Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24677
Title: 
Authors: 
Keywords: 
Policy implementation
Enactment practices
Assessment policy
Formative assessment
Singapore's holistic assessment plan
Issue Date: 
2022
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
Journal: 
Educational Research for Policy and Practice
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.
URI: 
ISSN: 
1570-2081 (print)
1573-1723 (online)
DOI: 
File Permission: 
None
File Availability: 
No file
Appears in Collections:Journal Articles

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