Holistic Assessment Implementation in Singapore Primary Schools – Part II: Developing Teacher Assessment Capacity to Improve Student Learning

Holistic Assessment Implementation in Singapore Primary Schools – Part II: Developing Teacher Assessment Capacity to Improve Student Learning

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Holistic Assessment Implementation in Singapore Primary Schools – Part II: Developing Teacher Assessment Capacity to Improve Student Learning

Research has shown that formative assessment, when used as an integral part of everyday teaching and learning, can have a great impact on student learning. Hence, it is imperative that teachers build their capacity to use formative assessment effectively in the classroom. As this requires teachers to develop new habits of classroom assessment, capacity building has to support them in both the acquisition of knowledge (assessment literacy), and the translation of knowledge into consistent, high quality practice (assessment competency).To sustain the implementation of Holistic Assessment beyond its Roll-out Phase, a capacity building model was developed to further enhance teachers’, assessment literacy and competency. In 2013, the model was piloted in 72 primary schools, involving more than 1,000 teachers. This paper discusses the capacity building model that provides a structured approach for teachers to learn collaboratively, practise in the classroom and engage in peer observation and feedback. The paper will also present preliminary findings on the impact on teachers and students after the first year of piloting.Key Words:PERI, Holistic Assessment, Formative Assessment, Teacher Learning Communities, Assessment Literacy, Assessment Competency

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