Abstract
This paper reports the findings of a study which aims to examine the processes and effectiveness of the collaboration between teachers in their professional learning which some Singapore schools are currently engaged in. The learning process attempted to raise the profile of teacher professionalism in classroom alternative assessment through action research. A total of nine schools participated in this two-year study. Participants included teachers and school leaders. Guided by a university researcher and supported by a cluster superintendent and school leaders, the collaboration helped familiarise teachers with alternative ways of assessing student learning, connect theories with practice in their classroom assessment, and acquire the skills of doing research. Facilitated by a structure that supports the development of partnerships between teachers from different schools, the collaboration focused on teachers working on a common task. The data reveal how teachers took ownership of their own learning through this process and led their peers in their respective schools in curriculum customisation through alternative assessment practices. Such an education reform process, which has driven the effectiveness of the collaborative teacher learning in promoting teachers’ instructional practices, is analysed from four dimensions, namely, (a) macro level (systemic reform), (b) school level (school improvement plans), (c) teacher level (teacher community), and (d) micro level (classroom level). This paper concludes with a discussion of the challenges in sustaining teacher collaboration across schools in Singapore.
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We would like to thank the participating teachers, school leaders, and a cluster superintendent for their cooperation throughout this study.
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Appendix 1
Appendix 1
Some sample items of the teacher questionnaires adapted from Ogan-Bekiroglu (2009, p. 38).
Section-1a: Please indicate what degree your assessment cover the following cognitive levels.
Assessments that measure student reasoning | 0 1 2 3 |
Assessments that measure student recall knowledge | 0 1 2 3 |
Section-1b: Please indicate what degree you use the following assessment methods.
Examinations composed of common national exams (PSLE/O-Level Exams) questions | 0 1 2 3 |
Portfolios | 0 1 2 3 |
Section-1c: Please indicate what degree you consider the following items when you evaluate students’ performances.
Student effort—how much the student tries to learn | 0 1 2 3 |
Improvement in performance since the beginning of the year | 0 1 2 3 |
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Lyna, Loong Hung, D.W. & Chong, S.K. Promoting teachers’ instructional practices in alternative assessment through teacher collaboration. Educ Res Policy Prac 15, 131–146 (2016). https://doi.org/10.1007/s10671-015-9189-9
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DOI: https://doi.org/10.1007/s10671-015-9189-9