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if ($a.is_logged_in() && $viewedUser.is_current_user()) { $('body').addClass('profile-viewed-by-owner'); } $socialProfiles = [{"id":8632256,"link":"http://www.nie.edu.sg/profile/leong-wei-shin","name":"NIE Webpage","link_domain":"www.nie.edu.sg","icon":"//www.google.com/s2/u/0/favicons?domain=www.nie.edu.sg"}]</script><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://nie-sg.academia.edu/WeiShinLeong","location":"/WeiShinLeong","scheme":"https","host":"nie-sg.academia.edu","port":null,"pathname":"/WeiShinLeong","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="ProfileCheckPaperUpdate" data-props="{}" data-trace="false" data-dom-id="ProfileCheckPaperUpdate-react-component-c8546f06-1ead-4cc8-9748-aab27edda68a"></div> <div id="ProfileCheckPaperUpdate-react-component-c8546f06-1ead-4cc8-9748-aab27edda68a"></div> <div class="DesignSystem"><div class="onsite-ping" id="onsite-ping"></div></div><div class="profile-user-info DesignSystem"><div class="social-profile-container"><div class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Wei Shin Leong" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/8326331/3022904/3551023/s200_wei_shin.leong.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Wei Shin Leong</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://nie-sg.academia.edu/">National Institute of Education</a>, <a class="u-tcGrayDarker" href="https://nie-sg.academia.edu/Departments/Curriculum_Teaching_and_Learning/Documents">Curriculum, Teaching and Learning</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Wei Shin" data-follow-user-id="8326331" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="8326331"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">424</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">201</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Wei Shin is an Assistant Professor at National Institute of Education, Nanyang Technological University, Singapore. Prior to this appointment, Singapore Wei Shin was serving as Head of Aesthetics Department with a Singaporean secondary school and a Unit Coordinator at Curriculum Planning and Development Division, Ministry of Education (MOE HQ).  He was then appointed lecturer (seconded) to National Institute of Education. <br /> <br />As a lecturer, researcher and teacher’s critical friend, he sees himself as an intermediary for schools, Ministry and international higher education institutions in negotiating the ambiguities and complexities of curricular and assessment reforms, locally and internationally. His various positions and experience of seeing and hearing teacher's professional work and knowledge, has kept him from believing that the way, teaching, learning and assessment practices are in the classrooms and schools, is the way they must be. <br /> <br />Wei Shin currently teaches undergraduate, graduate and executive leadership and MOE courses on curriculum planning and implementation, basic and advanced assessment literacy, formative assessment and reflective practices. As the focal contact person for National Institute of Education, of the Network on Education Quality Monitoring in Asia Pacific (NEQMAP), he has been invited by UNESCO to be their assessment specialist-representative and guest speaker on formative assessment. Wei Shin completed his Master of Education with National Institute of Education and Master of Music with Northwestern University in 2006, where he undertook research involving curricular design, assessment, cognition and applied statistics. Wei Shin was the recipient of MOE Undergraduate Scholarship and MOE Overseas Postgraduate Scholarship. He is a recent PhD graduand at University of Cambridge, on NIE Overseas Graduate Scholarship. His PhD research is on Singaporean teachers' conceptions and practices of classroom assessment. He has also just been appointed Principal Investigator to a MAF research grant on assessment progression in music. (http://www.nie.edu.sg/research-projects/a-preliminary-study-assessment-progression-evaluation-assessment-learning-lessons-and-summative-assessment) <br /> <br />In his limited spare time, Wei Shin indulges in conversations with teacher friends, assembling and disassembling lego sets, and wondering when he can start to learn to play a new musical instrument.<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="8326331">View All (25)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="8326331" href="https://www.academia.edu/Documents/in/Assessment"><div id="js-react-on-rails-context" style="display:none" 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data-props="{"color":"gray","children":["Classroom Based Assessment, Formative Assessment, Summative As..."]}" data-trace="false" data-dom-id="Pill-react-component-3b2e6f4e-7ea3-4d43-8798-9ec90969d33d"></div> <div id="Pill-react-component-3b2e6f4e-7ea3-4d43-8798-9ec90969d33d"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="8326331" href="https://www.academia.edu/Documents/in/Assessment_In_Arts_Education"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Assessment In Arts Education"]}" data-trace="false" data-dom-id="Pill-react-component-7e8523ad-8517-4e7d-92ab-2997f72f53c8"></div> <div id="Pill-react-component-7e8523ad-8517-4e7d-92ab-2997f72f53c8"></div> </a></div></div><div class="external-links-container"><ul class="profile-links new-profile js-UserInfo-social"><li class="profile-profiles js-social-profiles-container"><i class="fa fa-spin 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title="Books"><span>2</span> <span class="ds2-5-body-sm-bold">Books</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Wei Shin Leong</h3></div><div class="js-work-strip profile--work_container" data-work-id="103585072"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/103585072/Knowing_the_intentions_meaning_and_context_of_classroom_assessment_A_case_study_of_Singaporean_teachers_conception_and_practice"><img alt="Research paper thumbnail of Knowing the intentions, meaning and context of classroom assessment: A case study of Singaporean teacher's conception and practice" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/103585072/Knowing_the_intentions_meaning_and_context_of_classroom_assessment_A_case_study_of_Singaporean_teachers_conception_and_practice">Knowing the intentions, meaning and context of classroom assessment: A case study of Singaporean teacher's conception and practice</a></div><div class="wp-workCard_item"><span>Studies in Educational Evaluation</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract With the articulation of new ‘Holistic and Balanced Assessment’ initiatives in Singapore...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract With the articulation of new ‘Holistic and Balanced Assessment’ initiatives in Singaporean schools, a new standard of conceptualising and enacting classroom assessment is expected of Singaporean teachers. This paper draws on findings from a larger study of ‘high-achieving’ Singaporean teachers’ deliberations and transactions of assessment activities. The use of case studies as a central methodology to investigate a contemporary phenomenon of education assessment extends the studies of conceptions and implementation of new classroom assessment practices in Anglophone and Western European countries. The findings from one of the ‘high-achieving’ case-study Singaporean teachers reveal that any quality assurance framework or guideline for evaluating teachers’ assessment practices needs to be sensitive to their intentions, meaning and context of teaching.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103585072"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103585072"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103585072; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103585072]").text(description); $(".js-view-count[data-work-id=103585072]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103585072; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103585072']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 103585072, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=103585072]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103585072,"title":"Knowing the intentions, meaning and context of classroom assessment: A case study of Singaporean teacher's conception and practice","translated_title":"","metadata":{"abstract":"Abstract With the articulation of new ‘Holistic and Balanced Assessment’ initiatives in Singaporean schools, a new standard of conceptualising and enacting classroom assessment is expected of Singaporean teachers. 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A practical programme for teachers in sub-Saharan Africa - Facilitators' Version" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/86928817/The_OER4Schools_Professional_Learning_Resource_Interactive_teaching_with_and_without_ICT_A_practical_programme_for_teachers_in_sub_Saharan_Africa_Facilitators_Version">The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="86928814"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/86928814/P%EC%99%80_Q%EC%9D%98_%ED%98%BC%ED%95%A9_%EC%8B%B1%EA%B0%80%ED%8F%AC%EB%A5%B4_%EA%B5%90%EC%82%AC%EB%93%A4%EC%9D%98_%EC%82%AC%EB%A1%80_%EC%97%B0%EA%B5%AC"><img alt="Research paper thumbnail of P와 Q의 혼합: 싱가포르 교사들의 사례 연구" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/86928814/P%EC%99%80_Q%EC%9D%98_%ED%98%BC%ED%95%A9_%EC%8B%B1%EA%B0%80%ED%8F%AC%EB%A5%B4_%EA%B5%90%EC%82%AC%EB%93%A4%EC%9D%98_%EC%82%AC%EB%A1%80_%EC%97%B0%EA%B5%AC">P와 Q의 혼합: 싱가포르 교사들의 사례 연구</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">본 논문은 현상기록적 방법(P)과 Q 방법론의 혼합 연구를 요하는 교실 평가 연구의 결론 부분에 대해 기술하고 있다. P와 q의 상호보완적 사용은 ``상위 집단``의 싱가포르...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">본 논문은 현상기록적 방법(P)과 Q 방법론의 혼합 연구를 요하는 교실 평가 연구의 결론 부분에 대해 기술하고 있다. P와 q의 상호보완적 사용은 ``상위 집단``의 싱가포르 교사들에 대한 사례 연구 중에서 교실 평가 실행에 대한 이해의 차이를 보여주는 ``결과 공간``(P)과 ``통합체``(Q)에 대한 다양성 연구를 시도하기 위함이다. 엄밀한 의미로, 새로운 교육 평가 정책의 도입이라는 특정 상황 내에 교실 평가 수행의 다양성과 유의미한 관계를 해독하는데 주안점을 두고 있다. 특히, Q-요인 분석으로부터 이해의 다른 집락은 교실 평가에 대한 관점의 공통점과 차이점, 그리고 실행에 대한 시사점의 근간을 보여주고 있다. 이 논문은 주로 Q의 이용에 대한 방법론적 고려사항, 과정과 쟁점에 대해 기술하고 있다. 나는 각각의 교사들의 사례 연구 내에 P를 함께 사용하는 방법이 어떻게 단편적이고 모방과 같은 연구 설계인 환원주의와 절차주의를 피하여 좀 더 치밀한 결과를 도출할 수 있는지 제시하였다.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86928814"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86928814"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86928814; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86928814]").text(description); $(".js-view-count[data-work-id=86928814]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86928814; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86928814']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 86928814, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=86928814]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86928814,"title":"P와 Q의 혼합: 싱가포르 교사들의 사례 연구","translated_title":"","metadata":{"abstract":"본 논문은 현상기록적 방법(P)과 Q 방법론의 혼합 연구를 요하는 교실 평가 연구의 결론 부분에 대해 기술하고 있다. P와 q의 상호보완적 사용은 ``상위 집단``의 싱가포르 교사들에 대한 사례 연구 중에서 교실 평가 실행에 대한 이해의 차이를 보여주는 ``결과 공간``(P)과 ``통합체``(Q)에 대한 다양성 연구를 시도하기 위함이다. 엄밀한 의미로, 새로운 교육 평가 정책의 도입이라는 특정 상황 내에 교실 평가 수행의 다양성과 유의미한 관계를 해독하는데 주안점을 두고 있다. 특히, Q-요인 분석으로부터 이해의 다른 집락은 교실 평가에 대한 관점의 공통점과 차이점, 그리고 실행에 대한 시사점의 근간을 보여주고 있다. 이 논문은 주로 Q의 이용에 대한 방법론적 고려사항, 과정과 쟁점에 대해 기술하고 있다. 나는 각각의 교사들의 사례 연구 내에 P를 함께 사용하는 방법이 어떻게 단편적이고 모방과 같은 연구 설계인 환원주의와 절차주의를 피하여 좀 더 치밀한 결과를 도출할 수 있는지 제시하였다.","publication_date":{"day":null,"month":null,"year":2013,"errors":{}}},"translated_abstract":"본 논문은 현상기록적 방법(P)과 Q 방법론의 혼합 연구를 요하는 교실 평가 연구의 결론 부분에 대해 기술하고 있다. P와 q의 상호보완적 사용은 ``상위 집단``의 싱가포르 교사들에 대한 사례 연구 중에서 교실 평가 실행에 대한 이해의 차이를 보여주는 ``결과 공간``(P)과 ``통합체``(Q)에 대한 다양성 연구를 시도하기 위함이다. 엄밀한 의미로, 새로운 교육 평가 정책의 도입이라는 특정 상황 내에 교실 평가 수행의 다양성과 유의미한 관계를 해독하는데 주안점을 두고 있다. 특히, Q-요인 분석으로부터 이해의 다른 집락은 교실 평가에 대한 관점의 공통점과 차이점, 그리고 실행에 대한 시사점의 근간을 보여주고 있다. 이 논문은 주로 Q의 이용에 대한 방법론적 고려사항, 과정과 쟁점에 대해 기술하고 있다. 