Options
Implementation of formative assessment in the English language classroom: Insights from three primary schools in Singapore
Loading...
Type
Article
Citation
Kiren Kaur, & Lim-Ratnam, C. (2022). Implementation of formative assessment in the English language classroom: Insights from three primary schools in Singapore. Educational Research for Policy and Practice. Advance online publication. https://doi.org/10.1007/s10671-022-09327-y
Abstract
This 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.
Publisher
Springer
Journal
Educational Research for Policy and Practice
DOI
10.1007/s10671-022-09327-y