Options
Loh, Chin Ee
Preferred name
Loh, Chin Ee
Email
chinee.loh@nie.edu.sg
Department
Office of Education Research (OER)
English Language & Literature (ELL)
ORCID
72 results
Now showing 1 - 10 of 72
- PublicationOpen Access
173 209 - PublicationOpen Access
147 130 - PublicationOpen Access
158 269 - PublicationOpen Access
204 464 - PublicationOpen AccessMaking space in the library: Considerations for design and furniture choices to support student wellbeing
Chin Ee Loh, Associate Professor and Deputy Head (Research) at the English Language and Literature Academic Group at the National Institute of Education of the Nanyang Technological University in Singapore, explores the ways the library space can support reading, student wellbeing and learning.
47 9 - PublicationOpen Access
119 124 - PublicationOpen Access
290 515 - PublicationRestrictedCognitive Diagnostic Assessment System (CoDiAS) for Singapore’s secondary schools: Toward individualized learning and assessment in language education(Office of Education Research, National Institute of Education, Singapore, 2023)
; To date, several computerized diagnostic systems have been developed. These systems are limited in their feedback delivery and assessment scopes as well as in the delivery of remedial programs. For example, the Diagnostic English Language Needs Assessment (DELNA) developed by the University of Auckland and the Diagnostic English Language Assessment (DELA) designed by the University of Melbourne function primarily like placement tests where feedback is delivered to the learners but the tests aim to place students in different language learning programs (of course, one could argue that this is the treatment that follows the diagnosis, albeit not highly differentiated at the individual level.). Similarly, the Diagnostic English Language Tracking Assessment (DELTA) designed by Hong Kong Polytechnic University and the Diagnostic Language Assessment (DIALANG) produced by Lancaster University provide feedback to learners but without specifying skill mastery profiles, differentiated remedial programs, or actionable plans (Harding, Alderson, & Brunfaut, 2015). These systems are also limited by their inability to provide fine-grained information on learners’ growth over time.16 51