나는 각각의 교사들의 사례 연구 내에 P를 함께 사용하는 방법이 어떻게 단편적이고 모방과 같은 연구 설계인 환원주의와 절차주의를 피하여 좀 더 치밀한 결과를 도출할 수 있는지 제시하였다.","internal_url":"https://www.academia.edu/86928814/P%EC%99%80_Q%EC%9D%98_%ED%98%BC%ED%95%A9_%EC%8B%B1%EA%B0%80%ED%8F%AC%EB%A5%B4_%EA%B5%90%EC%82%AC%EB%93%A4%EC%9D%98_%EC%82%AC%EB%A1%80_%EC%97%B0%EA%B5%AC","translated_internal_url":"","created_at":"2022-09-19T16:04:56.841-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8326331,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"P와_Q의_혼합_싱가포르_교사들의_사례_연구","translated_slug":"","page_count":null,"language":"ko","content_type":"Work","owner":{"id":8326331,"first_name":"Wei Shin","middle_initials":null,"last_name":"Leong","page_name":"WeiShinLeong","domain_name":"nie-sg","created_at":"2014-01-15T16:12:14.801-08:00","display_name":"Wei Shin Leong","url":"https://nie-sg.academia.edu/WeiShinLeong"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="86928813"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/86928813/Professional_Learning_of_Classroom_Assessment_in_Singapore_Understanding_Epistemic_and_Cultural_Mediations_of_Practices_Through_the_Case_of_Pei_Pei"><img alt="Research paper thumbnail of Professional Learning of Classroom Assessment in Singapore: Understanding Epistemic and Cultural Mediations of Practices Through the Case of Pei Pei" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/86928813/Professional_Learning_of_Classroom_Assessment_in_Singapore_Understanding_Epistemic_and_Cultural_Mediations_of_Practices_Through_the_Case_of_Pei_Pei">Professional Learning of Classroom Assessment in Singapore: Understanding Epistemic and Cultural Mediations of Practices Through the Case of Pei Pei</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter explores the professional learning episodes involved in classroom assessment through...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter explores the professional learning episodes involved in classroom assessment through the case study of a Singaporean classroom teacher (‘Pei Pei’), which was conducted by means of researcher-led interviews and observations. Such episodes encouraged this teacher to see and distil what she considers to be better classroom assessment practices in her English and music classrooms. Such findings from a teacher’s reflections suggest that the explicit ‘knowing about’ that is inherent in classroom assessment is very different from the ‘knowing that’, which is disseminated through generic professional learning procedures. They also highlight the possibilities of how juxtapositions of seemingly incompatible beliefs and values of practices invite engagement in epistemic and cultural mediations of classroom assessment. The case study demonstrates that the spaces and boundaries of professional learning can be defined by a teacher, and that the facilitation of epistemic and cultural ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86928813"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86928813"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86928813; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86928813]").text(description); $(".js-view-count[data-work-id=86928813]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86928813; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86928813']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 86928813, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=86928813]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86928813,"title":"Professional Learning of Classroom Assessment in Singapore: Understanding Epistemic and Cultural Mediations of Practices Through the Case of Pei Pei","translated_title":"","metadata":{"abstract":"This chapter explores the professional learning episodes involved in classroom assessment through the case study of a Singaporean classroom teacher (‘Pei Pei’), which was conducted by means of researcher-led interviews and observations. 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They also highlight the possibilities of how juxtapositions of seemingly incompatible beliefs and values of practices invite engagement in epistemic and cultural mediations of classroom assessment. The case study demonstrates that the spaces and boundaries of professional learning can be defined by a teacher, and that the facilitation of epistemic and cultural ...","internal_url":"https://www.academia.edu/86928813/Professional_Learning_of_Classroom_Assessment_in_Singapore_Understanding_Epistemic_and_Cultural_Mediations_of_Practices_Through_the_Case_of_Pei_Pei","translated_internal_url":"","created_at":"2022-09-19T16:04:56.701-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8326331,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Professional_Learning_of_Classroom_Assessment_in_Singapore_Understanding_Epistemic_and_Cultural_Mediations_of_Practices_Through_the_Case_of_Pei_Pei","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":8326331,"first_name":"Wei Shin","middle_initials":null,"last_name":"Leong","page_name":"WeiShinLeong","domain_name":"nie-sg","created_at":"2014-01-15T16:12:14.801-08:00","display_name":"Wei Shin Leong","url":"https://nie-sg.academia.edu/WeiShinLeong"},"attachments":[],"research_interests":[{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy"},{"id":10174,"name":"Mediation","url":"https://www.academia.edu/Documents/in/Mediation"},{"id":163307,"name":"Facilitation","url":"https://www.academia.edu/Documents/in/Facilitation"}],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="86928811"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/86928811/Engaging_with_Ebb_and_Flow_in_Singaporean_Classrooms"><img alt="Research paper thumbnail of Engaging with Ebb and Flow in Singaporean Classrooms" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/86928811/Engaging_with_Ebb_and_Flow_in_Singaporean_Classrooms">Engaging with Ebb and Flow in Singaporean Classrooms</a></div><div class="wp-workCard_item"><span>Transformative Teacher Research</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter reflects on the theoretical and practical considerations of how a group of Singapore...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter reflects on the theoretical and practical considerations of how a group of Singaporean teachers are learning about formative assessment. With the introduction of new ‘student-centred’ educational policies and initiatives that encourage teachers to learn and make use of formative assessment as part of the twenty-first-century classroom practice repertoire (Tan, Teng, Tan &amp;amp; Yim, 2014), the institutional authority of successful high-stakes summative assessment results, which have served as critical standards of the performativity of teaching and learning in Singaporean classrooms for many years, is being challenged (Leong &amp;amp; Tan, 2014). How Singaporean teachers can reconcile a possible dilemma between helping students achieve grades in tests and examinations for public accountability, and also make any new formative assessment ‘count’ for student-centric aspirations, may remain a matter of theoretical and practical tension. This chapter, first, briefly discusses the literature on formative assessment and professional learning of formative assessment. I go on to suggest a theoretical framework for how professional learning should be viewed via a bifocal lenses in order to be able to capture the ebb and flow of the classroom. Finally, I describe how the lesson study has been a useful and authentic platform for the professional learning of formative assessment for some Singaporean teachers thus far.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86928811"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86928811"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86928811; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86928811]").text(description); $(".js-view-count[data-work-id=86928811]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86928811; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86928811']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 86928811, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=86928811]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86928811,"title":"Engaging with Ebb and Flow in Singaporean Classrooms","translated_title":"","metadata":{"abstract":"This chapter reflects on the theoretical and practical considerations of how a group of Singaporean teachers are learning about formative assessment. 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Q is purported to be useful for studying the tacit decision-making process within the wide-ranging practical and controversial situations that Q researchers tend to prefer to investigate. This article asks a key question: Is Q helpful for investigating the possible multiplicity and significant relationships of views of classroom assessment when new assessment policies are being introduced in Singaporean schools? The different clusters of viewpoints from the Q-factor analysis, in particular, reveal underlying bases of common and different espoused practices of classroom assessment. This suggests opportunities for consensus-building that will be useful for teachers, policy-makers, professional-learning developers, and researchers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86928810"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86928810"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86928810; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86928810]").text(description); $(".js-view-count[data-work-id=86928810]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86928810; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86928810']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 86928810, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=86928810]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86928810,"title":"Singaporean teachers’ views of classroom assessment: Findings from using Q-methodology","translated_title":"","metadata":{"abstract":"ABSTRACT This article details the use of Q methodology (Q) for eliciting different views of classroom assessment among Singaporean teachers. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="86928809"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/86928809/Classroom_Assessment_Practices_and_Teacher_Learning_An_Australian_Perspective"><img alt="Research paper thumbnail of Classroom Assessment Practices and Teacher Learning: An Australian Perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/91274660/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/86928809/Classroom_Assessment_Practices_and_Teacher_Learning_An_Australian_Perspective">Classroom Assessment Practices and Teacher Learning: An Australian Perspective</a></div><div class="wp-workCard_item"><span>Teacher Learning with Classroom Assessment</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c2d22d89945c51a8c395fe253a28b88f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":91274660,"asset_id":86928809,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/91274660/download_file?st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86928809"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86928809"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86928809; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="86928808"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/86928808/Chapter_4_Assessment_with_teaching_and_learning_Promises_problems_and_proposals_for_practice"><img alt="Research paper thumbnail of Chapter 4 Assessment with teaching and learning: Promises, problems and proposals for practice" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/86928808/Chapter_4_Assessment_with_teaching_and_learning_Promises_problems_and_proposals_for_practice">Chapter 4 Assessment with teaching and learning: Promises, problems and proposals for practice</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this chapter, I will first take the readers through what I consider to be essential decision-m...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this chapter, I will first take the readers through what I consider to be essential decision-making questions that link assessment, teaching and learning. I invite readers to consider assessment as a broad term to express the different purposes, processes and practices used by teachers for collecting information, making interpretations of and responding to students’ learning. I will lead readers then to consider the promises of formative assessment and also consider the problems of interpreting formative assessment mechanistically and at face value. I propose eventually that a thoughtful use of assessment information can have positive impact on students’ learning, and effectiveness of teaching, provided we know enough of the promises and problems. We need to understand these so that we can make good all-round decisions in the classroom, and not rely on seemingly unproblematic definitions, intentions, past experiences and practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86928808"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86928808"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86928808; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86928808]").text(description); $(".js-view-count[data-work-id=86928808]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86928808; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86928808']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 86928808, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=86928808]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86928808,"title":"Chapter 4 Assessment with teaching and learning: Promises, problems and proposals for practice","translated_title":"","metadata":{"abstract":"In this chapter, I will first take the readers through what I consider to be essential decision-making questions that link assessment, teaching and learning. 