Guide to NIE projects researching English language and literature teaching from pre-school to pre-university: Completed 2010-2020
Challenging texts: Reading nation and world: Cultivating culturally and critically reflexive readers
Innovating educational space: How deliberate design can revitalize our school libraries and learning
Cognitive diagnostic assessment system (CoDiAS) for Singapore’s secondary schools: Toward individualized learning and assessment in language education.
Developing the secondary school library collection: A quick guide to curating, organizing and advertising for the school library: Appendix B
Making space in the library: Considerations for design and furniture choices to support student wellbeing
Chin Ee Loh, Associate Professor and Deputy Head (Research) at the English Language and Literature Academic Group at the National Institute of Education of the Nanyang Technological University in Singapore, explores the ways the library space can support reading, student wellbeing and learning.
Leisure reading in two languages: Reading habits and preferences of bilingual children in Singapore
Mapping library spaces: Measuring the effectiveness of school libraries using a socio-spatial approach
Cognitive Diagnostic Assessment System (CoDiAS) for Singapore’s secondary schools: Toward individualized learning and assessment in language education
To date, several computerized diagnostic systems have been developed. These systems are limited in their feedback delivery and assessment scopes as well as in the delivery of remedial programs. For example, the Diagnostic English Language Needs Assessment (DELNA) developed by the University of Auckland and the Diagnostic English Language Assessment (DELA) designed by the University of Melbourne function primarily like placement tests where feedback is delivered to the learners but the tests aim to place students in different language learning programs (of course, one could argue that this is the treatment that follows the diagnosis, albeit not highly differentiated at the individual level.). Similarly, the Diagnostic English Language Tracking Assessment (DELTA) designed by Hong Kong Polytechnic University and the Diagnostic Language Assessment (DIALANG) produced by Lancaster University provide feedback to learners but without specifying skill mastery profiles, differentiated remedial programs, or actionable plans (Harding, Alderson, & Brunfaut, 2015). These systems are also limited by their inability to provide fine-grained information on learners’ growth over time.