Assessment Literacy of Singapore Chinese Language Teachers in Primary and Secondary Schools

2016 ◽  
pp. 85-103 ◽  
Author(s):  
Limei Zhang ◽  
Kaycheng Soh
Keyword(s):  
Secondary Schools ◽  
Chinese Language ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Chinese Language Teachers ◽  
Singapore Chinese

scholarly journals A Study on Singapore Chinese Language Teachers’ Professional Proficiency and Training Needs for Sustainable Development

2017 ◽  
Vol 19 (2) ◽  
pp. 69-89
Author(s):  
Yun Wen ◽  
Jing Wu
Keyword(s):  
Sustainable Development ◽  
Teaching Practice ◽  
Chinese Language ◽  
Training Needs ◽  
Language Teachers ◽  
Chinese Language Teachers ◽  
Service Training ◽  
Singapore Chinese ◽  
Explanatory Mixed Methods ◽  
And Training

AbstractContinuous professional development can help teachers become responsible mentors for sustainable education. Taking into account subject characteristics and concentrating on investigation of professional proficiency and training needs of the Chinese language teachers in Singapore, this study seeks to shed light on providing more targeted in-service training and workplace learning support for teachers to attain the goals for sustainable development. An explanatory mixed methods approach was adopted in this study. A total of 1054 Chinese language teachers completed the questionnaire on subject content and professional knowledge, Chinese teaching practice and pedagogy, and knowledge of technology and its application. Focus group discussions and interviews of 112 teachers were conducted to further explore the results from the survey data. The findings of the study provide insights into shaping the forms and priorities of in-service training for teachers to be a powerful agent of sustainable teaching.

scholarly journals PELAKSANAAN KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT) DALAM PEMBELAJARAN DAN PEMUDAHCARAAN BAHASA CINA DI SEKOLAH MENENGAH [THE IMPLEMENTATION OF HIGHER ORDER THINKING SKILLS (HOTS) IN THE TEACHING AND LEARNING OF THE CHINESE LANGUAGE IN SECONDARY SCHOOLS]

2020 ◽  
pp. 126-140
Author(s):  
ALEX SIAW WEI TAN ◽  
MEOW HOON NG
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Chinese Language ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Language Teachers ◽  
Higher Order Thinking Skills ◽  
Chinese Language Teachers ◽  
The Mean ◽  
Level Of Understanding

The purpose of this research was to identify the level of understanding and the incorporation of Higher Order Thinking Skills (HOTS) in the teaching and learning of the Chinese Language among Secondary Schools teachers in Selangor. The respondents were 183 Chinese Language teachers from 145 secondary schools in Selangor. Questionnaires were administered to collect data in this research. A descriptive analysis was done to obtain the mean, standard deviation, frequency and percentage to identify the secondary school Chinese Language teachers’ level of understanding towards HOTS and the incorporation of HOTS in the teaching and learning process in their classrooms. The findings showed that teacher’s understanding and knowledge towards HOTS were satisfactory with an average mean above 3.5; while the mean for the incorporation of HOTS in teaching and learning implied that this aspect has to be improved. The findings were able to provide useful input on the level of implementation of HOTS among Secondary School Chinese Language teachers in Selangor.

Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design

2017 ◽  
Vol 22 (3) ◽  
pp. 264-288 ◽  
Author(s):  
Kim Koh ◽  
Lydia E Carol-Ann Burke ◽  
Allan Luke ◽  
Wengao Gong ◽  
Charlene Tan
Keyword(s):  
Chinese Language ◽  
Development Program ◽  
Task Design ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Student Work ◽  
Assessment Task ◽  
Chinese Language Teachers ◽  
Assessment Tasks ◽  
Language Classrooms

A teacher’s assessment literacy refers to her or his demonstrated understanding of the principles behind selecting and designing tasks, judging student work, and interpreting and using assessment data to support student learning. This study examines the development of the task design aspect of assessment literacy in 12 Chinese language teachers as they participated in a two-year authentic assessment professional development program. By analysing the quality of assessment tasks designed by the teachers over time, we found that, although teachers quickly grasped many aspects of task design, they found it difficult to incorporate certain knowledge manipulation criteria into their assessments. The study provides insights into the contextual and discipline-embedded challenges that face language teachers with regard to assessment.

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