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The complementary use of P and Q-sorting attempts to study the diversity of classroom assessment ‘outcome space’ or ‘concourse’, representing the variations in conceptions among the case studies of ‘high-achieving’ Singaporean school teachers. As such, the emphasis is on unravelling the multiplicity and significant relationships of conceptions and practices within the specific context of Singaporean teachers’ classroom decision-making environment. The different clusters of conceptions from the Q-factor analysis, in particular, have revealed underlying bases of common and different views of classroom assessment and implications for practices. This paper reports mainly the methodological considerations, procedures and issues of the use of Q. I suggest how the concurrent use of P within case studies of ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86928807"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86928807"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86928807; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86928807]").text(description); $(".js-view-count[data-work-id=86928807]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86928807; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86928807']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 86928807, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=86928807]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86928807,"title":"Bricolaging P and Q: Findings from case studies of Singaporean teachers","translated_title":"","metadata":{"abstract":"The article reports on a section of findings from research involving phenomenographic interviews and observations (P), and the Q-sorting of statements of classroom assessment practices. 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I suggest how the concurrent use of P within case studies of ..."},"translated_abstract":"The article reports on a section of findings from research involving phenomenographic interviews and observations (P), and the Q-sorting of statements of classroom assessment practices. The complementary use of P and Q-sorting attempts to study the diversity of classroom assessment ‘outcome space’ or ‘concourse’, representing the variations in conceptions among the case studies of ‘high-achieving’ Singaporean school teachers. As such, the emphasis is on unravelling the multiplicity and significant relationships of conceptions and practices within the specific context of Singaporean teachers’ classroom decision-making environment. The different clusters of conceptions from the Q-factor analysis, in particular, have revealed underlying bases of common and different views of classroom assessment and implications for practices. 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I suggest how the concurrent use of P within case studies of ...","internal_url":"https://www.academia.edu/86928807/Bricolaging_P_and_Q_Findings_from_case_studies_of_Singaporean_teachers","translated_internal_url":"","created_at":"2022-09-19T16:04:55.907-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8326331,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Bricolaging_P_and_Q_Findings_from_case_studies_of_Singaporean_teachers","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":8326331,"first_name":"Wei Shin","middle_initials":null,"last_name":"Leong","page_name":"WeiShinLeong","domain_name":"nie-sg","created_at":"2014-01-15T16:12:14.801-08:00","display_name":"Wei Shin Leong","url":"https://nie-sg.academia.edu/WeiShinLeong"},"attachments":[],"research_interests":[{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment"},{"id":3136,"name":"Qualitative methodology","url":"https://www.academia.edu/Documents/in/Qualitative_methodology"},{"id":7549,"name":"Q Methodology","url":"https://www.academia.edu/Documents/in/Q_Methodology"},{"id":12135,"name":"Qualitative Research","url":"https://www.academia.edu/Documents/in/Qualitative_Research"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="86928776"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/86928776/A_preliminary_study_of_assessment_progression_Evaluation_of_assessment_for_learning_lessons_and_summative_assessment_tasks_in_the_general_music_programme"><img alt="Research paper thumbnail of A preliminary study of assessment progression: Evaluation of assessment for learning lessons and summative assessment tasks in the general music programme" class="work-thumbnail" src="https://attachments.academia-assets.com/91274639/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/86928776/A_preliminary_study_of_assessment_progression_Evaluation_of_assessment_for_learning_lessons_and_summative_assessment_tasks_in_the_general_music_programme">A preliminary study of assessment progression: Evaluation of assessment for learning lessons and summative assessment tasks in the general music programme</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This brief was based on the project AFR 03/14 LWS: A Preliminary Study of Assessment Progression:...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This brief was based on the project AFR 03/14 LWS: A Preliminary Study of Assessment Progression: Evaluation of Assessment for Learning Lessons and Summative Assessment Tasks in the General Music Programme.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b6eb7fd19fa39179d44a9f849a038e2f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":91274639,"asset_id":86928776,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/91274639/download_file?st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86928776"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86928776"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86928776; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="82938470"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/82938470/Assessment_in_Secondary_Education_Singapore_"><img alt="Research paper thumbnail of Assessment in Secondary Education (Singapore)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82938470/Assessment_in_Secondary_Education_Singapore_">Assessment in Secondary Education (Singapore)</a></div><div class="wp-workCard_item"><span>Bloomsbury Education and Childhood Studies</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82938470"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82938470"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82938470; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="82938469"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/82938469/Middle_leaders_perceptions_and_actions_on_assessment_the_technical_tactical_and_ethical"><img alt="Research paper thumbnail of Middle leaders’ perceptions and actions on assessment: the technical, tactical and ethical" class="work-thumbnail" src="https://attachments.academia-assets.com/88469720/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82938469/Middle_leaders_perceptions_and_actions_on_assessment_the_technical_tactical_and_ethical">Middle leaders’ perceptions and actions on assessment: the technical, tactical and ethical</a></div><div class="wp-workCard_item"><span>School Leadership & Management</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c21bda17b7780a946395f78e50103967" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88469720,"asset_id":82938469,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88469720/download_file?st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82938469"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82938469"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82938469; 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This study aimed to examine the under-researched assessment leadership role of Middle Leaders (ML) instead. Data was drawn from a larger, mixed-methods project that involved a self-report questionnaire administered to principals, MLs and teachers across twelve schools as well as observations and one-to-one interviews with one ML each from seven schools. The study found that Assessment for Learning (AfL) has gained some traction among the MLs because of the assessment practices they value, they rate more highly those more associated with AfL, particularly Student Involvement and Engagement; compared with Grading / Reporting which is more directly related to summative assessments. In particular, the study found that MLs used three dominant approaches in their assessment leadership-Technical, Tactical and Ethical. Technical leadership was seen in their focus on overseeing the technical aspects of assessment, particularly in aligning assessment to curriculum goals and expecting teachers to deliver on grading and reporting, for accountability purposes. In response to various tensions encountered in their work, the MLs also exercised tactical and ethical leadership. These findings highlight how MLs' perceptions and actions are influenced by and mediate policy implementation in schools.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"School Leadership \u0026 Management","grobid_abstract_attachment_id":88469720},"translated_abstract":null,"internal_url":"https://www.academia.edu/82938469/Middle_leaders_perceptions_and_actions_on_assessment_the_technical_tactical_and_ethical","translated_internal_url":"","created_at":"2022-07-11T04:22:09.673-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8326331,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":88469720,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/88469720/thumbnails/1.jpg","file_name":"13632434.2019.158201620220711-1-cqna3h.pdf","download_url":"https://www.academia.edu/attachments/88469720/download_file?st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Middle_leaders_perceptions_and_actions_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/88469720/13632434.2019.158201620220711-1-cqna3h-libre.pdf?1657572598=\u0026response-content-disposition=attachment%3B+filename%3DMiddle_leaders_perceptions_and_actions_o.pdf\u0026Expires=1732455417\u0026Signature=B8QDcQ9xBu2lSoayOc~IRWwNJn0EJ6MQv8M93sJny6Yts3Byof-J9w05NKVWN48kOEyTPqHdirOz0dkSwJjd8LADILsm5SUGa8AcKvtjcRb82lKrWuIz-NCjHfRrkGlFXgptaI9SGGhHvk7voE90sVAZH~Ee24ZK-IoBDDPOsuE-D9cJGGLxqFI~yDKXa2-iufg58lxdqqJTfqFmUZ~kM1k7PhODnAMYC3tePk8gOqEXDdtoNrdTN061YOxPpo03-coxYARaPMRlFrNGxxBoMdaCwPoqK6BDcfG5kKEf11hiRIQE8sXoosJFFU-293py-ACkvNdjAaaLLRfEDa0~jg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Middle_leaders_perceptions_and_actions_on_assessment_the_technical_tactical_and_ethical","translated_slug":"","page_count":20,"language":"en","content_type":"Work","owner":{"id":8326331,"first_name":"Wei Shin","middle_initials":null,"last_name":"Leong","page_name":"WeiShinLeong","domain_name":"nie-sg","created_at":"2014-01-15T16:12:14.801-08:00","display_name":"Wei Shin Leong","url":"https://nie-sg.academia.edu/WeiShinLeong","email":"VlJqcXZTWUtQMkFZTGRIUUZ5aW1DU094RXoyZDNMTzZMc0tlazFMMk5DTlN6bENMSkl0QWJBV1ZsMUlIOEhDSC0tOVQyMGQ2QzZQYko5TzY4RXljVzhzdz09--05554b682eb49f065fe44b3e97c6d3321282b3ad"},"attachments":[{"id":88469720,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/88469720/thumbnails/1.jpg","file_name":"13632434.2019.158201620220711-1-cqna3h.pdf","download_url":"https://www.academia.edu/attachments/88469720/download_file?st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Middle_leaders_perceptions_and_actions_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/88469720/13632434.2019.158201620220711-1-cqna3h-libre.pdf?1657572598=\u0026response-content-disposition=attachment%3B+filename%3DMiddle_leaders_perceptions_and_actions_o.pdf\u0026Expires=1732455417\u0026Signature=B8QDcQ9xBu2lSoayOc~IRWwNJn0EJ6MQv8M93sJny6Yts3Byof-J9w05NKVWN48kOEyTPqHdirOz0dkSwJjd8LADILsm5SUGa8AcKvtjcRb82lKrWuIz-NCjHfRrkGlFXgptaI9SGGhHvk7voE90sVAZH~Ee24ZK-IoBDDPOsuE-D9cJGGLxqFI~yDKXa2-iufg58lxdqqJTfqFmUZ~kM1k7PhODnAMYC3tePk8gOqEXDdtoNrdTN061YOxPpo03-coxYARaPMRlFrNGxxBoMdaCwPoqK6BDcfG5kKEf11hiRIQE8sXoosJFFU-293py-ACkvNdjAaaLLRfEDa0~jg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception"},{"id":565128,"name":"School