathematics performance.

The majority (43%) of low performing mathematics students were found to have the diverger learning style of learning and the better of the two normal stream classes performed better than the express stream class. These findings and relevant parts of the research were presented to the Head (Mathematics) of the Select Secondary School and corrective actions have been taken. For example, the express class was split into two classes because of the finding that the teacher did not have the time to attend to student queries during the lessons that were observed.

In the recent years, there has been an increasing popularity in using information and communication technologies (ICT) in education. Amidst this current emphasis on developing educational use of ICT in schools, classroom management issues have been somewhat taken for granted and assumed to have been addressed. Research studies have shown that effective classroom management is a necessary condition for the creation of a conducive learning environment that facilitates the effective integration of ICT in the schools. Drawing upon the 'successful' and 'unsuccessful' classroom management in the ICT-based learning environment, this qualitative study aims to identify the activities and factors that facilitate or hinder the creation of a conducive learning environment that provides the necessary condition for the effective integration of ICT in the primary schools.

The case study method is adopted in the research design as it provides the investigator an opportunity to examine in greater depth, the contemporary events within its real-life context. Qualitative research methods such as observations, face-to-face interviews with teachers and focus group interviews with students are employed for the data collection. In order to identify and examine the elements in the learning environment where ICT is situated, the conceptual framework of activity theory is adopted. The 'case' for the study in this thesis was a primary school in Singapore. This school had been selected based on its high degree of ICT integration reported in a questionnaire survey of all Singapore schools conducted by National Institute of Education (Singapore).

The findings of the study revealed that the whole configuration of classroom management-related activities during ICT-based lessons is the key to the creation of a conducive learning environment. When an ICT-based lesson is well-managed, a conducive learning environment is created. In such an environment, students are more likely to be task-oriented and reflective, and hence, more likely to engage in higher order thinking. The teacher, as a facilitator for learning and an executive in the classroom, plays a crucial role in the creation of a conducive environment for ICT-based learning. Besides helping and guiding the students in their learning, the teacher is also consistently and actively involved in orchestrating and managing classroom management-related activities to ensure that the students are actively engaged in their learning tasks. The findings in the case study have identified the elements of a well-managed ICT-based lesson as the availability of ICT tools, establishment of rules and procedures, supporting ICT and non-ICT tools for the ICT-based activities, and the division of labour among the teachers, students and technical assistant.

The findings of this study will be useful to teachers as it will provide insights on the classroom management issues in managing the ICT-based learning environment. Teachers will be better equipped with teaching and classroom management ideas that they can implement in their ICT-based lessons.

The objective of this dissertation is to look at how a Coaching Manual might be developed so as to equip eCoaches (online facilitators) with the knowledge and skills needed to help elearners address some of the key problems which they face in corporate elearning.

In the case of corporate elearning courses, many learners face difficulty in completing the courses and obtaining a rich learning experience. In order to help address these issues, data was gathered through surveys to find out about the main problems faced by learners undertaking elearning courses.

On this basis, a Coaching Manual containing the redesigned model of elearning with eCoaching was developed. This Coaching Manual is designed to assist eCoaches in their task.

Clinical Data Coordinators (CDCs) are primarily responsible for the validation of clinical trials data. This complex cognitive skill involves a high degree of decision-making, requires domain specific knowledge and demands high performance in a high workload environment. The quality of clinical trials data is dependent on the CDCs ability to identify and resolve discrepancies in the data. This paper presents the results of a cognitive task analysis of three experts CDCs in a simulated validation of a recently completed study. The aim is to identify the expert CDCs cognitive structure and skills required for expert performance. This information will be crucial to create instructional solutions to deal with a performance gap of novice CDCs in Singapore. Telephone interviews of three expert CDCs were audio taped as they 'think aloud' when validating three representative case report forms (CRF). Semi-structure interviews using the precursor, action, result and interpretation (PARI) methodology were used to elicit the knowledge and skills utilized by the experts. The expert CDCs have essential knowledge of protocol, database technology, and data handling conventions, which allowed them to, resolved discrepancies quickly and accurately. Mental models of the CRF, Discrepancy Resolution and the interrelationship between the CRF data enabled the expert CDCs to problem solve complex discrepancies. Expert CDCs have an automatic process or steps which they perform during validation. Lastly a set of rules and principles were identified which experts apply automatically. Recommendations for future studies and instructional design are outlined.

One of the major aims of the mathematics curriculum is to enable pupils to develop their ability in problem solving. This study is premised on situated cognition that advocates acquisition of knowledge in an authentic context as well as on constructivist learning where learning occurs through social interaction, collaboration and dialogue among learners to negotiate meaning. The study was conducted with 45 primary six pupils in a neighbourhood school. The pupils accessed a web-stream video "Planning a Class Outing" and they were assigned the task of planning the budget for the outing. One of the tasks involved coming-up with a transportation proposal. The video was produced based on Anchored Instruction principles (Cognition and Technology Group at Vanderbilt, 1990). The pupils used Knowledge Forum, a computer-supported collaborative learning program, for problem solving. One group of pupils were provided with scaffold (cognitive prompts) to assist them in the problem solving but the other group of pupils conducted the discussion without scaffolding.

