Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/21223
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dc.contributor.authorKiren Kaur Ratan Singhen
dc.date.accessioned2019-07-01T02:10:28Z-
dc.date.available2019-07-01T02:10:28Z-
dc.date.issued2019-
dc.identifier.urihttp://hdl.handle.net/10497/21223-
dc.description.abstractThis study attempted to explore teachers’ formative assessment enactment practices in three primary schools under the Holistic Assessment Plan policy. The aim was to explore enactment practices and to determine factors that affect Singaporean teachers’ capacity and will to enact educational reform.-
dc.language.isoenen
dc.subject.lcshEducational tests and measurements--Singapore.-
dc.subject.lcshEducational change--Singapore.-
dc.subject.lcshTeachers--Attitudes.-
dc.titleEnactment of formative assessment in the lower primary English classroom : case studies of teachers' practices in three schoolsen
dc.typeThesisen
dc.identifier.callnoLB3058.S55 Kir-
dc.supervisorLim-Ratnam, Christina-
local.message.claim2022-10-27T16:02:09.052+0800|||rp00188|||submit_approve|||dc_contributor_author|||None*
item.grantfulltextRestricted-
item.cerifentitytypePublications-
item.fulltextWith file-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.openairetypeThesis-
item.languageiso639-1en-
Appears in Collections:Doctor in Education (Ed.D.)
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