management and leadership","url":"https://www.academia.edu/Documents/in/School_management_and_leadership"}],"urls":[{"id":22075806,"url":"https://www.tandfonline.com/doi/pdf/10.1080/13632434.2019.1582016"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="82938468"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/82938468/Assessment_for_learning_research_in_East_Asian_countries"><img alt="Research paper thumbnail of Assessment for learning research in East Asian countries" class="work-thumbnail" src="https://attachments.academia-assets.com/88469721/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82938468/Assessment_for_learning_research_in_East_Asian_countries">Assessment for learning research in East Asian countries</a></div><div class="wp-workCard_item"><span>Studies in Educational Evaluation</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="16993fbcee8835a72c9d308b16c01662" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88469721,"asset_id":82938468,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88469721/download_file?st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82938468"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82938468"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82938468; 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At definitional level, the evolving conceptions and theories of AfL have consistently streamed in from overwhelmingly European and Anglophone-based research. We present a review of mainly peer-reviewed journal articles on selected AfL research in East Asian countries. The findings show that the current implicit and atheoretical approach towards defining and implementing AfL suggests opportunities for further deliberation and theorisation about what constitutes AfL in East Asian countries. It is conceivable that teachers who understand the principles and frequently prepare students for summative assessment in the East Asian classroom are concurrently practising a particular process and practice of AfL. We conclude that the practices of AfL can therefore not just be variable; they will also be very situated and contested.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Studies in Educational Evaluation","grobid_abstract_attachment_id":88469721},"translated_abstract":null,"internal_url":"https://www.academia.edu/82938468/Assessment_for_learning_research_in_East_Asian_countries","translated_internal_url":"","created_at":"2022-07-11T04:22:09.385-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8326331,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":88469721,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/88469721/thumbnails/1.jpg","file_name":"j.stueduc.2018.09.00520220711-1-1se8qc7.pdf","download_url":"https://www.academia.edu/attachments/88469721/download_file?st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Assessment_for_learning_research_in_East.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/88469721/j.stueduc.2018.09.00520220711-1-1se8qc7-libre.pdf?1657572595=\u0026response-content-disposition=attachment%3B+filename%3DAssessment_for_learning_research_in_East.pdf\u0026Expires=1732480852\u0026Signature=Q0leEXSqvfOpcFkjEjmOMhb6TFUjbj0IIl-2o0AloyPaQqiL2yhvyDmz8KlHWfBywcooOyRfGqXrz73LMrNihxxLdrJnpzjeFz6MtO8GE21JpjAGI1sfUqXX0dRPHZcagFvvLm43OGlklZdWkzSIoZEFfYf-dKvFoSez53VvRbDhILbAAmhKWi4tmN~BfOrfc5GTgN0ZwdNCyxAF62kngmPYrYLL0R8V8TnLxLIB3P~Z9MquIf~H9xqTIVj-82MKFPbBPErskVAu56SNonVHN7OP-f~qDr0rgvcrZFdnBPBgX~p2VE99F9Kfw9DJ116lg-uZ6hw5-AwRZCeMskDmDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Assessment_for_learning_research_in_East_Asian_countries","translated_slug":"","page_count":8,"language":"en","content_type":"Work","owner":{"id":8326331,"first_name":"Wei Shin","middle_initials":null,"last_name":"Leong","page_name":"WeiShinLeong","domain_name":"nie-sg","created_at":"2014-01-15T16:12:14.801-08:00","display_name":"Wei Shin Leong","url":"https://nie-sg.academia.edu/WeiShinLeong"},"attachments":[{"id":88469721,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/88469721/thumbnails/1.jpg","file_name":"j.stueduc.2018.09.00520220711-1-1se8qc7.pdf","download_url":"https://www.academia.edu/attachments/88469721/download_file?st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Assessment_for_learning_research_in_East.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/88469721/j.stueduc.2018.09.00520220711-1-1se8qc7-libre.pdf?1657572595=\u0026response-content-disposition=attachment%3B+filename%3DAssessment_for_learning_research_in_East.pdf\u0026Expires=1732480852\u0026Signature=Q0leEXSqvfOpcFkjEjmOMhb6TFUjbj0IIl-2o0AloyPaQqiL2yhvyDmz8KlHWfBywcooOyRfGqXrz73LMrNihxxLdrJnpzjeFz6MtO8GE21JpjAGI1sfUqXX0dRPHZcagFvvLm43OGlklZdWkzSIoZEFfYf-dKvFoSez53VvRbDhILbAAmhKWi4tmN~BfOrfc5GTgN0ZwdNCyxAF62kngmPYrYLL0R8V8TnLxLIB3P~Z9MquIf~H9xqTIVj-82MKFPbBPErskVAu56SNonVHN7OP-f~qDr0rgvcrZFdnBPBgX~p2VE99F9Kfw9DJ116lg-uZ6hw5-AwRZCeMskDmDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education"},{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment"},{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":8223,"name":"East Asian Studies","url":"https://www.academia.edu/Documents/in/East_Asian_Studies"},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training"},{"id":206673,"name":"Assessment for learning","url":"https://www.academia.edu/Documents/in/Assessment_for_learning"},{"id":1268087,"name":"Teachers Professional Development","url":"https://www.academia.edu/Documents/in/Teachers_Professional_Development-4"}],"urls":[{"id":22075805,"url":"https://api.elsevier.com/content/article/PII:S0191491X18301196?httpAccept=text/xml"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="82938467"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/82938467/Assessment_rubric_for_learning"><img alt="Research paper thumbnail of Assessment rubric for learning" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82938467/Assessment_rubric_for_learning">Assessment rubric for learning</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Assessment may be understood as the process of forming a judgment about the quality and extent of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Assessment may be understood as the process of forming a judgment about the quality and extent of student achievement or performance, and therefore by inference a judgment about the learning that has taken place (Sadler, 2005). Assessment practices therefore require judgments to be made concerning students’ learning, and such judgments need to be made against clear descriptions of the nature and level(s) of requisite learning. Rubrics are a useful instrument for describing the expectations of students’ learning in terms of standards and criteria.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82938467"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82938467"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82938467; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82938467]").text(description); $(".js-view-count[data-work-id=82938467]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82938467; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='82938467']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 82938467, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=82938467]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82938467,"title":"Assessment rubric for learning","translated_title":"","metadata":{"abstract":"Assessment may be understood as the process of forming a judgment about the quality and extent of student achievement or performance, and therefore by inference a judgment about the learning that has taken place (Sadler, 2005). 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Rubrics are a useful instrument for describing the expectations of students’ learning in terms of standards and criteria.","internal_url":"https://www.academia.edu/82938467/Assessment_rubric_for_learning","translated_internal_url":"","created_at":"2022-07-11T04:22:09.260-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8326331,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Assessment_rubric_for_learning","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":8326331,"first_name":"Wei Shin","middle_initials":null,"last_name":"Leong","page_name":"WeiShinLeong","domain_name":"nie-sg","created_at":"2014-01-15T16:12:14.801-08:00","display_name":"Wei Shin Leong","url":"https://nie-sg.academia.edu/WeiShinLeong","email":"UkcrcDE0amZ1UXBOVFRqNHB2dFZseDF0RVM0ZmZDYUp4WmVoRTdLVE5BZ3dWam5TeVR5UkhZejlybkl1MUM0Si0tekRiVllKSTgyLzJycTR0eVBuR2Q4dz09--6c05462bbd4ebca299c0ffb97537308e451aeb51"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="82938466"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/82938466/Assessment_and_learning_in_schools"><img alt="Research paper thumbnail of Assessment and learning in schools" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82938466/Assessment_and_learning_in_schools">Assessment and learning in schools</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The book will be a core reading for several National Institute of Education (NIE) assessment cour...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The book will be a core reading for several National Institute of Education (NIE) assessment courses. It covers an ambitious array of assessment issues and ideas, by addressing central and recurring assessment practices and challenges from diverse perspectives. Contributors to the book include faculty from three different Academic Groups of NIE: Curriculum, Teaching and Learning (CTL); Psychological Studies (PS); Policy and Leadership Studies (PLS). We hope that the variety of theories and perspectives will provide many educators with practicable access to assessment expertise and scholarship, and that the book will inform and equip teachers to address the varied assessment and learning challenges in schools. Link: <a href="https://docs.google.com/presentation/d/1cBKPKKB8XXWSoZpOa6-Jei6Cb0ytMzIl_aW5ykh-g80/edit?usp=sharing" rel="nofollow">https://docs.google.com/presentation/d/1cBKPKKB8XXWSoZpOa6-Jei6Cb0ytMzIl_aW5ykh-g80/edit?usp=sharing</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82938466"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82938466"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82938466; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82938466]").text(description); $(".js-view-count[data-work-id=82938466]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82938466; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='82938466']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 82938466, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=82938466]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82938466,"title":"Assessment and learning in schools","translated_title":"","metadata":{"abstract":"The book will be a core reading for several National Institute of Education (NIE) assessment courses. 