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Singaporean teachers’ views of classroom assessment: Findings from using Q-methodology

Wei Shin Leong

This article details the use of Q methodology (Q) for eliciting different views of classroom assessment among Singaporean teachers. Q is purported to be useful for studying the tacit decision-making process within the wide-ranging practical and controversial situations that Q researchers tend to prefer to investigate. This article asks a key question: Is Q helpful for investigating the possible multiplicity and significant relationships of views of classroom assessment when new assessment policies are being introduced in Singaporean schools? The different clusters of viewpoints from the Q-factor analysis, in particular, reveal underlying bases of common and different espoused practices of classroom assessment. This suggests opportunities for consensus-building that will be useful for teachers, policy-makers, professional-learning developers, and researchers.

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