Kim Hong Koh

Improving Teachers’ Assessment Literacy through Professional Development

August 2, 2018

35th annual conference (2009), Kim Hong Koh

This paper described and explained the findings of a 2-year longitudinal, quasi- experimental intervention study of improving Singapore teachers&#8217, assessment literacy in designing and implementing authentic assessment for use in…

Assessment for Learning: Understanding Teachers’ Beliefs and Practices

August 2, 2018

36th annual conference (2010), Edmund Song, Kim Hong Koh

Assessment for learning in the day-to-day classroom instruction is critical in bringing about students&#8217, mastery of 21st century competencies such as learning how to learn, thinking about own thinking and…

Building Teachers’ Capacity in Classroom-based Formative Assessment

August 2, 2018

36th annual conference (2010), Kim Hong Koh, Lyndon Lim, Mubarak Habib

Building teachers&#8217, capacity in formative assessment has become increasingly important for 21st century teaching and learning. Many governments believe that formative assessment offers a powerful means for meeting goals for…

Redesigning assessment and reporting: impacts student learning and social values

August 2, 2018

39th annual conference (2013), Judith Hadden, Kim Hong Koh

Alberta, a province in Canada with an educational ministry dedicated to student success has adopted three key components to drive its new curricular direction. The young adult graduating from high…

Integrating Technology into Mathematics Teachers’ Design and Use of Authentic Assessments

August 2, 2018

41st Annual Conference (2015), Colleen Parks, Judi Hadden, Kim Hong Koh

This paper reports on the preliminary findings of an action research that aimed to&#160,build mathematics teachers&#8217, capacity in designing and using reliable and valid&#160,authentic assessments and assessment for learning that…

The Impact of Item Formats on Singaporean Students’ Performance in the Trends of International Mathematics and Science Study

August 2, 2018

32nd annual conference (2006), Berinderjeet Kaur, Kadriye Ercikan, Kim Hong Koh

In many of the large-scale international assessments (e.g., TIMSS, PISA), both multiple-choice and constructed-response item formats are used to assess student achievement. In terms of measuring learning outcomes, it is…

Development of the Singapore Prototype Classroom Assessment Tasks

July 19, 2018

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32nd annual conference (2006), Ai Noi Lee, Hwei Ming Wong, Kim Hong Koh, Wengao Gong

This paper describes the development of the Singapore prototype classroom assessment tasks in English, Mathematics, Science, Chinese Language, Malay Language, and Tamil Language as well as the use of authentic…

Kim Hong Koh

Improving Teachers’ Assessment Literacy through Professional Development

Assessment for Learning: Understanding Teachers’ Beliefs and Practices

Building Teachers’ Capacity in Classroom-based Formative Assessment

Redesigning assessment and reporting: impacts student learning and social values

Integrating Technology into Mathematics Teachers’ Design and Use of Authentic Assessments

The Impact of Item Formats on Singaporean Students’ Performance in the Trends of International Mathematics and Science Study

Development of the Singapore Prototype Classroom Assessment Tasks

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