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Link: https://docs.google.com/presentation/d/1cBKPKKB8XXWSoZpOa6-Jei6Cb0ytMzIl_aW5ykh-g80/edit?usp=sharing","internal_url":"https://www.academia.edu/82938466/Assessment_and_learning_in_schools","translated_internal_url":"","created_at":"2022-07-11T04:22:09.021-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8326331,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Assessment_and_learning_in_schools","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":8326331,"first_name":"Wei Shin","middle_initials":null,"last_name":"Leong","page_name":"WeiShinLeong","domain_name":"nie-sg","created_at":"2014-01-15T16:12:14.801-08:00","display_name":"Wei Shin Leong","url":"https://nie-sg.academia.edu/WeiShinLeong"},"attachments":[],"research_interests":[{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment"},{"id":110303,"name":"Learning and Assessment in Higher Education","url":"https://www.academia.edu/Documents/in/Learning_and_Assessment_in_Higher_Education"},{"id":158428,"name":"Education Policies in Singapore","url":"https://www.academia.edu/Documents/in/Education_Policies_in_Singapore"},{"id":296449,"name":"Singapore Education System","url":"https://www.academia.edu/Documents/in/Singapore_Education_System"},{"id":920664,"name":"educational reform in Singapore","url":"https://www.academia.edu/Documents/in/educational_reform_in_Singapore"},{"id":960920,"name":"Textbook Assessment","url":"https://www.academia.edu/Documents/in/Textbook_Assessment"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="82938465"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/82938465/What_more_can_and_should_assessment_do_for_learning_Observations_from_successful_learning_context_in_Singapore"><img alt="Research paper thumbnail of What (more) can, and should, assessment do for learning? Observations from ‘successful learning context’ in Singapore" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82938465/What_more_can_and_should_assessment_do_for_learning_Observations_from_successful_learning_context_in_Singapore">What (more) can, and should, assessment do for learning? Observations from ‘successful learning context’ in Singapore</a></div><div class="wp-workCard_item"><span>The Curriculum Journal</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT Singapore has earned accolades as one of the leading education systems in the world, bas...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT Singapore has earned accolades as one of the leading education systems in the world, based on its record in international assessments, including TIMSS and PISA. This has contributed to the entrenchment of ‘assessment’ becoming an institutional authority of standards, teaching (performativity) and classroom learning. It is against, and amidst such contexts, that this article traces how the notion and discourse of formative assessment and Assessment for Learning (AfL) are widely introduced and used formally across all Singaporean schools, particularly after a recent introduction of new ‘Holistic and Balanced Assessment’ policies. We argue that the very institutional authority of successful high-stake examination results, which served as critical standards of performativity of teaching and learning in the classroom, is being challenged. The changing assessment context of Singaporean schools, therefore serves as an interesting case study site for studying how formative assessment and AfL can be adapted and understood when ‘learning’ is already seen to be successful.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82938465"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82938465"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82938465; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82938465]").text(description); $(".js-view-count[data-work-id=82938465]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82938465; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='82938465']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 82938465, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=82938465]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82938465,"title":"What (more) can, and should, assessment do for learning? 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It is against, and amidst such contexts, that this article traces how the notion and discourse of formative assessment and Assessment for Learning (AfL) are widely introduced and used formally across all Singaporean schools, particularly after a recent introduction of new ‘Holistic and Balanced Assessment’ policies. We argue that the very institutional authority of successful high-stake examination results, which served as critical standards of performativity of teaching and learning in the classroom, is being challenged. 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This is situated within the unique confluences of educational contexts, such as an ascendency of arts education and an emphasis on holistic education after fifty years of Singapore’s nation-building. Through the interweaving of these contexts, as well as the particulars of policies and practices, this chapter attempts to present the textural nuances and dynamics both within and between the two ensembles of policies. The chapter also suggests directions for the orchestration of the “next piece” in the evolution of Singaporean music assessment policies and practices: assessment supporting equity and wide access to musical practices, and driving meaningful curricular and pedagogical practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82938455"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82938455"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82938455; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82938455]").text(description); $(".js-view-count[data-work-id=82938455]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82938455; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='82938455']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 82938455, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=82938455]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82938455,"title":"Policy and Practice of Assessment in Music Education: The Case of Singapore","translated_title":"","metadata":{"abstract":"This chapter describes and accentuates critical perspectives of how public and private music assessment policies in Singapore interweave, showing the interrelatedness and disjuncture of assessment practices. 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This paper draws on findings from a larger study of ‘high-achieving’ Singaporean teachers’ deliberations and transactions of assessment activities. The use of case studies as a central methodology to investigate a contemporary phenomenon of education assessment extends the studies of conceptions and implementation of new classroom assessment practices in Anglophone and Western European countries. The findings from one of the ‘high-achieving’ case-study Singaporean teachers reveal that any quality assurance framework or guideline for evaluating teachers’ assessment practices needs to be sensitive to their intentions, meaning and context of teaching.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103585072"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103585072"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103585072; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=103585072]").text(description); $(".js-view-count[data-work-id=103585072]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 103585072; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='103585072']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 103585072, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=103585072]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":103585072,"title":"Knowing the intentions, meaning and context of classroom assessment: A case study of Singaporean teacher's conception and practice","translated_title":"","metadata":{"abstract":"Abstract With the articulation of new ‘Holistic and Balanced Assessment’ initiatives in Singaporean schools, a new standard of conceptualising and enacting classroom assessment is expected of Singaporean teachers. 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86928815]").text(description); $(".js-view-count[data-work-id=86928815]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86928815; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86928815']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 86928815, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=86928815]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86928815,"title":"Contextualising assessment for learning in Singaporean classrooms","translated_title":"","metadata":{"publication_date":{"day":null,"month":null,"year":2016,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/86928815/Contextualising_assessment_for_learning_in_Singaporean_classrooms","translated_internal_url":"","created_at":"2022-09-19T16:04:56.945-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8326331,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Contextualising_assessment_for_learning_in_Singaporean_classrooms","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":8326331,"first_name":"Wei Shin","middle_initials":null,"last_name":"Leong","page_name":"WeiShinLeong","domain_name":"nie-sg","created_at":"2014-01-15T16:12:14.801-08:00","display_name":"Wei Shin Leong","url":"https://nie-sg.academia.edu/WeiShinLeong","email":"aVBCOFROUFI5cDlyRVNUczE0aDREdFhlckNLVHBoM2RWOEgwa1RVY0R1Z3lnNEdVOGJBZElEVzJydTlBWXFGUi0tZ1JkSUJIZG1Ma2lYM3BRaDJiYURhUT09--d45943d5a46016caa541fe973b8e98c5fa0b4e21"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment"},{"id":8787,"name":"Singapore","url":"https://www.academia.edu/Documents/in/Singapore"},{"id":28470,"name":"Professional Learning Community","url":"https://www.academia.edu/Documents/in/Professional_Learning_Community"},{"id":75387,"name":"Professional Learning","url":"https://www.academia.edu/Documents/in/Professional_Learning"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="86928814"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/86928814/P%EC%99%80_Q%EC%9D%98_%ED%98%BC%ED%95%A9_%EC%8B%B1%EA%B0%80%ED%8F%AC%EB%A5%B4_%EA%B5%90%EC%82%AC%EB%93%A4%EC%9D%98_%EC%82%AC%EB%A1%80_%EC%97%B0%EA%B5%AC"><img alt="Research paper thumbnail of P와 Q의 혼합: 싱가포르 교사들의 사례 연구" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/86928814/P%EC%99%80_Q%EC%9D%98_%ED%98%BC%ED%95%A9_%EC%8B%B1%EA%B0%80%ED%8F%AC%EB%A5%B4_%EA%B5%90%EC%82%AC%EB%93%A4%EC%9D%98_%EC%82%AC%EB%A1%80_%EC%97%B0%EA%B5%AC">P와 Q의 혼합: 싱가포르 교사들의 사례 연구</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">본 논문은 현상기록적 방법(P)과 Q 방법론의 혼합 연구를 요하는 교실 평가 연구의 결론 부분에 대해 기술하고 있다. P와 q의 상호보완적 사용은 ``상위 집단``의 싱가포르...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">본 논문은 현상기록적 방법(P)과 Q 방법론의 혼합 연구를 요하는 교실 평가 연구의 결론 부분에 대해 기술하고 있다. P와 q의 상호보완적 사용은 ``상위 집단``의 싱가포르 교사들에 대한 사례 연구 중에서 교실 평가 실행에 대한 이해의 차이를 보여주는 ``결과 공간``(P)과 ``통합체``(Q)에 대한 다양성 연구를 시도하기 위함이다. 엄밀한 의미로, 새로운 교육 평가 정책의 도입이라는 특정 상황 내에 교실 평가 수행의 다양성과 유의미한 관계를 해독하는데 주안점을 두고 있다. 특히, Q-요인 분석으로부터 이해의 다른 집락은 교실 평가에 대한 관점의 공통점과 차이점, 그리고 실행에 대한 시사점의 근간을 보여주고 있다. 이 논문은 주로 Q의 이용에 대한 방법론적 고려사항, 과정과 쟁점에 대해 기술하고 있다. 나는 각각의 교사들의 사례 연구 내에 P를 함께 사용하는 방법이 어떻게 단편적이고 모방과 같은 연구 설계인 환원주의와 절차주의를 피하여 좀 더 치밀한 결과를 도출할 수 있는지 제시하였다.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86928814"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86928814"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86928814; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86928814]").text(description); $(".js-view-count[data-work-id=86928814]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86928814; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86928814']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 86928814, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=86928814]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86928814,"title":"P와 Q의 혼합: 싱가포르 교사들의 사례 연구","translated_title":"","metadata":{"abstract":"본 논문은 현상기록적 방법(P)과 Q 방법론의 혼합 연구를 요하는 교실 평가 연구의 결론 부분에 대해 기술하고 있다. P와 q의 상호보완적 사용은 ``상위 집단``의 싱가포르 교사들에 대한 사례 연구 중에서 교실 평가 실행에 대한 이해의 차이를 보여주는 ``결과 공간``(P)과 ``통합체``(Q)에 대한 다양성 연구를 시도하기 위함이다. 엄밀한 의미로, 새로운 교육 평가 정책의 도입이라는 특정 상황 내에 교실 평가 수행의 다양성과 유의미한 관계를 해독하는데 주안점을 두고 있다. 특히, Q-요인 분석으로부터 이해의 다른 집락은 교실 평가에 대한 관점의 공통점과 차이점, 그리고 실행에 대한 시사점의 근간을 보여주고 있다. 이 논문은 주로 Q의 이용에 대한 방법론적 고려사항, 과정과 쟁점에 대해 기술하고 있다. 나는 각각의 교사들의 사례 연구 내에 P를 함께 사용하는 방법이 어떻게 단편적이고 모방과 같은 연구 설계인 환원주의와 절차주의를 피하여 좀 더 치밀한 결과를 도출할 수 있는지 제시하였다.","publication_date":{"day":null,"month":null,"year":2013,"errors":{}}},"translated_abstract":"본 논문은 현상기록적 방법(P)과 Q 방법론의 혼합 연구를 요하는 교실 평가 연구의 결론 부분에 대해 기술하고 있다. P와 q의 상호보완적 사용은 ``상위 집단``의 싱가포르 교사들에 대한 사례 연구 중에서 교실 평가 실행에 대한 이해의 차이를 보여주는 ``결과 공간``(P)과 ``통합체``(Q)에 대한 다양성 연구를 시도하기 위함이다. 엄밀한 의미로, 새로운 교육 평가 정책의 도입이라는 특정 상황 내에 교실 평가 수행의 다양성과 유의미한 관계를 해독하는데 주안점을 두고 있다. 특히, Q-요인 분석으로부터 이해의 다른 집락은 교실 평가에 대한 관점의 공통점과 차이점, 그리고 실행에 대한 시사점의 근간을 보여주고 있다. 이 논문은 주로 Q의 이용에 대한 방법론적 고려사항, 과정과 쟁점에 대해 기술하고 있다. 