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Implementation of formative assessment in the English language classroom: insights from three primary schools in Singapore

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Abstract

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.

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Authors and Affiliations

  1. English Language and Literature (ELL), National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Kiren Kaur

  2. Policy, Curriculum and Leadership (PCL), National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Christina Lim-Ratnam

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  1. Kiren Kaur
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  2. Christina Lim-Ratnam
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Correspondence to Kiren Kaur.

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The authors certify that the data and work submitted in this article are the result of original research. It presents findings from the completed doctoral dissertation of Kiren Kaur. Data collected were subjected to ethics and data collection approval, at Nanyang Technological University, National Institute of Education (NTU/NIE), in accordance with the IRB-approved protocol, IRB requirements/policies and all applicable rules and regulations.

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Kaur, K., Lim-Ratnam, C. Implementation of formative assessment in the English language classroom: insights from three primary schools in Singapore. Educ Res Policy Prac 22, 215–237 (2023). https://doi.org/10.1007/s10671-022-09327-y

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