Wei Shin Leong
Biographic Data
| ID | 6509269 |
|---|---|
| NAME | Wei Shin Leong |
| GIVEN NAMES | Wei Shin |
| FAMILY NAME | Leong |
| SIGNATURE | LEONG W S |
| AFFILIATIONS | Nanyang Technological University |
| ORCID | 0000-0001-6111-8035 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
A Systematic Review of Test Anxiety Identification and Leveling in Children and Adolescents
Test anxiety is experienced in competence‐based situations, such as tests and exams, where one is anxious and concerned about failure in performance outcomes. It is often of interest to both research and applied settings to identify students who are high on test anxiety to understand the characteristics of high test anxiety or to provide support and intervention for these students. This systematic review focuses on the methods in which Grades 1–1…
Value, practice and proficiency
1054 teachers were surveyed on their values, practices, and proficiency of AfL. • Teachers value AfL but feel they lack preparation and opportunities to practice it. • They report proficiency and frequent use of summative tasks but value them less. • Participants negotiate competing assessment priorities by adapting/redefining AfL. • Development and change management must engage proficiency, perception and curriculum together
Assessment for learning research in East Asian countries
Knowing the intentions, meaning and context of classroom assessment
Value, practice and proficiency
1054 teachers were surveyed on their values, practices, and proficiency of AfL. • Teachers value AfL but feel they lack preparation and opportunities to practice it. • They report proficiency and frequent use of summative tasks but value them less. • Participants negotiate competing assessment priorities by adapting/redefining AfL. • Development and change management must engage proficiency, perception and curriculum together
Knowing the intentions, meaning and context of classroom assessment
Assessment for learning research in East Asian countries
Value, practice and proficiency
1054 teachers were surveyed on their values, practices, and proficiency of AfL. • Teachers value AfL but feel they lack preparation and opportunities to practice it. • They report proficiency and frequent use of summative tasks but value them less. • Participants negotiate competing assessment priorities by adapting/redefining AfL. • Development and change management must engage proficiency, perception and curriculum together
A Systematic Review of Test Anxiety Identification and Leveling in Children and Adolescents
Test anxiety is experienced in competence‐based situations, such as tests and exams, where one is anxious and concerned about failure in performance outcomes. It is often of interest to both research and applied settings to identify students who are high on test anxiety to understand the characteristics of high test anxiety or to provide support and intervention for these students. This systematic review focuses on the methods in which Grades 1–1…
Educational Assessment and Improvement (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Student Assessment and Feedback (3 works) · Assessment for learning (2 works) · Formative assessment (2 works) · Political science (2 works) · Summative assessment (2 works)