나는 각각의 교사들의 사례 연구 내에 P를 함께 사용하는 방법이 어떻게 단편적이고 모방과 같은 연구 설계인 환원주의와 절차주의를 피하여 좀 더 치밀한 결과를 도출할 수 있는지 제시하였다.","internal_url":"https://www.academia.edu/86928814/P%EC%99%80_Q%EC%9D%98_%ED%98%BC%ED%95%A9_%EC%8B%B1%EA%B0%80%ED%8F%AC%EB%A5%B4_%EA%B5%90%EC%82%AC%EB%93%A4%EC%9D%98_%EC%82%AC%EB%A1%80_%EC%97%B0%EA%B5%AC","translated_internal_url":"","created_at":"2022-09-19T16:04:56.841-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8326331,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"P와_Q의_혼합_싱가포르_교사들의_사례_연구","translated_slug":"","page_count":null,"language":"ko","content_type":"Work","owner":{"id":8326331,"first_name":"Wei Shin","middle_initials":null,"last_name":"Leong","page_name":"WeiShinLeong","domain_name":"nie-sg","created_at":"2014-01-15T16:12:14.801-08:00","display_name":"Wei Shin Leong","url":"https://nie-sg.academia.edu/WeiShinLeong"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="86928813"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/86928813/Professional_Learning_of_Classroom_Assessment_in_Singapore_Understanding_Epistemic_and_Cultural_Mediations_of_Practices_Through_the_Case_of_Pei_Pei"><img alt="Research paper thumbnail of Professional Learning of Classroom Assessment in Singapore: Understanding Epistemic and Cultural Mediations of Practices Through the Case of Pei Pei" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/86928813/Professional_Learning_of_Classroom_Assessment_in_Singapore_Understanding_Epistemic_and_Cultural_Mediations_of_Practices_Through_the_Case_of_Pei_Pei">Professional Learning of Classroom Assessment in Singapore: Understanding Epistemic and Cultural Mediations of Practices Through the Case of Pei Pei</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter explores the professional learning episodes involved in classroom assessment through...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter explores the professional learning episodes involved in classroom assessment through the case study of a Singaporean classroom teacher (‘Pei Pei’), which was conducted by means of researcher-led interviews and observations. Such episodes encouraged this teacher to see and distil what she considers to be better classroom assessment practices in her English and music classrooms. Such findings from a teacher’s reflections suggest that the explicit ‘knowing about’ that is inherent in classroom assessment is very different from the ‘knowing that’, which is disseminated through generic professional learning procedures. They also highlight the possibilities of how juxtapositions of seemingly incompatible beliefs and values of practices invite engagement in epistemic and cultural mediations of classroom assessment. The case study demonstrates that the spaces and boundaries of professional learning can be defined by a teacher, and that the facilitation of epistemic and cultural ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86928813"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86928813"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86928813; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86928813]").text(description); $(".js-view-count[data-work-id=86928813]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86928813; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86928813']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 86928813, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=86928813]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86928813,"title":"Professional Learning of Classroom Assessment in Singapore: Understanding Epistemic and Cultural Mediations of Practices Through the Case of Pei Pei","translated_title":"","metadata":{"abstract":"This chapter explores the professional learning episodes involved in classroom assessment through the case study of a Singaporean classroom teacher (‘Pei Pei’), which was conducted by means of researcher-led interviews and observations. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="86928811"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/86928811/Engaging_with_Ebb_and_Flow_in_Singaporean_Classrooms"><img alt="Research paper thumbnail of Engaging with Ebb and Flow in Singaporean Classrooms" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/86928811/Engaging_with_Ebb_and_Flow_in_Singaporean_Classrooms">Engaging with Ebb and Flow in Singaporean Classrooms</a></div><div class="wp-workCard_item"><span>Transformative Teacher Research</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter reflects on the theoretical and practical considerations of how a group of Singapore...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter reflects on the theoretical and practical considerations of how a group of Singaporean teachers are learning about formative assessment. With the introduction of new ‘student-centred’ educational policies and initiatives that encourage teachers to learn and make use of formative assessment as part of the twenty-first-century classroom practice repertoire (Tan, Teng, Tan &amp;amp; Yim, 2014), the institutional authority of successful high-stakes summative assessment results, which have served as critical standards of the performativity of teaching and learning in Singaporean classrooms for many years, is being challenged (Leong &amp;amp; Tan, 2014). How Singaporean teachers can reconcile a possible dilemma between helping students achieve grades in tests and examinations for public accountability, and also make any new formative assessment ‘count’ for student-centric aspirations, may remain a matter of theoretical and practical tension. This chapter, first, briefly discusses the literature on formative assessment and professional learning of formative assessment. I go on to suggest a theoretical framework for how professional learning should be viewed via a bifocal lenses in order to be able to capture the ebb and flow of the classroom. Finally, I describe how the lesson study has been a useful and authentic platform for the professional learning of formative assessment for some Singaporean teachers thus far.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86928811"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86928811"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86928811; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86928811]").text(description); $(".js-view-count[data-work-id=86928811]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86928811; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86928811']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 86928811, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=86928811]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86928811,"title":"Engaging with Ebb and Flow in Singaporean Classrooms","translated_title":"","metadata":{"abstract":"This chapter reflects on the theoretical and practical considerations of how a group of Singaporean teachers are learning about formative assessment. 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Q is purported to be useful for studying the tacit decision-making process within the wide-ranging practical and controversial situations that Q researchers tend to prefer to investigate. This article asks a key question: Is Q helpful for investigating the possible multiplicity and significant relationships of views of classroom assessment when new assessment policies are being introduced in Singaporean schools? The different clusters of viewpoints from the Q-factor analysis, in particular, reveal underlying bases of common and different espoused practices of classroom assessment. This suggests opportunities for consensus-building that will be useful for teachers, policy-makers, professional-learning developers, and researchers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="86928810"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="86928810"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 86928810; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=86928810]").text(description); $(".js-view-count[data-work-id=86928810]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 86928810; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='86928810']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 86928810, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=86928810]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":86928810,"title":"Singaporean teachers’ views of classroom assessment: Findings from using Q-methodology","translated_title":"","metadata":{"abstract":"ABSTRACT This article details the use of Q methodology (Q) for eliciting different views of classroom assessment among Singaporean teachers. 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I invite readers to consider assessment as a broad term to express the different purposes, processes and practices used by teachers for collecting information, making interpretations of and responding to students’ learning. I will lead readers then to consider the promises of formative assessment and also consider the problems of interpreting formative assessment mechanistically and at face value. I propose eventually that a thoughtful use of assessment information can have positive impact on students’ learning, and effectiveness of teaching, provided we know enough of the promises and problems. 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The complementary use of P and Q-sorting attempts to study the diversity of classroom assessment ‘outcome space’ or ‘concourse’, representing the variations in conceptions among the case studies of ‘high-achieving’ Singaporean school teachers. As such, the emphasis is on unravelling the multiplicity and significant relationships of conceptions and practices within the specific context of Singaporean teachers’ classroom decision-making environment. The different clusters of conceptions from the Q-factor analysis, in particular, have revealed underlying bases of common and different views of classroom assessment and implications for practices. This paper reports mainly the methodological considerations, procedures and issues of the use of Q. 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I suggest how the concurrent use of P within case studies of ...","internal_url":"https://www.academia.edu/86928807/Bricolaging_P_and_Q_Findings_from_case_studies_of_Singaporean_teachers","translated_internal_url":"","created_at":"2022-09-19T16:04:55.907-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8326331,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Bricolaging_P_and_Q_Findings_from_case_studies_of_Singaporean_teachers","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":8326331,"first_name":"Wei Shin","middle_initials":null,"last_name":"Leong","page_name":"WeiShinLeong","domain_name":"nie-sg","created_at":"2014-01-15T16:12:14.801-08:00","display_name":"Wei Shin Leong","url":"https://nie-sg.academia.edu/WeiShinLeong"},"attachments":[],"research_interests":[{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment"},{"id":3136,"name":"Qualitative methodology","url":"https://www.academia.edu/Documents/in/Qualitative_methodology"},{"id":7549,"name":"Q Methodology","url":"https://www.academia.edu/Documents/in/Q_Methodology"},{"id":12135,"name":"Qualitative Research","url":"https://www.academia.edu/Documents/in/Qualitative_Research"}],"urls":[]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="82938470"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/82938470/Assessment_in_Secondary_Education_Singapore_"><img alt="Research paper thumbnail of Assessment in Secondary Education (Singapore)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82938470/Assessment_in_Secondary_Education_Singapore_">Assessment in Secondary Education (Singapore)</a></div><div class="wp-workCard_item"><span>Bloomsbury Education and Childhood Studies</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82938470"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82938470"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82938470; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="82938469"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/82938469/Middle_leaders_perceptions_and_actions_on_assessment_the_technical_tactical_and_ethical"><img alt="Research paper thumbnail of Middle leaders’ perceptions and actions on assessment: the technical, tactical and ethical" class="work-thumbnail" src="https://attachments.academia-assets.com/88469720/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82938469/Middle_leaders_perceptions_and_actions_on_assessment_the_technical_tactical_and_ethical">Middle leaders’ perceptions and actions on assessment: the technical, tactical and ethical</a></div><div class="wp-workCard_item"><span>School Leadership & Management</span><span>, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c21bda17b7780a946395f78e50103967" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88469720,"asset_id":82938469,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88469720/download_file?st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82938469"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82938469"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82938469; 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This study aimed to examine the under-researched assessment leadership role of Middle Leaders (ML) instead. Data was drawn from a larger, mixed-methods project that involved a self-report questionnaire administered to principals, MLs and teachers across twelve schools as well as observations and one-to-one interviews with one ML each from seven schools. The study found that Assessment for Learning (AfL) has gained some traction among the MLs because of the assessment practices they value, they rate more highly those more associated with AfL, particularly Student Involvement and Engagement; compared with Grading / Reporting which is more directly related to summative assessments. In particular, the study found that MLs used three dominant approaches in their assessment leadership-Technical, Tactical and Ethical. Technical leadership was seen in their focus on overseeing the technical aspects of assessment, particularly in aligning assessment to curriculum goals and expecting teachers to deliver on grading and reporting, for accountability purposes. In response to various tensions encountered in their work, the MLs also exercised tactical and ethical leadership. These findings highlight how MLs' perceptions and actions are influenced by and mediate policy implementation in schools.