The dependent measures were the pupils' problem solving performance and their attitudes towards Mathematics. The results show that the pupils' attitude towards mathematics was generally favourable and pupils who solved the problem in scaffolded communication environment tend to perform better than those using un-scaffolded environment.

There have been many studies on the integration of the Internet in the teaching and learning English language; and the benefits derived from such practices have been widely documented. But there is inadequate research into the field of web-based Malay language learning especially studies on the subject at pre-university level. This daunting scenario provides the impetus for the writer to examine the situation and to offer a proposal of an online learning environment for Malay language instruction and learning. Through the setting up of a prototype Malay language learning web site, this thesis therefore attempts to explore the various potential approaches in using the Internet as an important media to enhance teaching and learning of the language at junior colleges. A formative evaluation was conducted to determine how well the online structure and instructional materials work. Thereafter, based on the findings and recommendations received, the web site was restructured to enhance its effectiveness and maximise its educational benefits. An ensuing concluding summary and a discussion of the future of online Malay language learning in Singapore draw down the curtain to this study.

Science is a human endeavour striving towards a better way of explaining scientific phenomena through experimental and theoretical investigations (Kuhn, 1970). The works of science is fundamentally situated and not objectively applied.

However, traditionally, science learning involves learning a great deal of scientific facts through lectures and demonstration, only to apply these facts in well-structured problems. Hence, students are having a knowledge unproblematic epistemology about science. As a result, they are often not able to apply their scientific knowledge in meaningful ways.

To overcome this problem, constructivists and situativists advocate authenticity in science learning. However, there is a lack of knowledge among educators in our local schools to design authentic science learning environments.

Thus, this dissertation aims to identify principles to guide educators in designing authentic science learning experiences for upper secondary science students. In this thesis, we firstly define the meaning of 'authenticity' in science learning. Based on the definition of science learning, we identified a set of principles for designing authentic science learning environments.

E-learning is one of the new innovative tools used for teaching and learning in a polytechnic. As it is new, there is a lack of study about its learning outcome as well as the quality of the e-learning material put up by the lecturers.

In line with the polytechnic management's initiative to introduce topics in modules for e-learning, it was decided by the lecturer that one of the topics be taught using the e-learning mode.

After designing and creating the e-learning materials with the help of some project students, the lecturer wishes to implement and test the subject in the e-learning delivery mode for the new semester.

This dissertation is about the design of a new e-learning package and the process of evaluating it. It also highlights the evaluation method on how it was conducted to gather the feedback from the participants. Recommendations are made for further improvement.

The goal of this study is to evaluate an e-learning module developed by the lecturer through an instrument for analysing students' perceptions when using it, with the aim of identifying some of the good features used in the e-learning design, which can be adopted by other e-learning designers. At the same time it will also discusses features where further improvement can be made.

Data for this study was collected via a questionnaire distributed to 100 second-year students (academic year 2002) who had completed all modules for their 1st-year diploma course in engineering and are about to proceed into their second year course. A follow-up interview was conducted one week after the survey consisting of four qualitative questions was created to check on its validity. Finally, findings pertaining to student's response to the survey and interview were tabulated for discussion.

The total number of second year students taking the Mechatronics engineering subject EG2109, called Robotic Systems and Peripherals who had participated in the survey is 100, out of which there are 53 foreign students and 47 local students.

The survey is used to explore the students' view towards the e-learning courseware. The SPSS (Statistical Package for the Social Sciences) software is used to determine the one-way analysis of variance. It is also used to evaluate the related research questions based on the student type (local vs foreign). It was viewed that language could be a factor in analysing the perception towards e-learning mode of delivery.

Before this, a pilot study was conducted on a group of 15 final year students who had already taken this subject in their second year. The results of the pilot survey shows that the questionnaires used in the survey form have reached a certain level of acceptance in validity.

This paper discusses the developmental process of the national project 'Chinese Language Item Bank' for primary schools, secondary schools and junior colleges from 1999 to 2000. The project was initiated by IT Training Branch of Education Technology Division, Ministry of Education of Singapore. This project involved numerous Schools Working Committees and received strong support from our school Chinese Language teachers. Our working partners were Heads of Department (Mother Tongue) and Chinese Language teachers from primary schools, secondary schools, junior colleges and centralized institutes. This project aims to develop a Chinese Language Item Bank to help facilitate the process of setting Chinese Language test papers and to provide quality question items for assessment purposes. In this project, ITT Working Committee and Schools Working committees adopted the Action Research approach because we believed we were dealing with a real school problem and the Chinese Language teachers were viewed as our research partners.

We worked closely with our Chinese Language teachers to build and evaluate this Item Bank so that they would be in a position to make enhancement to the Chinese Language Item Bank in future. From our findings, we were happy to know that the Chinese Language Item Bank helped to lighten the workload of setting a test paper of the Chinese Language teachers. We started with stand-alone Chinese Language Item Bank with the intention of moving towards an Online Chinese Language Item Bank for our schools.