This project seeks to investigate the effect of portfolios as an alternative assessment in the Higher Malay Language (HML) Curriculum. From 2015 onwards, the Year 2 and Year 4 cohort of Higher Malay students had to submit a graded portfolio with writing, grammar and oral components. This portfolio included a rubric and checklist for self-assessment and a reflective practice model for reflection at the end of each unit or skill. Teachers would then monitor the portfolio at the end of each unit or skill and evaluate students’ attitudes towards the portfolio and the effectiveness of this assessment on student achievement, using a pre-test survey, students’ test scores and students’ reflections.

Research Personnel:

Role	Name	Department
Investigator	Nuraini Abdul Gapor	Languages
Investigator	Nurashikin Hanafi	Languages
Investigator	Fadhilah Ramli	Languages

Artifacts are not available yet.

How has TokTol, an Online Adaptive Learning Tool, Improved Students’ Perception and Performance?
Differentiated Instruction (DI) through Self Directed Learning (SDL) for High Ability Learners (HALs)
Meta-Analysis of Thinking
The Development of Community of Inquiry Skills and Dispositions in Philosophy in Raffles Institution and Raffles Girls’ School
A Study on the Use of Drama Techniques to Improve Chinese Oral Communication
Gifted Females’ Attitudes and Perceptions of Learning Environment in Technology-Based Science Classrooms in Singapore
Effects of Portfolio Use as a Learning Tool on HML Students' Achievements and Reflective Practice

Current Projects

What if some know more? The place of the Biography Unit in RGS Year 2 English Language Instructional Programme

Effects of Portfolio Use as a Learning Tool on HML Students' Achievements and Reflective Practice