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"School Leadership \u0026 Management","grobid_abstract_attachment_id":88469720},"translated_abstract":null,"internal_url":"https://www.academia.edu/82938469/Middle_leaders_perceptions_and_actions_on_assessment_the_technical_tactical_and_ethical","translated_internal_url":"","created_at":"2022-07-11T04:22:09.673-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8326331,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":88469720,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/88469720/thumbnails/1.jpg","file_name":"13632434.2019.158201620220711-1-cqna3h.pdf","download_url":"https://www.academia.edu/attachments/88469720/download_file?st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Middle_leaders_perceptions_and_actions_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/88469720/13632434.2019.158201620220711-1-cqna3h-libre.pdf?1657572598=\u0026response-content-disposition=attachment%3B+filename%3DMiddle_leaders_perceptions_and_actions_o.pdf\u0026Expires=1732455417\u0026Signature=B8QDcQ9xBu2lSoayOc~IRWwNJn0EJ6MQv8M93sJny6Yts3Byof-J9w05NKVWN48kOEyTPqHdirOz0dkSwJjd8LADILsm5SUGa8AcKvtjcRb82lKrWuIz-NCjHfRrkGlFXgptaI9SGGhHvk7voE90sVAZH~Ee24ZK-IoBDDPOsuE-D9cJGGLxqFI~yDKXa2-iufg58lxdqqJTfqFmUZ~kM1k7PhODnAMYC3tePk8gOqEXDdtoNrdTN061YOxPpo03-coxYARaPMRlFrNGxxBoMdaCwPoqK6BDcfG5kKEf11hiRIQE8sXoosJFFU-293py-ACkvNdjAaaLLRfEDa0~jg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Middle_leaders_perceptions_and_actions_on_assessment_the_technical_tactical_and_ethical","translated_slug":"","page_count":20,"language":"en","content_type":"Work","owner":{"id":8326331,"first_name":"Wei Shin","middle_initials":null,"last_name":"Leong","page_name":"WeiShinLeong","domain_name":"nie-sg","created_at":"2014-01-15T16:12:14.801-08:00","display_name":"Wei Shin Leong","url":"https://nie-sg.academia.edu/WeiShinLeong","email":"VlJqcXZTWUtQMkFZTGRIUUZ5aW1DU094RXoyZDNMTzZMc0tlazFMMk5DTlN6bENMSkl0QWJBV1ZsMUlIOEhDSC0tOVQyMGQ2QzZQYko5TzY4RXljVzhzdz09--05554b682eb49f065fe44b3e97c6d3321282b3ad"},"attachments":[{"id":88469720,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/88469720/thumbnails/1.jpg","file_name":"13632434.2019.158201620220711-1-cqna3h.pdf","download_url":"https://www.academia.edu/attachments/88469720/download_file?st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Middle_leaders_perceptions_and_actions_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/88469720/13632434.2019.158201620220711-1-cqna3h-libre.pdf?1657572598=\u0026response-content-disposition=attachment%3B+filename%3DMiddle_leaders_perceptions_and_actions_o.pdf\u0026Expires=1732455417\u0026Signature=B8QDcQ9xBu2lSoayOc~IRWwNJn0EJ6MQv8M93sJny6Yts3Byof-J9w05NKVWN48kOEyTPqHdirOz0dkSwJjd8LADILsm5SUGa8AcKvtjcRb82lKrWuIz-NCjHfRrkGlFXgptaI9SGGhHvk7voE90sVAZH~Ee24ZK-IoBDDPOsuE-D9cJGGLxqFI~yDKXa2-iufg58lxdqqJTfqFmUZ~kM1k7PhODnAMYC3tePk8gOqEXDdtoNrdTN061YOxPpo03-coxYARaPMRlFrNGxxBoMdaCwPoqK6BDcfG5kKEf11hiRIQE8sXoosJFFU-293py-ACkvNdjAaaLLRfEDa0~jg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception"},{"id":565128,"name":"School management and leadership","url":"https://www.academia.edu/Documents/in/School_management_and_leadership"}],"urls":[{"id":22075806,"url":"https://www.tandfonline.com/doi/pdf/10.1080/13632434.2019.1582016"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="82938468"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/82938468/Assessment_for_learning_research_in_East_Asian_countries"><img alt="Research paper thumbnail of Assessment for learning research in East Asian countries" class="work-thumbnail" src="https://attachments.academia-assets.com/88469721/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82938468/Assessment_for_learning_research_in_East_Asian_countries">Assessment for learning research in East Asian countries</a></div><div class="wp-workCard_item"><span>Studies in Educational Evaluation</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="16993fbcee8835a72c9d308b16c01662" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88469721,"asset_id":82938468,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88469721/download_file?st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82938468"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82938468"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82938468; 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At definitional level, the evolving conceptions and theories of AfL have consistently streamed in from overwhelmingly European and Anglophone-based research. We present a review of mainly peer-reviewed journal articles on selected AfL research in East Asian countries. The findings show that the current implicit and atheoretical approach towards defining and implementing AfL suggests opportunities for further deliberation and theorisation about what constitutes AfL in East Asian countries. It is conceivable that teachers who understand the principles and frequently prepare students for summative assessment in the East Asian classroom are concurrently practising a particular process and practice of AfL. We conclude that the practices of AfL can therefore not just be variable; they will also be very situated and contested.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Studies in Educational Evaluation","grobid_abstract_attachment_id":88469721},"translated_abstract":null,"internal_url":"https://www.academia.edu/82938468/Assessment_for_learning_research_in_East_Asian_countries","translated_internal_url":"","created_at":"2022-07-11T04:22:09.385-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8326331,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":88469721,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/88469721/thumbnails/1.jpg","file_name":"j.stueduc.2018.09.00520220711-1-1se8qc7.pdf","download_url":"https://www.academia.edu/attachments/88469721/download_file?st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Assessment_for_learning_research_in_East.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/88469721/j.stueduc.2018.09.00520220711-1-1se8qc7-libre.pdf?1657572595=\u0026response-content-disposition=attachment%3B+filename%3DAssessment_for_learning_research_in_East.pdf\u0026Expires=1732480852\u0026Signature=Q0leEXSqvfOpcFkjEjmOMhb6TFUjbj0IIl-2o0AloyPaQqiL2yhvyDmz8KlHWfBywcooOyRfGqXrz73LMrNihxxLdrJnpzjeFz6MtO8GE21JpjAGI1sfUqXX0dRPHZcagFvvLm43OGlklZdWkzSIoZEFfYf-dKvFoSez53VvRbDhILbAAmhKWi4tmN~BfOrfc5GTgN0ZwdNCyxAF62kngmPYrYLL0R8V8TnLxLIB3P~Z9MquIf~H9xqTIVj-82MKFPbBPErskVAu56SNonVHN7OP-f~qDr0rgvcrZFdnBPBgX~p2VE99F9Kfw9DJ116lg-uZ6hw5-AwRZCeMskDmDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Assessment_for_learning_research_in_East_Asian_countries","translated_slug":"","page_count":8,"language":"en","content_type":"Work","owner":{"id":8326331,"first_name":"Wei Shin","middle_initials":null,"last_name":"Leong","page_name":"WeiShinLeong","domain_name":"nie-sg","created_at":"2014-01-15T16:12:14.801-08:00","display_name":"Wei Shin Leong","url":"https://nie-sg.academia.edu/WeiShinLeong"},"attachments":[{"id":88469721,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/88469721/thumbnails/1.jpg","file_name":"j.stueduc.2018.09.00520220711-1-1se8qc7.pdf","download_url":"https://www.academia.edu/attachments/88469721/download_file?st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Assessment_for_learning_research_in_East.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/88469721/j.stueduc.2018.09.00520220711-1-1se8qc7-libre.pdf?1657572595=\u0026response-content-disposition=attachment%3B+filename%3DAssessment_for_learning_research_in_East.pdf\u0026Expires=1732480852\u0026Signature=Q0leEXSqvfOpcFkjEjmOMhb6TFUjbj0IIl-2o0AloyPaQqiL2yhvyDmz8KlHWfBywcooOyRfGqXrz73LMrNihxxLdrJnpzjeFz6MtO8GE21JpjAGI1sfUqXX0dRPHZcagFvvLm43OGlklZdWkzSIoZEFfYf-dKvFoSez53VvRbDhILbAAmhKWi4tmN~BfOrfc5GTgN0ZwdNCyxAF62kngmPYrYLL0R8V8TnLxLIB3P~Z9MquIf~H9xqTIVj-82MKFPbBPErskVAu56SNonVHN7OP-f~qDr0rgvcrZFdnBPBgX~p2VE99F9Kfw9DJ116lg-uZ6hw5-AwRZCeMskDmDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education"},{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment"},{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":8223,"name":"East Asian Studies","url":"https://www.academia.edu/Documents/in/East_Asian_Studies"},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training"},{"id":206673,"name":"Assessment for learning","url":"https://www.academia.edu/Documents/in/Assessment_for_learning"},{"id":1268087,"name":"Teachers Professional Development","url":"https://www.academia.edu/Documents/in/Teachers_Professional_Development-4"}],"urls":[{"id":22075805,"url":"https://api.elsevier.com/content/article/PII:S0191491X18301196?httpAccept=text/xml"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="82938467"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/82938467/Assessment_rubric_for_learning"><img alt="Research paper thumbnail of Assessment rubric for learning" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82938467/Assessment_rubric_for_learning">Assessment rubric for learning</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Assessment may be understood as the process of forming a judgment about the quality and extent of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Assessment may be understood as the process of forming a judgment about the quality and extent of student achievement or performance, and therefore by inference a judgment about the learning that has taken place (Sadler, 2005). Assessment practices therefore require judgments to be made concerning students’ learning, and such judgments need to be made against clear descriptions of the nature and level(s) of requisite learning. Rubrics are a useful instrument for describing the expectations of students’ learning in terms of standards and criteria.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82938467"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82938467"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82938467; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82938467]").text(description); $(".js-view-count[data-work-id=82938467]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82938467; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='82938467']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 82938467, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=82938467]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82938467,"title":"Assessment rubric for learning","translated_title":"","metadata":{"abstract":"Assessment may be understood as the process of forming a judgment about the quality and extent of student achievement or performance, and therefore by inference a judgment about the learning that has taken place (Sadler, 2005). 