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Building Teachers’ Capacity in Classroom-based Formative Assessment

Building teachers’, 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 high-performance, high-equality of student outcomes, andfor providing students with knowledge, skills and dispositions for lifelong learning. In order to help teachers to improve their formative assessment practices, it is important to provide themwith effective professional development. Research on teacher professional development has pointed out that school-embedded teacher learning communities (TLCs) are the best mechanism for building teacher capacity in formative assessment. The use of TLCs as a professionaldevelopment model in Singapore schools is relatively new given that professional development for building teachers’, capacity in formative assessment is mostly in the format of ad hoc, 1-2 day workshops. This paper seeks to contribute to the knowledge base of teacher professional development and formative assessment practices by presenting two case studies that illustrate theneed for schools to employ TLCs as a model of professional development for building teachers’, ,capacity in formative assessment.

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