Provide Some Examples Of Literacy Assessment That The Committee Can
The paper discusses how teachers in Singapore have expanded their assessment practices within the unique educational policy context. It emphasizes the importance of effective assessments in reading instruction and intervention. The PIRLS study is conducted every five years to measure student reading literacy. The article also explores how assessment feedback can be improved in the examination-oriented environment of Singapore primary schools. Teachers are trained through courses such as the P4 Assessment workshop to set effective tests. The paper evaluates the primary schools' classroom-based assessment and potential tensions in Singapore. It highlights key skills needed for reading assessment, including the alphabetic principle, phonemic awareness, oral reading fluency, vocabulary, and comprehension. The author defines assessment literacy as the appropriate understanding and use of assessment practices. The REAP program, which incorporates Shared Book and other elements, aims to improve language learning and attitudes. The article also discusses the implementation of assessment for learning and assessment of learning in schools and the need for proper training for teachers to use them effectively.
After conducting research, it seems that the Progress in International Reading Literacy Study (PIRLS) assessment is utilized every five years to measure student reading literacy in Singapore. Additionally, classroom-based assessment practices have been expanded, with a focus on evaluating key reading skills such as the alphabetic principle, phonemic awareness, oral reading fluency, vocabulary, and comprehension.
However, recognizing the need for assessments that are culturally relevant and resonate with pupils' experiences, exposure, and background, here are some alternative literacy assessment tools suitable for use in Singapore:
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Running Records: This observational assessment tool allows teachers to record a student's reading behavior in real time, providing valuable insights into reading strategies, fluency, and comprehension. Running records can be tailored to include texts that are culturally relevant and familiar to pupils in Singapore.
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Informal Reading Inventories (IRI): IRIs are individually administered assessments that encompass graded word lists, oral reading passages, and comprehension questions. By selecting texts that align with the cultural context and experiences of Singaporean pupils, IRIs can provide meaningful data on their reading skills and understanding.
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CBM-R (Curriculum-Based Measurement in Reading): This assessment approach involves regularly monitoring students' reading skills through brief, standardized measures. By incorporating texts that reflect Singaporean culture, CBM-R can provide relevant and actionable data for reading intervention planning.
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Performance-Based Assessment Tasks: Designing performance-based tasks that prompt students to engage with culturally relevant materials can offer a comprehensive view of their reading and comprehension abilities within contexts familiar to them.
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Portfolio Assessment: In addition to traditional assessments, portfolio assessments can be used to collect and review samples of students' reading work, including responses to culturally relevant texts, projects, and creative writing pieces.
By prioritizing assessments that incorporate culturally relevant content and experiences, educators can gain a deeper understanding of their students' literacy skills and provide targeted support tailored to their unique cultural context.
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