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Kiren Kaur Ratan Singh
Preferred name
Kiren Kaur Ratan Singh
Email
kiren.kaur@nie.edu.sg
Department
English Language & Literature (ELL)
Personal Site(s)
ORCID
2 results
Now showing 1 - 2 of 2
- PublicationMetadata onlyImplementation of formative assessment in the English language classroom: Insights from three primary schools in SingaporeThis study attempts to explore the links between research, policy and practice. Specifically, it investigated how teachers enact a national policy on the implementation of formative assessment practices and explored what affects their capacity and will to carry out educational reform. Using a case study approach, formative assessment-related practices of six teachers within three primary schools in Singapore were examined. Findings from interviews, document analysis and classroom observations brought out how teachers reframed policy and implemented instructional practices in terms of what they knew or thought they understood of it. Policy enactment was also found to be influenced by the contextual setting as the schools also played a part in the way these teachers implemented their practices. Drawing on these findings, the study discusses issues pertinent to policy implementation and makes recommendations for policy enactment.
WOS© Citations 2Scopus© Citations 3 87 - PublicationOpen AccessFormative assessment in English language teaching: Exploring the enactment practices of teachers within three primary schools in SingaporeThis article explores formative assessment enactment practices of six lower primary teachers within three primary schools in Singapore. Using a case study approach, data from interviews and lesson observations were examined to determine teachers’ formative assessment enactment practices and the influences to their enactment attempts. Findings from the study suggest formative assessment implementation to be complex when the teachers conceptualized and then enacted their practice. The teachers were found to play out processes and practices related to formative assessment based on interpretations they held. The teachers’ institutional, social and cultural settings were also found to influence their enactment practices. The study discusses evidences drawn before outlining implications for formative assessment implementation in schools.
WOS© Citations 3Scopus© Citations 5 112 113