Embedding Formative Assessment in Blended Learning Environment: The Case of Secondary Chinese Language Teaching in Singapore

Kwong Tung Chan

doi:10.3390/educsci11070360

Abstract

The fast global spread of COVID-19 has resulted in the mass disruption of teaching, learning, as well as assessment, in mainstream schools in Singapore. Teachers were caught unprepared and this jeopardised the quality of classroom delivery and assessment. The Ministry of Education has since shifted to an online asynchronous mode of teaching whilst attempting to keep the face-to-face method of lesson delivery, to which it is called ‘blended learning’ (BL) in the local context. Besides being propelled to learn and use new technology tools for online lessons, teachers also need to quickly explore to embed formative assessment (FA) in the new BL environment to substitute traditional classroom assessment. In this context, I argue that teachers’ language assessment literacy (LAL), pedagogical content knowledge (PCK) and e-pedagogy are vital to the success of embedding FA in BL. Following, I also describe some tentative predictions for future challenges and opportunities of embedding FA in the BL environment of secondary Chinese Language (CL) teaching in Singapore. On this basis, I discuss the ways in which current conceptualisations of language assessment literacy will need to shift in response to these challenges. Finally, I make some recommendations for practice based on this argument.

Highlights

Assessment discourse and teachers’ assessment literacy are growing in importance and influence in both established and developing educational systems around the world in recent years as educational reforms become more intensive
COVID-19 has resulted in the mass seize disruption of teaching withto
Based on the good track records of how Singapore teachers deal with uncertainties and educational changes in the past decades, there is much potential for such a claim

Summary

Introduction

Assessment discourse and teachers’ assessment literacy are growing in importance and influence in both established and developing educational systems around the world in recent years as educational reforms become more intensive. Formative assessment (FA) has been a popular discourse in education as its potential benefit is fundamentally dependent on teachers’ willingness to make changes to their classroom practices to enhance students’ learning. These changes bring about much assessment tension, especially at the current moment when the fast emergence and global spread of the coronavirus disease (COVID-19) has resulted in the mass disruption of teaching, learning, as well as assessment, in all part of the world, including Singapore. STP is a model that makes explicit how effective teaching and learning is achieved in Singapore schools [3] It is co-developed by the MOE and National Institute of Education (NIE). Some recommendations for practice are made based on this argument

Blended Learning and Formative Assessment

Languagean

Challenges and Opportunities