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Integrating new assessment strategies into mathematics classrooms: An exploratory study in Singapore primary and secondary schools
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Research Brief;10-003
This school-based intervention study aims to provide research-based evidence and practical suggestions for promoting the effective use of new assessment strategies in Singapore's mathematics classrooms. Focusing on four new assessment strategies--project assessment, performance assessment, student self-assessment, and communication assessment--the study involved classroom-based implementation over a period of 3 school semesters in 8 primary and 8 secondary schools. Overall, the qualitative data endorsed the view that the new assessment strategies were helpful in developing students' skills in higher-order thinking, communication, self-regulation, and self-reflection in learning. The quantitative data suggested that most intervention classes performed better than, or as well as, comparison classes in both the cognitive and affective domains. Moreover, both the teachers and students had positive views about the value and feasibility of integrating these new assessment strategies into their daily teaching and learning activities.
This brief was based on the project CRP 24/03 FLH: New Assessment Strategies in Mathematics.
Appears in Collections:NIE Research Brief Series

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