Developing assessment literacy in Singapore: How teachers broaden English language learning by expanding assessment constructs

Abstract

This paper explains how teachers working in a distinctive educational policy context in Singapore expanded their assessment practices to broaden English language learning in their classrooms. The educational policy context, known as the Integrated Programmes, has been implemented since 2004 for selected schools in the country to de-emphasise the influence of examinations and promote teacher autonomy to enhance students’ learning. More specifically, this paper discusses the findings of a study where a small group of high school teachers expanded their language learning and assessment constructs beyond those considered in the national examination and mainstream school practices in the country. They did this by (1) paying greater attention to culture, (2) building on an extended understanding of genres, (3) giving increased importance to content knowledge, and (4) placing a stronger emphasis on higher-order thinking, learning, and communicating in authentic contexts. While these four areas are drawn from the distinctive educational context of the Integrated Programmes, they serve to illuminate and illustrate how English language teachers in general can develop their assessment literacy to expand beyond the assessment constructs examined in high stakes tests to increase students’ learning in their local contexts.