This study attempts to explore the links between research, policy and practice. Specifically, it investigated how teachers enact a national policy on the implementation of formative assessment practices and explored what affects their capacity and will to carry out educational reform. Using a case study approach, formative assessment-related practices of six teachers within three primary schools in Singapore were examined. Findings from interviews, document analysis and classroom observations brought out how teachers reframed policy and implemented instructional practices in terms of what they knew or thought they understood of it. Policy enactment was also found to be influenced by the contextual setting as the schools also played a part in the way these teachers implemented their practices. Drawing on these findings, the study discusses issues pertinent to policy implementation and makes recommendations for policy enactment.

本研究试图探索研究、政策和实践之间的联系。具体来说，它调查了教师如何制定实施形成性评估实践的国家政策，并探讨了影响他们进行教育改革的能力和意愿的因素。使用案例研究方法，研究了新加坡三所小学六名教师的形成性评估相关实践。访谈、文件分析和课堂观察的结果表明，教师如何根据他们所知道或认为自己理解的内容重新制定政策并实施教学实践。还发现政策制定受到背景环境的影响，因为学校也在这些教师实施实践的方式中发挥了作用。根据这些发现，