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Rubrics are a useful instrument for describing the expectations of students’ learning in terms of standards and criteria.","internal_url":"https://www.academia.edu/82938467/Assessment_rubric_for_learning","translated_internal_url":"","created_at":"2022-07-11T04:22:09.260-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8326331,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Assessment_rubric_for_learning","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":8326331,"first_name":"Wei Shin","middle_initials":null,"last_name":"Leong","page_name":"WeiShinLeong","domain_name":"nie-sg","created_at":"2014-01-15T16:12:14.801-08:00","display_name":"Wei Shin Leong","url":"https://nie-sg.academia.edu/WeiShinLeong","email":"UkcrcDE0amZ1UXBOVFRqNHB2dFZseDF0RVM0ZmZDYUp4WmVoRTdLVE5BZ3dWam5TeVR5UkhZejlybkl1MUM0Si0tekRiVllKSTgyLzJycTR0eVBuR2Q4dz09--6c05462bbd4ebca299c0ffb97537308e451aeb51"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="82938466"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/82938466/Assessment_and_learning_in_schools"><img alt="Research paper thumbnail of Assessment and learning in schools" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82938466/Assessment_and_learning_in_schools">Assessment and learning in schools</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The book will be a core reading for several National Institute of Education (NIE) assessment cour...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The book will be a core reading for several National Institute of Education (NIE) assessment courses. It covers an ambitious array of assessment issues and ideas, by addressing central and recurring assessment practices and challenges from diverse perspectives. Contributors to the book include faculty from three different Academic Groups of NIE: Curriculum, Teaching and Learning (CTL); Psychological Studies (PS); Policy and Leadership Studies (PLS). We hope that the variety of theories and perspectives will provide many educators with practicable access to assessment expertise and scholarship, and that the book will inform and equip teachers to address the varied assessment and learning challenges in schools. Link: <a href="https://docs.google.com/presentation/d/1cBKPKKB8XXWSoZpOa6-Jei6Cb0ytMzIl_aW5ykh-g80/edit?usp=sharing" rel="nofollow">https://docs.google.com/presentation/d/1cBKPKKB8XXWSoZpOa6-Jei6Cb0ytMzIl_aW5ykh-g80/edit?usp=sharing</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82938466"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82938466"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82938466; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82938466]").text(description); $(".js-view-count[data-work-id=82938466]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82938466; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='82938466']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 82938466, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=82938466]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82938466,"title":"Assessment and learning in schools","translated_title":"","metadata":{"abstract":"The book will be a core reading for several National Institute of Education (NIE) assessment courses. 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Link: https://docs.google.com/presentation/d/1cBKPKKB8XXWSoZpOa6-Jei6Cb0ytMzIl_aW5ykh-g80/edit?usp=sharing","internal_url":"https://www.academia.edu/82938466/Assessment_and_learning_in_schools","translated_internal_url":"","created_at":"2022-07-11T04:22:09.021-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8326331,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Assessment_and_learning_in_schools","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":8326331,"first_name":"Wei Shin","middle_initials":null,"last_name":"Leong","page_name":"WeiShinLeong","domain_name":"nie-sg","created_at":"2014-01-15T16:12:14.801-08:00","display_name":"Wei Shin Leong","url":"https://nie-sg.academia.edu/WeiShinLeong"},"attachments":[],"research_interests":[{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment"},{"id":110303,"name":"Learning and Assessment in Higher Education","url":"https://www.academia.edu/Documents/in/Learning_and_Assessment_in_Higher_Education"},{"id":158428,"name":"Education Policies in Singapore","url":"https://www.academia.edu/Documents/in/Education_Policies_in_Singapore"},{"id":296449,"name":"Singapore Education System","url":"https://www.academia.edu/Documents/in/Singapore_Education_System"},{"id":920664,"name":"educational reform in Singapore","url":"https://www.academia.edu/Documents/in/educational_reform_in_Singapore"},{"id":960920,"name":"Textbook Assessment","url":"https://www.academia.edu/Documents/in/Textbook_Assessment"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="82938465"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/82938465/What_more_can_and_should_assessment_do_for_learning_Observations_from_successful_learning_context_in_Singapore"><img alt="Research paper thumbnail of What (more) can, and should, assessment do for learning? Observations from ‘successful learning context’ in Singapore" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82938465/What_more_can_and_should_assessment_do_for_learning_Observations_from_successful_learning_context_in_Singapore">What (more) can, and should, assessment do for learning? Observations from ‘successful learning context’ in Singapore</a></div><div class="wp-workCard_item"><span>The Curriculum Journal</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT Singapore has earned accolades as one of the leading education systems in the world, bas...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT Singapore has earned accolades as one of the leading education systems in the world, based on its record in international assessments, including TIMSS and PISA. This has contributed to the entrenchment of ‘assessment’ becoming an institutional authority of standards, teaching (performativity) and classroom learning. It is against, and amidst such contexts, that this article traces how the notion and discourse of formative assessment and Assessment for Learning (AfL) are widely introduced and used formally across all Singaporean schools, particularly after a recent introduction of new ‘Holistic and Balanced Assessment’ policies. We argue that the very institutional authority of successful high-stake examination results, which served as critical standards of performativity of teaching and learning in the classroom, is being challenged. The changing assessment context of Singaporean schools, therefore serves as an interesting case study site for studying how formative assessment and AfL can be adapted and understood when ‘learning’ is already seen to be successful.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82938465"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82938465"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82938465; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82938465]").text(description); $(".js-view-count[data-work-id=82938465]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82938465; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='82938465']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 82938465, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=82938465]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82938465,"title":"What (more) can, and should, assessment do for learning? 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This is situated within the unique confluences of educational contexts, such as an ascendency of arts education and an emphasis on holistic education after fifty years of Singapore’s nation-building. Through the interweaving of these contexts, as well as the particulars of policies and practices, this chapter attempts to present the textural nuances and dynamics both within and between the two ensembles of policies. The chapter also suggests directions for the orchestration of the “next piece” in the evolution of Singaporean music assessment policies and practices: assessment supporting equity and wide access to musical practices, and driving meaningful curricular and pedagogical practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82938455"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82938455"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82938455; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82938455]").text(description); $(".js-view-count[data-work-id=82938455]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82938455; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='82938455']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 82938455, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=82938455]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82938455,"title":"Policy and Practice of Assessment in Music Education: The Case of Singapore","translated_title":"","metadata":{"abstract":"This chapter describes and accentuates critical perspectives of how public and private music assessment policies in Singapore interweave, showing the interrelatedness and disjuncture of assessment practices. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38565324"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38565324/Engaging_with_ebb_and_flow_in_Singaporean_classrooms_2015_pdf"><img alt="Research paper thumbnail of Engaging with ebb and flow in Singaporean classrooms (2015).pdf" class="work-thumbnail" src="https://attachments.academia-assets.com/58638037/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38565324/Engaging_with_ebb_and_flow_in_Singaporean_classrooms_2015_pdf">Engaging with ebb and flow in Singaporean classrooms (2015).pdf</a></div><div class="wp-workCard_item"><span>Transformative Teacher Research: Theory and Practice for the C21st</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter reflects on the theoretical and practical considerations of how a group of Singapore...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter reflects on the theoretical and practical considerations of how a group of Singaporean teachers are learning about formative assessment. With the introduction of new ‘student-centred’ educational policies and initiatives that encourage teachers to learn and make use of formative assessment as part of the twenty-first-century classroom practice repertoire (Tan, Teng, Tan & Yim, 2014), the institutional authority of successful high-stakes summative assessment results, which have served as critical standards of the performativity of teaching and learning in Singaporean classrooms for many years, is being challenged (Leong & Tan, 2014). How Singaporean teachers can reconcile a possible dilemma between helping students achieve grades in tests and examinations for public accountability, and also make any new formative assessment ‘count’ for student-centric aspirations, may remain a matter of theoretical and practical tension. This chapter, first, briefly discusses the literature on formative assessment and professional learning of formative assessment. I go on to suggest a theoretical framework for how professional learning should be viewed via a bifocal lenses in order to be able to capture the ebb and flow of the classroom. Finally, I describe how the lesson study has been a useful and authentic platform for the professional learning of formative assessment for some Singaporean teachers thus far.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4789b305ea32914de15f2f32fa58c1cd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58638037,"asset_id":38565324,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58638037/download_file?st=MTczMjQ3NzI1Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38565324"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38565324"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38565324; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38565324]").text(description); $(".js-view-count[data-work-id=38565324]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38565324; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38565324']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 38565324, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4789b305ea32914de15f2f32fa58c1cd" } } $('.js-work-strip[data-work-id=38565324]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38565324,"title":"Engaging with ebb and flow in Singaporean classrooms (2015).pdf","translated_title":"","metadata":{"abstract":"This chapter reflects on the theoretical and practical considerations of how a group of Singaporean teachers are learning about formative assessment. 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