Keynote Speech at East Zone Learning Symposium 2010
Formative Assessment: Improving Teaching and Learning in 21st Century Classrooms Dr Kim H. Koh National Institute of Education Singapore Curriculum, Teaching and Learning (CTL) Abstract Building teachers’ capacity in formative assessment or assessment for learning has become increasingly important for 21st century teaching and learning around the world. Many governments believe that formative assessment offers a powerful means for meeting goals for high-performance, high-equality of student outcomes, and for providing students with knowledge, skills and dispositions for lifelong learning. All these important goals resonate well with C2015, PERI, and some other key policy initiatives by MOE. In this presentation, Dr Koh will include the following important themes of formative assessment: definitions, purposes, and strategies of classroom-based formative assessment, research evidence of formative assessment on teaching and learning, teachers’ beliefs about student learning and formative assessment practices, students’ perspectives and experiences of formative assessment, parents’ thinking about assessments, the role of authentic assessment in classroom-based formative assessment, and the importance of building teachers’ capacity in formative assessment through ongoing, sustained professional development as in the format of school-embedded teacher learning communities. Profile of Keynote Speaker Assistant Professor Koh Kim Hong obtained her PhD in Measurement, Evaluation, and Research Methodology from the University of British Columbia (UBC). She was awarded the Canadian Commonwealth Scholarship, the UBC Graduate Fellowship, and the R. Howard Webster Foundation Fellowship for her doctoral study. While she was at UBC, she worked in two research projects: large-scale TIMSS and SAIP bilingual assessments and longitudinal study of children's reading development. She also taught an undergraduate course in Learning, Measurement and Teaching for the teacher education program. Prior to joining NIE, Assistant Professor Koh worked as a lecturer at Universiti Putra Malaysia. At NIE, Assistant Professor Koh teaches a graduate course in authentic assessment and supervises doctoral students and research associates/research assistants. Her research projects include the investigation of the quality of teacher assessment tasks and student work in Singapore schools and ways of improving teacher assessment literacy, and the development of the Singapore Primary One English Diagnostic Reading Assessment (with Scott Paris). She also serves as a collaborator in Associate Professor Subra's project in developing an instrument to measure innovation and enterprise in Singapore schools. She is on the editorial board of the Journal of Early Childhood Literacy and serves as a managing editor of Pedagogies: An International Journal. She is a Hall Counsellor at NTU's Hall of Residence 5. Her research interests are in authentic assessment and student learning, teacher assessment literacy and professional development, international comparison of student achievement, test development, item response theory and latent trait modelling.
Research Publications Koh, K. H., & Zumbo, B. (in press). Multi-group confirmatory factor analysis for testing measurement invariance in mixed item format data. Journal of Modern Applied Statistical Methods. Koh, K. H., & Luke, A. (2009). Authentic and conventional assessment in Singapore schools: An empirical study of teacher assignments and student work. Assessment in Education: Principles, Policy and Practice, 16(3), 291-318. Koh, K. H., & Gong, W. (2008). Assessment and the teaching of mandarin Chinese in Singapore schools. New Horizons in Education, 56(2), 43-51. Koh, K. H., Bai, R., Tan, E., Gwee, S., & Nhu, M. (2007). A diagnostic reading assessment battery for Singapore primary 1 pupils. SingTeach, Issue 9. Retrieved from http://oldsingteach.crpp.nie.edu.sg.libproxy.nie.edu.sg/content/view/225/278/ Ercikan, K., & Koh, K. H. (2005). Examining the construct comparability of the English and French versions of TIMSS. International Journal of Testing, 5(1), 23-35. Zumbo, B., & Koh, K. H. (2005). Manifestation of differences in item-level characteristics in scale-level measurement invariance tests of multi-group confirmatory factor analyses. Journal of Modern Applied Statistical Methods, 4(1), 275-282. Ercikan, K., Gierl, M., McCreith, T., Puhan, G., & Koh, K. H. (2004). Comparability of bilingual versions of assessments: Sources of incomparability of English and French versions of Canada's National Achievement Tests. Applied Measurement in Education, 17(3), 301-321. Koh, K. H., Maznah Baba, Rohani Abdullah, & Zumbo, B. (2004). Psychological testing in Malaysia. Testing International, 14(1-2), 4-5. Koh, K. H., & Witarsa, M. P. (2003). A review of data analysis for the behavioral sciences using SPSS. Journal of Educational and Behavioral Statistics, 28(1), 83-88.
Published on Apr 24, 2012